1) The study examined whether teaching high school students the Cornell note-taking method would affect their performance on unit tests in a family and consumer sciences class. 
2) Two sections of a child development class were given either the Cornell note-taking method or allowed student-choice note-taking. Unit test scores showed no difference between the two note-taking methods.
3) Theoretical frameworks of information processing and schema theory suggest that note-taking can help transfer information from short-term to long-term memory by connecting new information to prior knowledge in meaningful ways. However, this study found no impact of the Cornell method on test scores.

The Impact of The Cornell Note-Taking Method On Students' Performance in A High School Family and Consumer Sciences Class PDF

The list of books you might like