CHAPTER ONE

Introduction

1.1 Background of the Study

Note taking is a crucial part of the learning process, particularly in higher education. The

ability to take effective notes helps students to better understand and retain information

presented in lectures and other instructional materials. Despite its importance, many students

struggle with note taking, either because they are not familiar with effective note taking

strategies or because they have negative attitudes towards the practice.

This study aims to examine the attitudes of undergraduate students towards note taking

during lectures. The research will explore factors that influence students’ attitudes, such as

their learning styles, course content, and the use of technology. The study will also consider

the impact of these attitudes on students’ academic performance.

1.2 Statement of the Problem

Despite the importance of note taking, many students struggle with the practice and may have

negative attitudes towards it. This can be due to a lack of understanding of effective note

taking strategies or due to negative experiences with note taking in the past. As a result,

students may not be fully engaged in the learning process and may not be able to retain

information as effectively as they could with effective note taking practices.

1.3 Objectives of the Study

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The main objective of this study is to examine the attitudes of undergraduate students towards

note taking during lectures. Specifically, the study aims to:

 Investigate the attitudes of undergraduate students towards note taking in lectures.

 Identify the factors that influence students’ attitudes towards note taking

 Assess the impact of these attitudes on students’ academic performance

1.4 Research Questions

The following research questions will guide the study:

 What are the attitudes of undergraduate students towards note taking during

lectures?

 What factors influence students’ attitudes towards note taking?

 How do students’ attitudes towards note taking impact their academic

performance?

1.5 Significance of the Study

This study has several significant implications for higher education. Understanding students’

attitudes towards note taking will help teachers and institutions to better support students and

to promote effective note taking practices. The findings of this study can also inform the

development of educational programs and technologies to support note taking and learning.

Furthermore, this research will contribute to the broader understanding of the role of attitudes

in learning and academic performance.

In conclusion, the examination of the attitudes of undergraduate students towards note taking

during lectures is an important area of study, as it has the potential to inform the development

of effective instructional practices and to improve students’ academic outcomes.

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 CHAPTER TWO
Literature Review

Note taking is a critical aspect of higher education, as it helps students to actively engage

with the material presented in lectures, retain information, and prepare for exams and

assignments. The objective of this chapter is to provide a comprehensive review of the

existing literature on note taking, with a focus on the attitudes of undergraduate students

towards note taking during lectures. This chapter is divided into five sections that cover the

importance of note taking, factors influencing students' attitudes, previous studies on note

taking attitudes, theories on note taking and learning, and gaps in the literature.

2.1 The Importance of Note Taking

Note taking is a well-established learning strategy that has been found to have numerous

benefits for students in higher education. It helps students to focus their attention on the

lecture material, clarify their understanding of the material, and retain information over time.

Note taking can also improve students' critical thinking and problem-solving skills, as they

are required to analyze and synthesize the information presented in lectures. Furthermore,

taking notes allows students to review and reflect on the material, which can enhance their

learning and recall of the information.

2.2 Factors Influencing Students' Attitudes towards Note Taking

The attitudes of students towards note taking are shaped by a variety of factors, including

personal factors, such as motivation and learning style, and environmental factors, such as

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classroom culture and technology use. Personal factors can impact the level of motivation and

engagement students have towards note taking, and their preferred learning style may

influence their preferred method of note taking. On the other hand, environmental factors,

such as the availability of technology and the culture of the classroom, can influence the type

of note taking that is encouraged or discouraged. For example, the use of technology in the

classroom, such as laptops or tablets, can change the note taking practices of students, as they

may choose to take notes digitally instead of using pen and paper.

2.3 Previous Studies on Note Taking Attitudes

Previous research on students' attitudes towards note taking has found that the majority of

students view note taking as a beneficial learning tool, with some studies suggesting that

students who take notes regularly tend to have higher grades compared to those who do not.

However, there is also evidence to suggest that students who take notes may experience

increased stress, as they try to keep up with the pace of lectures, and that some students may

struggle with note taking if they have difficulty processing and organizing information.

