Pedagogical Research

• Boch, F., & Piolat, A. (2005). Note taking and learning: A summary of research. The WAC Journal, 16, 101-113. https://doi.org/10.37514/WAC-J.2005.16.1.08
• Bouguesba, B. (2020). An investigation into the effectiveness of the Cornell note taking system in improving learners’ writing composition: The case of master students of English at Biskra University [Master’s thesis, Mohamed Kheider University].
• Broe, D. (2013). The effects of teaching Cornell notes on student achievement. Minot State University. https://www.semanticscholar.org/paper/The-Effects-of-Teaching-Cornell-Notes-on-Student-Broe/5155af5756c726bd27db473844aa941a89c51fb3
• Cartier, S., & Théorêt, M. (2004). L’enseignement des stratégies d’apprentissage par la lecture [Teaching learning strategies through reading]. Centre de recherche et d’intervention sur la réussite scolaire [Center for Research and Intervention on Academic Success]. https://sylviecartier.com/IMG/pdf/Strategies_Sylvie_Cartier.pdf
• Chiali, R. (2018). L’impact de la compétence de la prise de notes et du résumé dans la reproduction écrite en FLE; pour une revalorisation de la de la compétence scripturale [The impact of note-taking and summary skills in written reproduction in French as a foreign language; for a revaluation of scriptural competence]. Radiation, 5(1), 283-302.
• Donohoo, J. (2010). Learning how to learn: Cornell notes as an example. Journal of Adolescent & Adult Literacy, 54(3), 224-227. https://doi.org/10.1598/JAAL.54.3.9
• Dunkel, P., Mishra, S., & Berliner, D. (1989). Effects of note taking, memory, and language proficiency on lecture learning for native and nonnative speakers of English. TESOL Quarterly, 23(3), 543-549. https://doi.org/10.2307/3586929
• Faber, J. E., Morris, J. D., & Lieberman, M. G. (2000). The effect of note taking on ninth grade students’ comprehension. Reading Psychology, 21(3), 257-270. https://doi.org/10.1080/02702710050144377
• Fisher, D., Frey, N., & Lapp, D. (2009). Meeting ayp in a high-need school: A formative experiment. Journal of Adolescent &Adult Literacy, 52(5), 386-396. https://doi.org/10.1598/JAAL.52.5.3
• Frenay, M., Noël, B., Parmentier, P. P., & Romainville, M. (1998). L’étudiant-apprenant. Grilles de lecture pour l’enseignant universitaire [The student-learner. Reading grids for the university teacher]. De Boeck Université.
• Her, Y. R., Akbar, R. R., & Anissa, M. (2021). Differences in learning outcomes using the Cornell method and the non Cornell method for students at the Faculty of Medicine Universitas Baiturrahmah [Paper presentation]. The ICME 2021 Virtual Conference--Excellence in Health Profession Education; Through Globalization & Collaboration.
• Hufnagel, E., & Kelly, G. J. (2018). Examining emotional expressions in discourse: methodological considerations. Cultural Studies of Science Education, 13, 905-924. https://doi.org/10.1007/s11422-017-9806-4
• Jacobs, K. (2008). A comparison of two note taking methods in a secondary English classroom [Paper presentation]. The 4^th Annual GRASP Symposium.
• Kharbach, A. (2022). La prise de notes chez les étudiants en sciences infimières [Note taking among nursing students]. Éditions Universitaires Européennes [European University Editions].
• Kiewra, K. A., DuBois, N. F., Christian, D., McShane, A., Meyerhoffer, M., & Roskelley, D. (1991). Note-taking functions and techniques. Journal of Educational Psychology, 83(2), 240-245. https://doi.org/10.1037/0022-0663.83.2.240
• Lee, P.-L., Lan, W., Hamman, D., & Hendricks, B. (2008). The effects of teaching notetaking strategies on elementary students’ science learning. Instructional Science, 36(3), 191-201. https://doi.org/10.1007/s11251-007-9027-4
• Piolat, A., Olive, T., & Kellogg, R. T. (2005). Cognitive effort during note taking. Applied Cognitive Psychology, 19(3), 291-312. https://doi.org/10.1002/acp.1086
• Saffah, M., & Yousfi, C. K. (2020). Les difficultés de la prise de notes chez les étudiants de l’agronomie [Difficulties of taking notes among students of agronomy] [Master’s thesis, Universite Ahmed Draia-Adrar].
• Schwanenflugel, P. J., Hamilton, A. M., Kuhn, M. R., Wisenbaker, J. M., & Stahl, S. A. (2004). Becoming a fluent reader: Reading skill and prosodic features in the oral reading of young readers. Journal of Educational Psychology, 96(1), 119-129. https://doi.org/10.1037/0022-0663.96.1.119

APA

Amhout, A., Kharbach, A., Naciri, A., & Lahlou, L. (2023). The effect of the Cornell method on the quality of grade production and learning performance of nursing students. Pedagogical Research, 8(2), em0153. https://doi.org/10.29333/pr/12787

Vancouver

Amhout A, Kharbach A, Naciri A, Lahlou L. The effect of the Cornell method on the quality of grade production and learning performance of nursing students. PEDAGOGICAL RES. 2023;8(2):em0153. https://doi.org/10.29333/pr/12787

AMA

Amhout A, Kharbach A, Naciri A, Lahlou L. The effect of the Cornell method on the quality of grade production and learning performance of nursing students. PEDAGOGICAL RES. 2023;8(2), em0153. https://doi.org/10.29333/pr/12787

Chicago

Amhout, Aziz, Ahmed Kharbach, Aziz Naciri, and Laila Lahlou. "The effect of the Cornell method on the quality of grade production and learning performance of nursing students". Pedagogical Research 2023 8 no. 2 (2023): em0153. https://doi.org/10.29333/pr/12787

Harvard

Amhout, A., Kharbach, A., Naciri, A., and Lahlou, L. (2023). The effect of the Cornell method on the quality of grade production and learning performance of nursing students. Pedagogical Research, 8(2), em0153. https://doi.org/10.29333/pr/12787

MLA

Amhout, Aziz et al. "The effect of the Cornell method on the quality of grade production and learning performance of nursing students". Pedagogical Research, vol. 8, no. 2, 2023, em0153. https://doi.org/10.29333/pr/12787