The Effect of Learning Management Using Cornell Note-taking Activity on First-year Undergraduate Students' Academic Report Achievement

Abstract

This study aimed to 1) compare the academic achievement in academic report writing between before and after instruction of students who learned using the Cornell note-taking activity; 2) compare the academic achievement in academic report writing between students who learned using the Cornell note-taking activity and those who learned using tradition instruction; 3) investigate the students’ satisfaction with learning through the Cornell note-taking activity. The sample consisted of 30 students in the experimental group who learned using the Cornell note-taking activity and 30 students in the control group who learned using traditional instruction. Research instruments included a lesson plan for academic report writing, Cornell notes, an academic report rubric, an academic achievement test, and a satisfaction survey for students who learned using the Cornell note-taking activity. The results showed that 1) the experimental group’s post-test academic achievement scores in knowledge and skills related to academic report writing were significantly higher than their pre-test scores at the .05 level of statistical significance; 2) the academic achievement scores of the experimental group were significantly higher than those of the control group at the .05 level of statistical significance;  and 3) the students expressed a high level of satisfaction with the Cornell note-taking activity, with an overall satisfaction rate of  98.76%, which was rated as very good.