Abstract
This research explores the use of guided notes in a post-secondary calculus course and the extent to which use enhanced students’ success in a first year calculus course. Guided notes have been previously shown to be perceived as helpful to learning by students, and one study showed that the use of guided notes improved pass rates in a first year college algebra course. Using an experimental design, our results show that guided notes improved outcomes for students when compared to a control group that did not use guided notes–logistic regression modelling found evidence that guided notes, mathematical aptitude and gender (male) were associated with a higher probability of a student successfully completing the course. No significant interactions between guided notes and gender was observed. Implications for further research and practitioners are included.
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