A GENDER-BASED LINGUISTIC ANALYSIS OF NOTE-TAKING SKILLS IN LEARNING NEW CONTENT

Abstract

Note-taking plays a critical role in learning, comprehension and information retention. However, gender-based linguistic differences in note-taking remain underexplored. This study examines how male and female students differ linguistically in their note-taking and how these differences affect learning outcomes. For this purpose, 100 undergraduate students (50 males and 50 females) from diverse academic disciplines participated in the study. Participants engaged in structured note-taking activities based on new academic content. A random sampling technique ensured a balanced and representative sample. Ten linguistic features were analyzed, including vocabulary range, sentence structure, spelling accuracy, use of terminology, summarization, and language style. Statistical analysis revealed that female students outperformed male students in different linguistic areas (i.e., vocabulary range, sentence structure, content relevance, clarity, coherence, spelling and punctuation, and the use of abbreviations and symbols). No significant gender difference was found in the use of subject-specific terminologies. Thus, gender influences linguistic patterns in note-taking, with female students demonstrating higher proficiency in most linguistic features. These findings highlight the importance of incorporating gender-sensitive approaches in educational strategies and training programs to enhance note-taking effectiveness.