Conditional effects of interventions in note-taking procedures on learning: A meta-analysis

Abstract

A meta-analysis was conducted on 17 studies (27 separate samples and 73 effect sizes) examining the effects of interventions in the note-taking procedures on learning from lectures or texts. The overall mean weighted effect size (d) for the intervention groups versus the no intervention groups was 0.02. To explore what factors influence the intervention effects, moderator analyses were conducted separately for intervention type, schooling level, presentation method, publication source, and publication year. The results indicated that students at a lower schooling level gained some benefits from the interventions, whereas students at a higher schooling level did not. Also, the intervention effects were greater for journal articles than for doctoral dissertations and Education Resources Information Center reports. Other variables did not significantly account for the variance in effect sizes. © 2006 Japanese Psychological Association.