IMPACT OF GUIDED NOTES ON ACHIEVEMENT IN K-12 AND SPECIAL EDUCATION STUDENTS

The common practice of using of guided notes in the K-12 and special education classroom is not fully appreciated or understood. In an effort to add to the existing research about this phenomenon, the current investigation expands on previously published research and one previously published meta-analysis that examined the impact of guided notes on K-12 and special education student achievement. Specifically, this study examines the different variables that moderate the effect of using guided notes in the classroom, the impact of guided notes relative to student generated notes, random study checks, and peer tutoring. And, unlike the one previous meta-analysis examining the impact of guided notes with this student population, this investigation includes both published and unpublished research, and some previously unexamined variables. Results indicate that overall, guided notes can produce a strong impact on student achievement. The study discusses the implications and limitations of this research. The concept of student engagement has received considerable attention in the last two decades in response to declines in academic achievement and student motivation (Fredricks, Blumenfeld & Paris