Scribing success: Collaborative notetaking as a pedagogical strategy for enhancing comprehension in a gender and women’s studies classroom

Abstract

This study investigated the impact of collaborative notetaking on student comprehension in a Gender and Women’s Studies (GWST) course, bridging gaps in the literature on interdisciplinary pedagogical strategies. Grounded in Vygotsky’s Zone of Proximal Development and feminist pedagogy, the research adopted a mixed-methods approach to explore how collaborative notetaking influences learning outcomes; specifically, student comprehension. Quantitative data, collected through pre- and post-tests of course content, revealed a significant improvement in students’ comprehension scores (M = 74.47% to M = 92.25%, p < .001, d = 1.32), showing the efficacy of the intervention. Complementary qualitative insights from student reflections on collaborative notetaking suggests that mechanisms of task division and role differentiation, active engagement and peer support, and conflict resolution underlied dynamics that fostered gains in students’ comprehension of the course content. The findings align with GWST’s (as an interdisciplinary field) emphasis on inclusivity, dialog, and critical engagement, demonstrating how collaborative notetaking supports feminist pedagogical principles by valuing shared authority and diverse voices. This small study contributes to the growing body of research on active learning by providing empirical evidence of the benefits of collaborative notetaking in interdisciplinary settings. Future research should explore its applicability across disciplines and its long-term effects on comprehension, including how individual and contextual factors modulate its effectiveness.