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Using Action Research
To Empower North Carolina Educators A Race to the Top Initiative
NC Department of Public Instruction
Educator Effectiveness Division
Activity: Your Experience with Action Research
“The Effects of Strategic Note-Taking on Academic Achievement in Math and
Science” Darryl Matthew Howington
Public Schools of Robeson County
L. Gilbert Carroll Middle
What is Action Research?
Systematic inquiry conducted by teachers and other educators to find solutions for critical, challenging, relevant issues in their classrooms and schools.
Mills, Geoffrey E, Action Research: A Guide for the Teacher Researcher, 2014
What is Action Research?
Main Goals Include:
•Positively impact student outcomes
•Identify and promote effective instructional practices
•Create opportunities for teachers to become reflective
•Share research results with other educators
Mills, Geoffrey E, Action Research: A Guide for the Teacher Researcher, 2014
What is Action Research?
A systematic research process to: ● Identify an area of focus (critical, challenging
issue)
● Develop an action research plan
● Implement action research plan in classroom/school
● Collect, analyze, and interpret data
● Share findings to inform practice
Mills, Geoffrey E, Action Research: A Guide for the Teacher Researcher, 2014
Problems of Practice
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Focus Statement
Using effective note-taking
strategies in the math and
science classroom will
positively affect student
performance on classroom
summative assessments,
including quizzes, tests, and
benchmark data.
What Does Peer-Reviewed Research say about my focus area?
“…guided notes consistently produced better
outcomes than traditional note taking for a
diverse range of students across K–12 and
college settings.”– Haydon T., et al
“…students who used strategic notes were more
successful than traditional note-takers at
recording more notes and exhibited better
performance on the comprehension measure
and long-term recall measure.”– Boyle J.
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Purpose of the Study
There is presently not enough note-
taking strategies being taught in grades
prior to 5th. This is an issue in my
classroom because the various degrees
to which students are taking notes are
too vast. Students have not been
successful at retaining mathematics
and science material because they
haven’t been taught effective note-
taking strategies. Therefore, the
purpose of my study is to determine
whether or not using strategic note-
taking can result in increased math and
science assessment scores.
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Study Participants
My participants in this
project include 45 fifth grade
students ages 10 and 11.
These students in my
classes are demographically
diverse, consisting of White,
Black, Hispanic, Asian, and
Native American with
academic abilities ranging
from low performing to high
performing students.
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Study Variables
•Direct Instruction
• Strategic Notes
• Study Time
• Assessment Scores
Activity: What Strategic Note-Taking Strategies are you most
confortable with?
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Innovation/Intervention
• Same Lessons for 1st and 2nd Period
• Same amount of study time for 1st and 2nd Period
• 1st Period uses strategic note-taking, while 2nd period is instructed to take notes however they would like
• Refer to pie charts on student experience with taking notes (see handout)
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Implementation in the Classroom
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Implementation in the Classroom
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Implementation in the Classroom
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Implementation in the Classroom
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Implementation in the Classroom
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Dat
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d Data Collected
• Average scores from 1st and 2nd period will be collected from all major quizzes, tests, and Discovery Benchmarks from the 1st semester in both math and science (see conference handouts).
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• Positive Results for Math
• Not a significant difference in Science
• See conference handouts
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• Strategic note-taking is beneficial in
teaching math content in my classroom.
•The students in my class this year need
more structured and visual notes when it
comes to comprehending math
concepts.
• Not enough significant difference in
science assessment scores. Therefore,
I haven't found the most effective note-
taking strategy for the science
curriculum. So in future planning, I will
continue to find a method that will help
students retain the most science
knowledge.
Activity: Make and Take! DIRECTIONS: You will be making your own strategic notes
depending upon the color card at your table. You can create these notes based on whatever grade may be applicable to you!
• Red- Reading (Any type of Foldable)
• Blue- Math (Any type of Graphic Organizer)
• Green- Science and/or Social Studies (Any type of Fill-in-the-
Blank Lesson)
HAVE FUN!!!
Conclusion Thank you for your participation. Any questions?
Contact Information:
Name: Darryl Matthew Howington
School/District: Public Schools of Robeson County
Phone: 910-671-6098
Email: [email protected]
Website: http://gtnpd72.ncdpi.wikispaces.net/About+the+Project
References • Boyle, J. and Rivera, T. (2012). Note-taking techniques for students
with disabilities: a systematic review of the research. Learning
Disability Quarterly, 35, 131-143.
• Meer, J. (2012). Students’ note-taking challenges in the twenty-first
century: considerations for teachers and academic staff developers.
Teaching in Higher Education, 17, 13-23.
• Haydon, T., et al. (2011). A review of the effectiveness of guided
notes for students who struggle learning academic content.
Preventing School Failure, 55, 226-231.
• Boyle, J. (2011).Thinking strategically to
record notes in content classes. American Secondary Education, 40,
51-66.
• Makany, T., Kemp, J., and Dror, I. (2009). Optimizing the use of
note-taking as an external cognitive aid for increasing learning.
British Journal of Educational Technology, 40, 619-635.
