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 Benue State University, Makurdi

JOURNAL OF EDUCATIONAL MANAGEMENT

Improving Students’ Proficiency in listening comprehension: The Role of Note-taking Study Skills

Gladys Denis Ukume, PhD Benue State University, Makurdi,

Abstract

The study investigated the effect of note-taking study skills on Upper Basic two students’ achievement in listening comprehension in Otukpo Local Government Area of Benue State. The purpose of the study was to determine the relative effectiveness of linear and non-linear note-taking skills in enhancing male and female students’ achievement in listening comprehension. The study was guided by three research questions where three null hypotheses was formulated and tested at 0.05 level of significance. The quasi-experimental research design of pre-test, post-test of nonequivalent group was adopted. A sample of 81 Upper Basic two students was sampled from two secondary schools using purposive and simple random sampling techniques. The schools were assigned to linear and non-linear note-taking skills in two intact classes to avoid students’ interaction during listening instruction lesson. Data were collected using Listening Comprehension Achievement Test (LCAT). Data collected were analysed using mean and standard deviation to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. Findings revealed that there was no significant difference in the mean Listening Comprehension Achievement Test (LCAT) scores of students taught listening comprehension using linear and non-linear notetaking strategy. Results of the findings also indicated that there was no significant difference in the mean Listening Comprehension Achievement Test (LCAT) scores of male and female students taught listening comprehension using linear note-taking strategy. It was also revealed in another finding that there was no significant difference in the mean Listening Comprehension Achievement Test (LCAT) scores of male and female students taught listening comprehension using non-linear note-taking. It was recommended that language teachers should incorporate linear and non linear note-taking activities into the listening comprehension scheme of secondary school students. In this vein, teachers of English language would learn to adopt these strategies in teaching and improving students’ listening comprehension skills.

Key words: Proficiency, Listening comprehension, Note-taking

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