THE CORRELATION BETWEEN NOTE-TAKING HABITS AND ACADEMIC ACHIEVEMENT OF ELED STUDENTS

One of the study habits that can be used in lectures is taking notes. This study sought to learn more about (1) the level of note-taking habits among ELED students; (2) the level of academic achievement among ELED students; and (3) the relationship between note-taking habits and the academic achievement of ELED students. A quantitative research approach was used in this study, with a correlational research design. Data was collected from 111 respondents at a private university in Yogyakarta by distributing questionnaires about note-taking habits adapted from Siegel and Kusumoto (2022) and administrative office GPA documentation. The Statistical Package for Social Science (SPSS) version 27.0 was used to analyze the data. The level of note-taking habits was found to be in the moderate category (M = 36.78, SD = 4.68). Meanwhile, the level of students’ academic achievement was found to be in a high category (M = 3.495, SD = 0.33). Furthermore, using the Pearson Product Moment Correlation, the results showed that there was a significant positive correlation between note-taking habits and academic achievement (p = 0.000, r = 0.342), and the correlation between the two was considered a weak correlation. These results means that the alternative hypothesis (H1) was accepted, that there was a correlation between note-taking habits and academic achievement. Therefore, students and lecturers are encouraged to enhance students’ note-taking habits in the application of learning.
Keywords: Note-taking habits, academic achievement, correlation between note-taking habits and academic achievement