Lecture Note Taking Deficit During Session Among the Students of Economics, Wollega University, Ethiopia

Abstract

This study aimed to identify factors that affect students’ Lecture Note Taking during session. To achieve the objective, primary data type were used. In collecting the primary data, structured survey questionnaires were prepared. Using the questionnaire the data were collected from undergraduate students’ of economics at Wollega University. The data were analyzed using descriptive statistics such as mean, maximum, minimum, and percentage. The result of the study shows that the academic performance of the students who take note is better than those who don’t take note. Besides that, the sources of the reading material for almost all of the students who don’t take Note during class session were handout. In addition, the students who take note have good reading practice in comparison to those who don’t take note. Furthermore, Poor legibility of notes from the instructor’s side, inconvenient of teachers’ language to take note and the lecturer's rapid presentation rates have been perceived by students as the major factors affecting them to take lecture notes. The study recommends students not only for the note taking but generally be hard working in their academic performance. And also the study recommend instructor to refrain themselves from preparing and delivering handouts to students because handouts are found to be the dominant referring material for students and making the students deficit in note taking during the session. And finally, the action research advice instructors to improve their legibility of notes, language skill and lecture presentation rates.

Keywords: Lecture Note, Deficit, Session, Economics, Students

DOI: 10.7176/RHSS/12-23-03

Publication date: December 31^st 2022