Is the Pencil Mightier than the Keyboard? A Meta-Analysis Comparing the Method of Notetaking Outcomes

Mike Allen, Luke LeFebvre, Leah LeFebvre, John Bourhis

Research output: Contribution to journalArticlepeer-review

9 Scopus citations

Abstract

This meta-analysis compared the educational impact of the method of notetaking in the college classroom–hand written or using electronic device. The findings involved 14 studies combining 3,075 participants demonstrated that using electronic notetaking methods reduced measured outcomes (average r = −.142). Using the Binomial Effect Size Display, results indicated a decline of 25% of students scoring below the mean when electronic devices when compared to using handwritten notetaking. The study considers explanations for the decline and makes recommendations about the use of technology for notetaking in the classroom as well as paths for practical and pedagogical implications.

Original languageEnglish
Pages (from-to)143-154
Number of pages12
JournalSouthern Communication Journal
Volume85
Issue number3
DOIs
StatePublished - May 26 2020

Bibliographical note

Publisher Copyright:
© 2020, © 2020 Southern States Communication Association.

Keywords

  • Notetaking
  • distraction
  • handwriting
  • instructional strategies
  • laptop
  • retention

ASJC Scopus subject areas

  • Communication

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