PERCEIVED INFLUENCE OF NOTE-TAKING AND NOTE-MAKING SKILLS AND STUDENTS’ ACADEMIC PERFORMANCE IN KWARA STATE COLLEGES OF EDUCATION

Authors: Fashiku, Bunmi Comfort & Fashiku, Ademola Emmanuel

ABSTRACT

This study was on perception of lecturers on how students’ note- taking and note- making skills influenced their academic performance in Kwara state Colleges of Education, Nigeria. The descriptive survey research design was adopted in the study. The population of the study was made up of all the lecturers in the colleges. Fifteen lecturers were randomly sampled from the existing three state government owned Colleges of Education, five from each college. Two research instruments were used for data collection. They were: “Perceived Note-making and Note-taking Skills Questionnaire” (PNNSQ) and ‘Note Taking and Note Making and Students Academic Performance (NTNMSSAP). These questionnaires were designed by the researcher. The instruments were validated and their reliabilities ensured at 0.73 and 0.75 respectively. Data collected were analysed using frequency count and percentage scores to answer the research questions raised. The result indicated that: lecturers in the Colleges mainly gave notes to students in the class while some of them made use of lecture method. Students note taking skills in the colleges were found to include, listening, writing and use of symbols among others, they equally have the skills of note making while some of them were perceived to be lazy and have nonchalant attitude towards their studies. Also, it was found that students’ note taking and note making influence their academic performance in the Colleges. Based on the findings, it was recommended that lecturers, should try to be audible in their classes and dictate notes at a speed of students’ cope and that students should show more interest in their studies in the school and be more punctual to classes amongst others.

Keywords: Note-taking, Note-making, Skills, Colleges, Education, Students Academic Perceived, Performance

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