Note Taking Strategy and Recall

Abstract

This study examined the effect of note taking strategy and review on recall of One hundred and fifty class five (final year) students of two secondary school in Osogbo were randomly assigned to one of the 5 experimental note taking conditions adopted. 1' are war conditional and these recall measure are free recall and delayed recall test.t-test, one way correlational analysis were the statistics used to analyze data collected. Result of the analyses showed that paraphrased note taking was a more effective strategy in causing l ‘t as discovered recall of prose material than verbatim note taking. Also it u that note taking who reviewed performed significantly better than on free recall than note takers who did not review. Implications of the study for the teachers, educational psychologist and the guidance counselor were then discussed.