The Effect of Implementing Cornell Note-Taking Strategies on New Students’ Performance in Listening Comprehension
DOI:
https://doi.org/10.17507/tpls.1408.10Keywords:
Cornell note-taking strategies, listening comprehension, listening classes, preparatory year program, Albaha University studentsAbstract
This study investigated the effect of employing Cornell note-taking strategies to improve new students' performance in listening comprehension at Albaha University in the Faculty of Science and Arts, Al Mandaq. The study's population consisted of 40 first-year male students enrolled in the preparatory year program for various science subjects, including Physics, Chemistry, Biology, and Mathematics, in the academic year 2021–2022. These students were enrolled in a listening course, making them suitable candidates for the study. They were divided equally into two groups: the control group and the experimental group. The experimental group underwent a training program using Cornell note-taking strategies, while the control group received no training and just completed the course as normal. The data was obtained and framed using a descriptive qualitative method. To collect the data, a pre-test and post-test were designed to measure the students’ performance before and after the training program. The data was then analyzed using the SPSS program. The findings revealed clear progress in the performance of the experimental group compared to the control group. The poor performance of the control group was attributed to their lack of knowledge about note-taking strategies and their insufficient practice of and feedback on Cornell note-taking strategies.
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