Date
5-16-2024
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Rebecca Lunde
Keywords
Doodle notes, reading comprehension, middle school, note-taking
Disciplines
Education
Recommended Citation
DeWald, Kayla L., "The Impact of Guided Doodle Note-Taking on Reading Comprehension: A Quasi-experimental Study" (2024). Doctoral Dissertations and Projects. 5588.
https://digitalcommons.liberty.edu/doctoral/5588
Abstract
The purpose of this quasi-experimental nonequivalent control-group study is to determine the impact of guided doodle note-taking strategies on middle school students’ reading comprehension. The importance of this study is the impact the data makes on the best practices of teacher instruction. The sample size is 101 students set in a city district in the Southeast United States. The students vary in socioeconomic levels, with many of them falling below the poverty line and representing a wide variety of ethnicities and races. Data was collected using pre- and post-test practices. The instrument utilized was the Reading Comprehension Scale. Data were analyzed using an analysis of covariance, ANCOVA. Results are discussed by RQ. The results are found to not be statistically significant, and the research was unable to reject the null hypotheses. It is concluded that any form of note-taking is beneficial for middle school students. Future research on what constitutes as non-verbal stimuli in regard to memory is recommended as well as a study spanning a longer amount of time.
