A Comparison of the Effects of Lecture Versus Lecture Guided Notes on Student Test Scores

1
A Comparison of the Effects of Lecture Versus
Lecture Guided Notes on Student Test Scores

• By
• W. Larry Williams
• Timothy M. Weil James C. K. Porter

University of Nevada, Reno
2
Behavioral Methods in Education

• Derived from demonstrated effective
  behavior change principles and procedures
• Pinpointing the response to be strengthened
• Sequencing complex tasks into components
• Reduce environmental sources of distraction
• Prompting or cueing the desired response

3
Behavior change principles and procedures

• Pinpointing the response to be strengthened
• E.G. Correctly vocalize the words in the
  paragraph within 1 minute with no errors.
• E.G. Correctly complete all 2-digit addition
  problems on the page in 1 minute with no errors

4
Behavior change principles and procedures

• Sequencing complex tasks into components
• E.G. Backward or Forward chaining of the logical
  steps involved in an assembly task or a dance
  routine

5
(No Transcript)
6
Behavior change principles and procedures

• Reduce environmental sources of distraction
• E.G. Study in the same place, with
  either the same or reduced environmental events
  surrounding you.
• E.G. Conduct training in a separate room

7
Behavior change principles and procedures

• Prompting or cueing the desired response
• E.G. This is a ball. What is this?
• E.G. This battle was at ..G

8
Behavioral Methods in Education

• Derived from demonstrated effective behavior
  change procedures
• 5. Differential reinforcement of approximations
• 6. Gradual introduction of intermittent
  reinforcement
• 7. Arrangements to maximize correct responding
  (stimulus control)
• 8. Maintenance Transfer to natural environments

9
Behavior change principles and procedures

• Differential reinforcement of approximations
• E.G. Perform addition with increasing
  accuracy, then with increasing speed

10
Behavior change principles and procedures

• Gradual introduction of intermittent
  reinforcement
• E.G. Praise each correct response at first,
  then every 3rd, then every 5th, etc.

11
Behavior change principles and procedures

• Arrangements to maximize correct responding
  (stimulus control)
• E.G. Within vs. Extra stimulus prompting for
  children with DD

12
Within stimulus vs Extra stimulus

• Extra Prompts that identify the correct choice
  but that are contained along dimensions that are
  irrelevant to the final discrimination to be
  learned.
• Within Prompts that identify the correct
  response and which are contained within
  dimensions relevant to the final discrimination

13
EXTRA STIMULUS PROMPTING
SIZE IS IRRELEVANT
14
Multiple Cue Stimuli
The problem of over-selectivity
15
Multiple Cue Stimuli
16
Within Stimulus PromptingSchriebman, 1975
S-
S
17
Within Stimulus PromptingSchriebman, 1975
S
S-
S
S-
18
Behavior change principles and procedures

• Arrangements to maximize correct responding
  (stimulus control)
• E.G. In teaching behavioral principles
• Reinforce Increase
• Punish Decrease

19
Behavior change principles and procedures

• Transfer to natural environments and maintenance
  over time
• E.G. How much should the tip be?
• E.G. how does this concept relate to the one
  we covered last month?

20
Major Behavioral Teaching Applications

• 1. Programmed instruction Holland Skinner
  (1961) Skinner (1953,1968) - sequenced
  written materials
• 2. Personalized System of Instruction (PSI)
  Keller (1968)-5 features
• Emphasis on reading, self paced, mastery,
  Proctors, lecture as a reinforcer
• -UNR-Psychology 101-last 9 years
• 3. Direct Instruction Engleman Carnine (1982)
  group responding, faded prompts, rapid pace

21
Major Behavioral Teaching Applications

• 4. Precision Teaching Lindsley (1990 1993)
• - Rate of change, probe sample performance,
  accuracy speed
• 5. Course Programming for Grades Michael,1982.
  Frequent quizzes, ample prompting, accumulate
  final grade
• 6. Guided Notes Heward, 1994 Austin, 2000
• Attempt to control actual classroom performance
  / attention

22
Guided Notes

• Use in Special Education Applications
• Beckley et al. (1999) Courson (1989) Heward
  (1994 2000) Lazarus (1991 1993)
• Use in University Applications
• Austin et al (2000 2002) Austin et al (1996)
  Barbetta Scaruppa (1995)

23
Guided notes What are they?

• The class presentation / lecture is supplemented
  with audio-visual information (E.G.,
  Powerpoint slides)
• Students receive pre-prepared_____ ______
• The note sheets are duplicates of the
  audio-visual slides, but contain key ___________
  information, that is presented during the
  lecture.
• Presumably, the students _____ the information
  onto their note sheets.

note sheets
missing
copy
24
Example Teaching the Concepts Reinforcement
vs. Punishment

• Reinforcement ______________ behavior!
• Punishment ________________ behavior
• There are two kinds of Reinforcement
• 1._________________ 2.______________
• There are two kinds of Punishment
• 1._________________ 2.______________

increases
decreases
positive
negative
negative
positive
25
Example Teaching the Concepts of Reinforcement
vs. Punishment

• A Positive Reinforcer is an event that, when
  presented immediately __________ a behavior,
  causes that behavior to __________ in frequency
  in that situation, the future.

following
increase
26
Example Teaching the Concepts Reinforcement vs.
Punishment

• A Negative Rein forcer is an event that, when
  _______ _________immediately following a
  behavior, causes that behavior to____________ in
  frequency in that situation, in the future.

