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Observing university students’ attentiveness to direct instruction frequently finds students multi-tasking. The World Wide Web has made it possible to be in other parts of the campus, city, or even world with a click of the button. Electronic devices offer Facebook, Tweets, E-mails, Minecraft, or a free cyber connection to the latest and upcoming online blog. Activities as such may be more alluring than the professor standing at the podium. This research study is twofold involving 38 students who attended a required class with a focus on assessment in early childhood education. Two separate populations were analyzed, both attending a winter 7:30 a.m. class (2018, 2019). Research questions were: (1) will providing students with note taking guides and assigning points for the completion of those guides increase student learning through the documentation of the final class grade? (2) Will providing students with note taking guides and assigning points to the completion of those guides improve attendance? From this research, it is evident that a positive increase in final grades occurs when guided notes are supplied, required, and inspected. There was no significance in higher attendance percentages, although the mean between the two classes showed a slight increase in attendance of the dependent group. [ABSTRACT FROM AUTHOR]