ABSTRACT
OBJECTIVE: To evaluate the effect of note-taking skills training on the achievement motivation in learning. METHODS: The experimental study comprised graduate students of the 2010-11 batch at Kerman's Bahonar University and Kerman's Medical Sciences University, Iran. The study sample included 110 people; 55 in the test group, and 55 in the control group. They were randomly selected and replaced through the single-stage cluster sampling. To collect the data, a questionnaire was used. Pre-test was performed before the training session in two groups. After training course, a post-test was taken. For data analysis, the independent t-test, was used. RESULTS: The average pre-test score of the test group was 182 +/- 34.15, while for the control group it was 191 +/- 30.37 (p < 0.089). After the training, the post-test showed statistically significant change. The test group scored 220 +/- 20.94 against the controls who scored 195 +/- 27.26 (p < 0.001). CONCLUSION: The findings showed that achievement motivation in learning increased significantly after imparting training in note-taking skills. Authorities in the educational system should invest more for promotion of such skills.
