In a quasi-experimental setting, a group of U.S. college students in an introductory media law course had higher test scores when the instructor provided access to guided worksheets than a group of students without access to guided worksheets. It also allows educators in journalism and mass communication to cover more materials during courses and/or spend more time elaborating on complex issues to accomplish all learning outcome objectives. The results are comparable with studies that collected evidence in support of the effectiveness of guided note taking on student performance in other academic fields.
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