CHALLENGES OF NOTE-TAKING IN POWERPOINT-BASED LECTURES: AN ANALYSIS OF FIRST-YEAR STUDENTS AT MUKUBA UNIVERSITY

Abstract

This mixed-methods study rigorously examines the cognitive and engagement challenges faced by first-year university students across four disciplines—Non-Quota, Nutrition Sciences, Education, and Computer Science—when engaging with PowerPoint-based lectures. A total of 60 students were selected using stratified purposive sampling to ensure discipline-specific representation. The study aims to critically assess the impact of PowerPoint presentations on cognitive overload, student participation, note-taking strategies, and the effective use of technology within lecture environments. The findings reveal that PowerPoint lectures, often characterized by fast-paced, information-dense slides, significantly contribute to cognitive overload. Students struggled with divided attention, attempting to transcribe slides while simultaneously processing verbal explanations, which led to shallow, passive learning. The teacher-centred nature of these lectures further diminished opportunities for active student engagement and critical thinking, as students primarily focused on transcribing content rather than interacting with the material in meaningful ways. Notably, the study highlights the prevalent use of passive note-taking strategies, such as verbatim transcription or photographing slides, which undermined deeper cognitive engagement and hindered information retention. While technology was perceived as a tool for enhancing learning, its use was often counterproductive, as it acted more as a distraction than an aid to understanding, particularly when students resorted to capturing slides rather than engaging critically with the content. This research highlights the pressing need for educators to recalibrate PowerPoint usage in ways that foster active learning. By designing less cognitively demanding slides, integrating interactive pedagogical strategies, and providing explicit guidance on effective note-taking techniques, instructors can mitigate the cognitive overload experienced by students. This study contributes significantly to the discourse on pedagogical practices in higher education, offering actionable recommendations to enhance the efficacy of PowerPoint-based instruction and promote deeper, more meaningful learning experiences across disciplines.