Abstract
This study was conducted to evaluate students' ( <i xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">n</i> =70) learning performance after their participation in lectures using enhanced guided notes (EGN) in an electric circuits course for non-electrical engineering students. Unlike traditional guided notes, EGN include questions that prompt students to evaluate their metacognitive knowledge. The results of the study demonstrate a significant increase in student learning performance with the application of EGN, as measured by an AC/DC Circuit Concept Inventory. Students reacted positively to the use of the EGN in a survey given to assess their learning experience.
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