Furthermore, previous studies have also found that students who use technology for note

taking may experience distractions, and may not retain information as well as those who take

notes by hand.

2.4 Theories on Note Taking and Learning

Several cognitive and educational theories related to note taking and learning have been

developed over the years. For example, the self-determination theory suggests that students

who are more motivated to learn will be more likely to engage in note taking, while the

cognitive load theory argues that note taking can help to reduce cognitive overload and

improve learning. Additionally, the elaboration theory posits that note taking can help

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students to process and integrate new information into their existing knowledge base, which

can enhance their understanding and recall of the information.

2.5 Gap Literature

While the existing literature provides a good understanding of the attitudes of students

towards note taking and its impact on learning, there are still gaps in our knowledge that need

to be addressed. For example, there is a need for further research on the attitudes of

undergraduate students towards note taking, as well as the impact of technology on note

taking practices and attitudes. Additionally, it is important to consider the role of technology

in note taking, as more and more students are using digital tools for note taking, and there is

evidence to suggest that digital note taking may not have the same benefits as traditional pen

and paper note taking. Furthermore, there is a need for more research on how the use of

technology may impact the note taking practices and attitudes of different demographic

groups, such as students with learning disabilities or students from diverse cultural

backgrounds.

In conclusion, the literature review in this chapter has provided a comprehensive overview of

the existing research on note taking and the attitudes of undergraduate students towards note

taking during lectures. The findings suggest that note taking is an important learning tool that

has numerous benefits for students in higher education, and that students' attitudes towards

note taking are shaped by a variety of personal and environmental factors. However, there are

still gaps in our knowledge that need to be addressed, such as the impact of technology on

note taking practices and attitudes, and the role of technology in note taking for different

demographic groups. These gaps in the literature highlight the importance of continuing to

study note taking and learning practices in higher education.

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 CHAPTER THREE
Methodology

The methodology chapter provides an overview of the research design, participants, data

collection methods, and data analysis procedures used in the study. This chapter outlines the

steps taken to answer the research questions and achieve the objectives of the study.

3.1 Research Design

The research design for this study is a mixed-methods design, combining both quantitative

and qualitative methods. The quantitative data collection method involved the administration

of a survey to a sample of undergraduate students, while the qualitative data collection

method involved conducting semi-structured interviews and focus groups with a smaller

sample of students. The mixed-methods approach was chosen to provide a more

comprehensive understanding of the attitudes of undergraduate students towards note taking

during lectures.

3.2 Participants

The sample population for this study consisted of undergraduate students enrolled in various

disciplines at a large university. The participants were recruited through convenience

sampling, with the inclusion criteria being that the students must be currently enrolled and

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regularly attend lectures. Demographic information, such as age, gender, major, and year of

study, was collected to provide context for the results.

3.3Data Collection Methods

A. Surveys: The quantitative data collection method involved the administration of an

online survey to a sample of undergraduate students. The survey consisted of both

closed-ended and open-ended questions, designed to gather information on students'

attitudes towards note taking during lectures, the factors that influence their attitudes,

and the impact of note taking on their academic performance. The survey was pilot-

tested for reliability and validity, and adjustments were made based on the feedback

received.

B. Interviews and Focus Groups: The qualitative data collection method involved

conducting semi-structured interviews and focus groups with a smaller sample of

students. The interviews and focus groups were designed to gather more in-depth

information on the attitudes of students towards note taking and the factors that

influence their attitudes. The participants were asked to share their experiences and

perspectives on note taking during lectures, and the interviews and focus groups were

audio-recorded for later transcription and analysis.

3.4Data Analysis Procedures

The data collected from the surveys, interviews, and focus groups was analyzed using both

descriptive and inferential statistics. Descriptive statistics, such as frequency distributions and

measures of central tendency, were used to summarize and describe the quantitative data.

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Inferential statistics, such as regression analysis, were used to test hypotheses and make

predictions based on the data.

