Benefits of Student-Generated Note Packets: A Preliminary Investigation of SQ3R Implementation

Autor/in	Carlston, David L.
Titel	Benefits of Student-Generated Note Packets: A Preliminary Investigation of SQ3R Implementation
Quelle	In: Teaching of Psychology, 38 (2011) 3, S.142-146 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/0098628311411786
Schlagwörter	Textbooks; English (Second Language); Investigations; Surveys; Evaluation Methods; Learning Strategies; Reading Strategies; Teaching Methods; Psychology + Suchen Sie Ihr Suchwort? Textbook; Text book; Schulbuch; Lehrbuch; English as second language; English; Second Language; Englisch als Zweitsprache; Untersuchung; Survey; Umfrage; Befragung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Reading strategy; Leselernstufe; Lesetechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Psychologie
Abstract	Minimal research to date has evaluated the impact of Survey-Question-Read-Recite-Review (SQ3R) implementation (i.e., surveying prior to reading, generating questions, reading to answer said questions, reciting, and reviewing information) on content retention and student performance. Existing research is anecdotal or lacks ecological validity. The current research shows the impact of SQ3R implementation, as demonstrated by note packet completion, on student comprehension and retention. Results from the current study indicate that when students use SQ3R strategies, they retain more information, as demonstrated by higher achievement on course exams. Because students are not apt to utilize their textbooks in an effective manner independently, the author provides suggestions regarding the incorporation of these findings into course design. (Contains 1 figure and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10