Effect of Note-Taking on Academic Achievement Among Senior Secondary School Chemistry Students in Katsina Metropolis, Nigeria
DOI:
https://doi.org/10.65820/ejes-20vol2-issue2-2026Keywords:
Chemistry Education, Note-taking, Academic Achievement, Gender, Ex-Post Facto, Katsina MetropolisAbstract
Purpose: This study examined the effect of note-taking on the academic achievement of Senior Secondary School Chemistry students in Katsina Metropolis and determined whether male and female students with complete note-taking practices differed significantly in achievement.
Methodology: An ex-post facto research design was adopted. The population comprised 12,163 Senior Secondary School II (SS II) Chemistry students in public secondary schools in Katsina Metropolis. A sample of 384 students (186 males and 198 females) was selected using multistage sampling. Data were collected using a researcher-developed Note-Taking Assessment Checklist (NTAC), while academic achievement was obtained from Chemistry continuous assessment records. Mean and standard deviation were used to answer the research questions, while independent samples t-tests tested the hypotheses at the 0.05 significance level.
Results: Students with complete note-taking practices achieved significantly higher scores (M = 68.74, SD = 9.86) than those with incomplete practices (M = 56.91, SD = 11.72), t(382) = 10.61, p = .001. No significant difference was found between male (M = 69.42, SD = 9.41) and female (M = 68.12, SD = 10.24) students with complete note-taking practices, t(226) = 0.99, p = .324.
Novelty and Contribution: The study provides empirical evidence that complete note-taking practices are associated with improved Chemistry achievement and that their effectiveness does not differ by gender, extending evidence from Nigerian secondary schools.
Practical and Social Implications: Chemistry teachers should teach and reinforce effective note-taking skills. Structured note-taking can improve achievement, support active learning, and provide equitable learning opportunities for male and female students.
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Copyright (c) 2026 Abdulkadir Halliru, Bello Bishir Magaji, Fatima Ya’u, Saadiyya Bashir (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
This article is licensed under a Creative Commons Attribution 4.0 International License.
