The Impact of the Cornell Note-Taking Method on Students’ Performance in a High School Family and Consumer Sciences Class

Abstract

Note-taking is a difficult skill, but it is an important skill, especially considering the pervasiveness of lecture throughout middle-school, high school and college classes. This study set out to examine whether teaching high school students the Cornell note-taking method and requiring them to use it would affect their performance on unit tests. The research question guiding the study was “How does the use of the Cornell note-taking method impact student performance in a high school Family and Consumer Sciences class?” At the conclusion of the research, the data supports the null hypothesis – there is no difference in student-choice note-taking and Cornell note-taking on student performance in a high school Family and Consumer Sciences class.