Effects of Cornell Note-Taking on Learning Knowled

Abstract

The objectives of this research were to: (1) study the learning knowledge of nursing students after using Cornell Note-Taking, (2) study the taking note skills of nursing students after using Cornell Note-Taking, (3) to compare between the learning knowledge of nursing students before using Cornell Note-Taking and after using Cornell Note-Taking, and (4) study the students’ satisfaction on the Cornell Note-Taking learning process. The samples of this study were 30 second-year nursing students at Boromarajonani College of Nursing Changwat Nonthaburi who registered in the Principles and Techniques in Nursing Practicum Subject in the third semester of the 2019 academic year. The research instruments included the Cornell Note-Taking, Cornell Note-Taking skills evaluation form, knowledge test on principles and techniques in nursing, and students’ satisfaction evaluation form. Data were analyzed using percentile, mean, standard deviation, and dependent t-test. It was found that the learning knowledge of nursing students after using Cornell Note-Taking as a whole was at medium level (Mean=0.66, SD=0.44). The learning knowledge of nursing students after using Cornell Note-Taking had higher than before using the tool (p<0.01). After using Cornell Note-Taking, 86.67% of nursing students had the note-taking skill at a good level and above. The satisfaction of nursing students on Cornell Note-Taking as a whole was at high level (Mean=4.08, SD=0.8).