The Effect of Note- Taking Strategy on the Academic Achievement of Eleventh- Grade Students in Geography

Abstract

This study aims to determine the effect of note- taking strategy on academic achievement in Geography among eleventh- grade students. The researcher followed the experimental method in this study and relied on experimental maps for two groups (experimental group and control group). The research community consisted of eleventh- grade literary students for the academic year (2024- 2025). The representative sample of the study included (41) male students, who were randomly divided into two groups: an experimental group who were taught with a note- taking strategy, they are (21) students, and (20) students in the control group who were taught with the learning strategy.

The study balance consists of (students' ages in months, intelligence tests, parents' academic achievement, Geography grades in the previous year). After determining the topic for the students of the research population, which is two chapters of the Physical Geography textbook for the eleventh grade, the researcher prepared the behavioral objectives for measurement according to Bloom’s taxonomy (remembering, understanding, applying, analyzing), which reached (127) behavioral objectives, a lesson plan was also prepared for the topics of the experimental group, which consisted of (3) daily lesson plans per week for each study group.The researcher used the academic achievement test tool, which they are (50) items, and its validity was confirmed by presenting it to a number of experts and specialists, after calculating the ease or difficulty coefficient, distinctive errors, and alternative errors, and its reliability was confirmed by the retest method and Cronbach’s alpha coefficient with a reliability rate of (0.90), which is a high percentage, and the final exam consists (43) items.The statistical tools used in this study are chi- square, t- test for two independent samples, t- test for two related samples, Pearson Correlation Coefficient, Spearman's Rank Correlation, J. Cooper formula, Coefficient of ease, Coefficient of difficulty, Discrimination coefficients, Error Substitution Effect, Cronbach's alpha equation, Eta Squared Equation (η^2). After applying the research tools, collecting and analyzing the data using the Statistical Package for the Social Sciences (SPSS), the researcher reached the following conclusions: There is a statistically significant difference at the 0.05 level between the average scores of the two study groups on the academic achievement test, in favor of the experimental group. In light of the study results, the researcher reached several conclusions, recommendations, and suggestions.