Effect of Field Independence/Dependence on Two Textbook Notetaking Techniques

This study was performed to assess the effect of field independence/dependence on the successful use of mapping or outlining to take notes from textbooks. Success was measured in terms of student performance on a comprehension test and thoroughness of notetaking. The study sample of 38 students enrolled in reading and study skills courses at a community college in Western Pennsylvania was divided into three groups: a group who received training in mapping/networking, a group who received training in outlining/paraphrasing, and a control group that received no training in notetaking. In the first class session, students were taught either the mapping or outlining procedure and were told to take notes on a passage for homework. Two days later, students evaluated and discussed their homework assignment in small groups. A week later, students were given the Group Embedded Figures Test (GEFT) to assess relative field independence/dependence and were tested on the text material. In the final stage of the process, two raters assessed the thoroughness of the students' notes. Study findings included the following: (1) there were no statistically significant differences between the experimental groups in terms of mean scores on the comprehension test or thoroughness of notes; (2) field-independent students had higher mean test scores using the mapping technique, while field-dependent students had higher scores using outlining; and (3) while there was a significant positive correlation between the GEFT scores of students in the mapping group and their comprehension test scores, there was no similar correlation for students in the outlining group. Based on study findings, teachers were urged to guide students into the notetaking technique best suited to them. (JMC)