<b>Effect of Note-Taking on Academic Achievement Among Senior Secondary School Chemistry Students in Katsina Metropolis, Nigeria</b><b></b>

Purpose: This study examined the effect of note-taking on the academic achievement of Senior Secondary School Chemistry students in Katsina Metropolis and determined whether male and female students with complete note-taking practices differed significantly in achievement. Methodology: An ex-post facto research design was adopted. The population comprised 12,163 Senior Secondary School II (SS II) Chemistry students in public secondary schools in Katsina Metropolis. A sample of 384 students (186 males and 198 females) was selected using multistage sampling. Data were collected using a researcher-developed Note-Taking Assessment Checklist (NTAC), while academic achievement was obtained from Chemistry continuous assessment records. Mean and standard deviation were used to answer the research questions, while independent samples t-tests tested the hypotheses at the 0.05 significance level. Results: Students with complete note-taking practices achieved significantly higher scores (M = 68.74, SD = 9.86) than those with incomplete practices (M = 56.91, SD = 11.72), t(382) = 10.61, p = .001. No significant difference was found between male (M = 69.42, SD = 9.41) and female (M = 68.12, SD = 10.24) students with complete note-taking practices, t(226) = 0.99, p = .324. Novelty and Contribution: The study provides empirical evidence that complete note-taking practices are associated with improved Chemistry achievement and that their effectiveness does not differ by gender, extending evidence from Nigerian secondary schools. Practical and Social Implications: Chemistry teachers should teach and reinforce effective note-taking skills. Structured note-taking can improve achievement, support active learning, and provide equitable learning opportunities for male and female students.