A math teacher, Dr. Rogers, wants to know if requiring guided-notes is actually helpful and effective for his students. He taught two large College Algebra courses: one that met MWF 8am - 9:15am and another that met MWF 4pm - 5:15pm. He also taught two smaller Calculus classes on TTh: one that starts at 9am and one that starts at 4:30pm. Each of the College Algebra classes had 200 students. Dr. Rogers uses a random number generator to select 52 students from his large morning College Algebra class. After the semester ended and grades were fully processed, he sent an anonymous survey to those 52 students, asking a series of carefully crafted neutral questions about which school resources were helpful to his students and which were not. 89% of the students who were given the survey responded, and of those who responded 85% identified guided-notes as being very helpful for their path to student success