removed or delayed
increase
27
Example Teaching the Concepts Reinforcement vs.
Punishment

• A positive Punisher is an event that, when
  presented immediately __________ a behavior,
  causes that behavior to __________ in frequency
  in that situation, in the future.

following
decrease
28
Example Teaching the Concepts Reinforcement vs.
Punishment

• A negative Punisher is an event that, when
  ________immediately __________ a behavior,
  causes that behavior to __________ in frequency
  in that situation, in the future.

removed
Following
decrease
29
TEST

• I present a really cool event to a learner
  after they engage in a specific behavior. After
  several such presentations they stop behaving.
• The really cool event is not a
• ________________

REINFORCER
30
Purpose of the current study

• To evaluate the effects of complete handouts on
  test performance compared to lectures alone
• To expand the current research on the impact of
  guided notes on test scores in a University
  setting.

31
Procedure

• Lectures given every week in undergraduate
  psychology courses
• All Lectures outlined and delivered via
  PowerPoint program each class
• During full notes phase, PowerPoint presentation
  printed in Outline View and provided to all
  students

32
Procedures

• During guided notes phase, student notes omitted
  pertinent material which was provided during the
  PowerPoint lecture
• Quizzes were conducted following lecture 5
  minutes standard study time (Classes 1
  2)
• Quizzes were conducted following lecture 2 or 4
  days study time (Class 3)
• All quizzes consisted of 15 multiple choice, 5
  true/false one written short answer

33
STUDY 1.A
34
STUDY 1B
35

• Descriptive statistics for quiz scores under
  lecture, full notes (FN), a second lecture
  condition and guided notes (GN) from Class one.

Table 1

• Teaching N Mean Standard
  Minimum Maximum
• method
  deviation test score test score
• Lecture 40 20.62 2.19
  14.50 24.20
• FN 40 20.39 2.47
  11.00 23.40
• Lecture 40 18.09 3.03
  10.80 23.70
• GN 40 19.39 2.00
  13.25 23.33

36
Summary of Wilcoxen Matched-Pairs Signed-Ranks
Test for Lectures versus full notes (FN) and a
second lecture condition versus guided notes
(GN).
Table 2

• N Mean rank Sum of
  Z Score Significance
• ranks
  (two-tailed)
• Negative Ranks
• Lecture FN 21a 15.19
  121.50
• Lecture GN 8d 15.19
  121.50
• Positive Ranks
• Lecture FN 17b 21.83
  698.50
• Lecture GN 32e 21.83
  698.50
• Ties
• Lecture FN 2c
• Lecture GN 0f
• Total
• Lecture FN 40
• Lecture GN 40
• Lecture FN -.820
• Lecture GN -.388
• Lecture FN .412
• Lecture GN .000
• a FN lecture c FN
  lecture

37
STUDY 2
38
STUDY 3
39
Descriptive Statistics for Classes 2 3
Experiment 2

• Table 3

• N Mean Std. Deviation Min
  Score Max Score
• CLASS 2
• LECTURE 35 19.34 2.83
  13.00 23.50
• GUIDED 35 21.06 1.87
  15.43 24.17
• CLASS 3
• LECTURE 36 16.02 2.94 9.40
  21.30
• GUIDED 36 18.02 2.65
  12.25 23.63

40
Summary of Wilcoxen Matched-Pairs Signed-Ranks
Test for Experiment 2 Classes 2 3

• Table 4

• CLASS 2 N Mean Rank Sum of Ranks
• GUIDED Negative ranks 4a 6.13
  24.50
• - LECTURE Positive Ranks 31b 19.53
  605.50
• Ties 0c
• Total 35
• Z Score
  4.758
• Significance
  (2-tailed) .000
• CLASS 3
• GUIDED Negative Ranks 3a 4.00
  12.00
• - LECTURE Positive Ranks 33b 19.82
  654.00
• Ties
  0c
• Total
  36
• Z Score-
  5.043
• Significance
  (2-tailed) 000
• aGUIDED LECTURE c LECTURE
  GUIDED

41
Results and Discussion

• Full Handouts did not appreciably impact outcome
  scores in study 1
• The use of guided notes had a minimal positive
  impact on the average Quiz scores in study 1 and
  a stronger effect in studies 2 3
• Individual student results were mixed and some
  were the opposite of what was observed with the
  group means

42
Possible Course Variables Affecting Results

• Ceiling effects due to quizzes following lectures
  soon after the lecture is completed
• Study 1 2 vs. Study 3
• Ceiling effects due to all lectures including
  detailed power-point slides
• All three studies
• Ceiling effects due to the Michael (1982)
  programmed course contingencies
• All three studies

43
Possible Student Variables Affecting Results

• Differential effects between senior / older vs
  junior / younger students
• Differential effects between skilled note takers
  and poor note takers
• Differential effects between high grade point
  students and low grade point students
• Individual attentional / sensorial variables

44
Future Research

• Relative effect of the background lecture
  method
• Traditional compare Guided Notes vs lecture
  alone
• Michael compare Guided Notes vs lecture alone
• Relative effect of the nature and amount of the
  material required to fill in
• Long vs short blanks
• Comparison of High low grade point within
  freshman vs seniors
• What kind of course is best for guided notes?

45

• THANK YOU!!