Abstract
Many college students prefer to type their lecture notes rather than write them by hand. As a result, the number of experimental and quasi-experimental studies comparing these two note-taking mediums has flourished over the past decade. The present meta-analytic research sought to uncover trends in the existing studies comparing achievement and note-taking outcomes among college students. Results from 24 separate studies across 21 articles revealed that taking and reviewing handwritten notes leads to higher achievement (Hedges’ g = 0.248; p < 0.001), even though typing notes benefits note-taking volume (Hedges’ g = 0.919; p < 0.001), among college students. Furthermore, our binomial effect size display shows that taking handwritten lecture notes is expected to produce higher course grades than typing notes among college students. We conclude that handwritten notes are more useful for studying and committing to memory than typed notes, ultimately contributing to higher achievement for college students.