THE RELATIONSHIP BETWEEN THE LEVEL OF LISTENING SKILLS AND NOTE-TAKING STRATEGIES AMONG GRADE 11 ACCOUNTANCY, BUSINESS, AND MANAGEMENT STUDENTS AT IMMACULADA CONCEPCION COLLEGE

Abstract

This study aimed to explore the relationship between academic stress and class participation among Grade 12 Humanities and Social Sciences (HUMSS) students at Immaculada Concepcion College. The findings revealed a significant negative correlation, with increased academic stress linked to decreased participation in class activities. Based on these results, the study suggests that the institution introduce effective stress management strategies, such as seminars, mental health support, and counseling services. Furthermore, drawing on the Yerkes-Dodson Law, it recommends maintaining a balanced level of stress to optimize academic performance and class engagement. Developing customized classroom plans to foster a dynamic and supportive learning environment is also essential for promoting active participation.. The researchers collected 122 responses from participants across all sections of ABM A, B, C, D, and E. Using a descriptive-correlational design, the study aimed to systematically explore the interrelationship between listening skills, note-taking strategies, and information retention among Grade 11 students. Participants completed closed-ended questionnaires distributed via Google Forms.

The findings highlighted significant trends in students' note-taking behaviors and their perceptions of the effectiveness of these strategies. Statistical tools used in the study included Slovin's formula to determine the attitudes of a smaller sample of respondents towards specific statements, and the weighted mean to assess the prioritization of various activities. To evaluate the linear relationship between listening skills and note-taking strategies, the Pearson correlation coefficient was employed. The r value of 0.6542 and a p value of < .00001 indicate a significant positive relationship between listening skills and note-taking strategies among the respondents. This finding suggests that students who actively engage in identifying key points, understanding emotional cues from speakers, and participating in conversations are better able to enhance their listening skills. By doing so, they can effectively improve their note-taking strategies, thereby increasing comprehension and information retention. The responses revealed that handwritten note-taking, focusing on key information, and rewriting notes are among the most effective methods for enhancing learning and understanding. Several significant trends emerged, highlighting the strong relationship between listening skills and note-taking practices, providing valuable insights into how these factors contribute to improved comprehension and retention. These findings suggest that refining listening abilities directly influences the quality and effectiveness of note-taking strategies.