EFFECTS OF LONGHAND NOTE TAKING ON THE LEARNING ACQUISITION OF LETRAS UNDERGRADUATES: A CASE STUDY

Abstract

This research aims at investigating the relevance of note taking in higher education learning contexts. The hypothesis held in the present work is that learning is enhanced when one takes handwritten notes. The theoretical framework is based on works by Oxford (1990, 2001, 2003), on the notion of learning strategies and their relevance for advancing studies; Cavalcanti (2012) and Pinho (2014) who have expanded on the concept of note taking and its contributions to the academic context; Kiewra et al. (1991), Mueller and Oppenheim (2014), and Lichty (2022), who have unfolded the cognitive processes involved in note taking. Through a study case, an interview was conducted with a B.Ed. in English undergraduate student at the Federal University of Pernambuco. The results have revealed that handwritten note taking can enhance the informant’s learning. However, familiarity with note-taking strategies and modalities can influence the process and outcomes of note taking. It is paramount that students become aware of the resourcefulness of note taking, and that they really need to be informed and taught in higher education as to the relevance of not taking and further application of other learning strategies.