Volume 08 Issue 03 March 2025
1Dang Khanh Linh, 2Pham Trung Kien
1,2FLE, Thai Nguyen University of Education, Thai Nguyen University
DOI : https://doi.org/10.47191/ijsshr/v8-i3-45Google Scholar Download Pdf
ABSTRACT
Reading comprehension requires simultaneous information extraction and meaning construction, involving active text engagement. However, most high school students have difficulty understanding and effectively remembering the text they have read. This study evaluated the impact of the Cornell note-taking method on the reading comprehension of 11th-grade students at Ngo Quyen High School. The research design included an experimental group applying the Cornell note-taking method on reading materials and a control group using conventional reading strategies. The methods were assessed through pre- and post-tests. The results indicated that the experimental group outperformed the control group in reading comprehension scores, showing a significant improvement. In addition, to analyze students' attitudes toward this method, the researcher surveyed questionnaires and interviews. It was concluded that the Cornell note-taking method should be integrated into instruction to help learners understand complex reading materials. The impact of this method on student achievement needs further study to understand its application in other subjects.
KEYWORDS:Reading; Reading comprehension; Cornell note-taking; High school students.
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