To determine the effectiveness of lecturer's instruction for note-taking
skills, surveys regarding contents of note-taking, learning performance
and student's characteristics were conducted with and without
instructions. The contents of notes taken was lexically analyzed, and
students characteristics were surveyed some designed metrics.
The valid number of participants was 56.
There is a significant difference in metrics of note contents using
term frequency of co-occurence in the notes, there are no differences
in metrics of term frequency of note taken.
The effectiveness of the instruction for note-taking skills has been
confirmed in the causal analysis and correlation analysis between
metrics for contents of notes taken and student's characteristics.