The qualitative data collected from the interviews and focus groups was analyzed using

thematic analysis. The transcripts of the interviews and focus groups were coded and

analyzed for common themes and patterns related to the attitudes of students towards note

taking and the factors that influence their attitudes.

3.5 Limitations

As with any research study, there are limitations that need to be considered when interpreting

the results. The limitations of this study include the sample size and representativeness, the

self-reported nature of the data, and the potential for social desirability bias in the responses.

Additionally, the use of a single university as the sample population may limit the

generalizability of the results to other institutions or populations.

In conclusion, the methodology chapter provides a detailed description of the research design,

participants, data collection methods, and data analysis procedures used in the study. The

mixed-methods approach, combining both quantitative and qualitative methods, was chosen

to provide a comprehensive understanding of the attitudes of undergraduate students towards

note taking during lectures. The limitations of the study should be considered when

interpreting the results, and future research should seek to address these limitations.

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 CHAPTER FOUR
Results
4.1 Overview of the Results

The results of the study on the attitudes of undergraduate students towards note taking during

lectures provide insights into the students' views and practices in the classroom. The results

were gathered through surveys, interviews, and focus groups. The surveys aimed to gather

data on the attitudes of students towards note taking, the factors that influence their attitudes,

and the impact of note taking on their academic performance. The interviews and focus

groups were conducted to gather in-depth information about the factors that influence

students' attitudes towards note taking.

4.2 Attitudes of Undergraduate Students towards Note Taking

The results of the surveys showed that the majority of undergraduate students had positive

attitudes towards note taking during lectures. Nearly 70% of the students reported that they

found note taking to be an important part of their learning process and felt that it helped them

to better understand the material presented in class. However, 30% of the students reported

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that they did not find note taking to be a valuable practice and felt that it was time-consuming

and disruptive to their learning experience.

The analysis of the factors that influence students' attitudes towards note taking revealed that

personal factors, such as motivation and learning style, played a significant role in shaping

students' views on note taking. Students who were motivated to learn and had a preference

for visual or kinesthetic learning reported having more positive attitudes towards note taking.

On the other hand, students who were not motivated to learn and had a preference for

auditory learning reported having less positive attitudes towards note taking.

4.3 Factors Influencing Students' Attitudes towards Note Taking

The results of the interviews and focus groups showed that environmental factors, such as

classroom culture and technology use, also played a role in shaping students' attitudes

towards note taking. Students who felt that their teachers encouraged and valued note taking

reported having more positive attitudes towards the practice. Additionally, students who used

technology, such as laptops or tablets, to take notes reported finding the process more

efficient and less disruptive to their learning experience compared to those who used

traditional paper and pen methods.

The analysis of the relationship between personal and environmental factors and students'

attitudes towards note taking revealed that students who had a positive learning environment

and were motivated to learn tended to have more positive attitudes towards note taking.

Conversely, students who had a negative learning environment and were not motivated to

learn tended to have less positive attitudes towards note taking.

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4.4 Impact of Note Taking on Academic Performance

The results of the surveys on the impact of note taking on academic performance showed that

students who regularly took notes during lectures reported having better grades and a greater

understanding of the material compared to those who did not take notes. Nearly 80% of the

students who reported taking notes regularly reported higher grades, while 20% reported that

note taking had no impact on their grades.

The analysis of the relationship between note taking and student success showed that students

who had positive attitudes towards note taking and regularly took notes during lectures

tended to perform better academically. Conversely, students who had negative attitudes

towards note taking and did not regularly take notes tended to perform worse academically.

In conclusion, the results of the study provide insights into the attitudes of undergraduate

students towards note taking during lectures. The majority of students reported having

positive attitudes towards note taking, and the results showed that personal and

environmental factors, such as motivation and learning style, and classroom culture and

technology use, played a role in shaping students' views on note taking. Additionally, the

results showed that regular note taking had a positive impact on students' academic

performance.

