Research was conducted with students from a statistics course in different institutions of higher education in relation to the use of learning strategies to record information. Taking as reference the constructivist learning theories, the objective of the work is focused on testing the impact of specific learning strategies in the process of note-taking by students during learning. We worked with three themes of a teaching unit of a statistics course, taking three measurements: the first without the use of learning strategies in note-taking, the second after using the strategy A, and the third after using the strategy B. The measurements were performed at two experimental groups and one control group, using multiple choice questions with single response and measures with a score of 0-5. The results show that in groups where students use learning strategies selected for notetaking improved response rate, which does not occur in the control group.