This study was prompted by the consistent dwindling rate of enrollment and interest in geography in recent time senior secondary school certificate Examination (SSCE). The poor image of geography among students was attributed  partly to the wide content and partly to the old fashioned approach to the teaching of the subject. This study therefore was on Note-taking patterns as a way of improving students’ interest on teaching and learning geography in secondary school. A non equivalent quasi-experimental research design was adopted by the researcher. Two hundred and twenty five (225) students in three intact classes from three selected secondary schools in Enugu North Education Zone of Enugu State form the sample. The experiment was conducted during the students’ normal class periods and their regular teachers trained by  the researcher taught the students under the supervision of the researcher. Two intact classes were randomly assigned experimental group I was taught using outlined note-taking pattern; experimental group II taught with branched note-taking pattern and the control group taught using the conventional/Linear note-taking pattern. Interest scale on Geography (ISOG) was used for data collection. Means and standard deviations were used for answering the research question while the hypothesis was tested using Analysis of covariance (ANCOVA). The results of the study revealed that student taught using outlined note-taking pattern showed more interest in studying geography more than the other two groups of the study. Equally those taught with branch note-taking pattern indicated more interest than the control group. Based on this recommendations were made on how to train teachers on how to prepare more practical note-taking patterns as that will make the learning of geography more attractive to the students.

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