Dr Oluyomi O. Akintunde
This study investigated the effects of Cornell note-taking/reviewing on recall of lecture. Eighty (80) year 2 students of two Colleges of Education in Plateau State were randomly assigned to four (4) experimental and control groups. The recall measures were immediate free-recall and achievement tests. 2×2 ANOVA and Tukey HSD statistics were used to test the hypotheses. Findings of the study indicated that participants in the Cornell note-taking group performed better on recall tests than those in the No Notes group. Also, participants that reviewed Cornell notes performed better than those who reviewed Lecturer’s notes. The study recommended that students should be trained in Cornell note-taking/reviewing techniques in order to enhance students’ recall of lecture and to enhance academic performance.