Secondly, the SQ3R combined with the note packet complement also enhances learning quality. Note taking is an extremely important part of the learning process. It doesn't matter whether you're trying to find a way to study the material later or you're just trying to read the material. Specifically, David Carlston spent over a period of three and a half year to set an investigation included 324 students completing introductory psychology classes. The purpose of his study was to evaluate the relationship between independent student implementation of SQ3R and the exam performance. As the result, Carlston summarized that "students who wrote notes from the textbook in a manner consistent with SQ3R concept and principles performed better on subsequent recall exams" (Carlston, 2011, P145). This means that, for students to get the most out of the notes, they first have to know how to take good notes. Students used the SQ3R before classes, read the material, had already known what they should focus on, so that they can take comfortable notes during classes. Furthermore, when they applied the last step "Review" of SQ3R, they can combine the textbook with their classes' notes to get a clear comprehension and performed better on subsequent recall exams.
Last but not least, what is the best method for instructing students regarding learning strategies? The SQ3R may be one of the suitable answers, because it can improve the ability of retention. Most students cannot actually remember what they have read or learned, even if they can remember right after they read the material, they probably cannot keep it in mind for a period of time. Feldt and Hensley provide their research about whether the introductory psychology textbooks authors provide descriptions of SQ3R application that are consistent with those found in the SQ3R literature (Feldt & Hensley, 2009, P585). As a result of this research, they suspect two reasons why SQ3R is recommended to college students.