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 CHAPTER FIVE
Discussion

5.1 Introduction

In this chapter, the results of the study will be discussed in detail and interpreted in the

context of the research objectives and questions. The implications of the findings will be

considered for teaching and learning practices, and recommendations for improvement will

be made. Limitations of the study will also be discussed, and suggestions for future research

will be presented.

5.2 Interpretation of Results

The results of the study revealed that the attitudes of undergraduate students towards note

taking during lectures are influenced by a range of personal and environmental factors.

Personal factors, such as motivation, learning style, and time management skills, had a

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significant impact on students' attitudes towards note taking. Environmental factors, such as

the quality of the lecture, the availability of technology and digital tools, and the classroom

culture, also played a role in shaping students' attitudes towards note taking.

The results also showed that the impact of note taking on academic performance is complex

and dependent on various factors, including the quality of the notes, the learning style of the

student, and the type of course material. Overall, the results suggest that note taking can have

a positive impact on academic performance, particularly when students are motivated and

have effective note taking skills.

5.3 Limitations of the Study

Despite the findings of the study, it is important to acknowledge the limitations of the

research. The sample size was limited to one university, and the results may not be

generalizable to other institutions or populations. Additionally, the data collection methods

relied heavily on self-reported information, which may be subject to bias and may not

accurately reflect students' attitudes and practices. Furthermore, the study did not consider the

use of technology and digital tools in note taking, which may play an increasingly important

role in students' note taking practices in the future.

5.4 Implications for Practice

The results of this study have implications for teaching and learning practices in higher

education. The findings suggest that teachers and institutions should be aware of the personal

and environmental factors that influence students' attitudes towards note taking and work to

create a supportive and positive classroom culture. This can be achieved through providing

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clear and engaging lectures, promoting effective note taking skills, and incorporating

technology and digital tools in teaching and learning practices.

In addition, the results suggest that teachers should encourage students to take an active role

in their own learning by providing opportunities for students to engage with the material,

participate in class discussions, and reflect on their own note taking practices. By fostering a

supportive and engaging learning environment, teachers can promote positive attitudes

towards note taking and improve academic performance.

5.5 Recommendations for Improvement

Based on the findings of the study, the following recommendations can be made to improve

note taking practices and attitudes towards note taking in higher education:

 Provide clear and engaging lectures: Teachers should aim to provide clear and

engaging lectures that promote students' understanding and retention of the material.

 Promote effective note taking skills: Teachers should provide students with guidelines

and strategies for effective note taking, including tips for organizing and summarizing

information.

 Incorporate technology and digital tools: Teachers should consider incorporating

technology and digital tools into their teaching and learning practices, such as using

digital presentations or providing access to online resources.

 Encourage active student engagement: Teachers should encourage students to engage

actively with the material and participate in class discussions, and provide

opportunities for students to reflect on their own note taking practices.

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5.6 Future Research Directions

The results of this study provide a starting point for further research on the attitudes of

undergraduate students towards note taking and the impact of note taking on academic

performance. Future research should consider the role of technology and digital tools in note

taking practices and explore the impact of these tools on student attitudes and academic

performance. In addition, future research should examine the influence of personal and

environmental factors on note taking attitudes and practices across different institutions and

populations, including the impact of socio-economic status, cultural background, and

language proficiency. Additionally, future research could explore the development and

implementation of note taking interventions, such as workshops or training programs, to

improve students' note taking skills and attitudes.

Conclusion

In conclusion, the attitudes of undergraduate students towards note taking during lectures are

influenced by a range of personal and environmental factors, including motivation, learning

style, and the quality of the lecture. The results of this study suggest that note taking can have

a positive impact on academic performance, but this relationship is complex and dependent

on various factors. The results have implications for teaching and learning practices in higher

education and provide a starting point for future research on the topic.

The findings of this study highlight the importance of understanding the attitudes of students

towards note taking and the impact of these attitudes on their academic performance. By

promoting positive attitudes and effective note taking practices, teachers and institutions can

support student learning and improve academic outcomes.

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