The study specifically attempted to describe the essence of note-taking and the favorable and unfavorable experiences of the students who take and do not take notes. This work employed a qualitative phenomenological approach to explore and describe the experiences of two groups of college students who take and do not take notes. They came from the departments of Liberal Arts, Engineering, Pharmacy and HRM (Hotel and Restaurant Management) of the University of the Immaculate Conception, Davao City. The first group was composed of eight students who keep the habit of note-taking. The second group is composed of eight students without the habit of note-taking. The basis of selection of students to comprise the grouping was purposive. It was determined in the initial invitation that they either take or do not take notes and with the gauge of their open attitude to expressing or communicating their experiences clearly. The results of the study revealed that note-takers consider notes to activate the mind, to make learning personal, to help in test preparations, to complete their learning materials, and to work well with the visual and kinesthetic learners. On the other hand, non-notetakers unveiled their positions that notes were limiting and limited, burdensome, time-consuming, and unnecessary for auditory learners. The finding revealed that notetaking is both necessary and depending on the types of learners. For the visual and kinesthetic, it is indispensable; but for auditory learner it is not needed it. The study suggests that teaching strategies must adjust with the types of learners a mentor has. In addition, notetaking must not be a compulsory requirement of all students; it shall rather be taken just as one of the multiple ways of learning.
ISSN 1656-0604 (Print)
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