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Structured Notetaking and Student Performance in Microeconomics Courses

Author

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  • Benjamin Artz
  • Denise Robson
  • Angel Camacho

Abstract

Notetaking is a vital component of student learning and perhaps even more critical in the recent emergence of e-learning settings. The conventional literature proposes notetaking increases student attention, provides students an external source of knowledge, and gives students the ability to encode learned material into a form most digestible to them. We utilize a framed field experiment to investigate whether training students in a structured notetaking method improves the quality of students’ notes and their performance on assessments in two Principles of Microeconomics courses in Spring 2019. We find in t-tests, ordinary least squares regressions, and fixed effects estimations that training in structured notetaking positively correlates with both the quality of student’s notes and their performance on course assessments.

Suggested Citation

  • Benjamin Artz & Denise Robson & Angel Camacho, 2022. "Structured Notetaking and Student Performance in Microeconomics Courses," The American Economist, Sage Publications, vol. 67(2), pages 211-225, October.
    • Handle: RePEc:sae:amerec:v:67:y:2022:i:2:p:211-225
    DOI: 10.1177/05694345211072518
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