Document Types
Paper Presentation
Research Advisor (Last Name, First Name, Middle Initial)
Norle A. Bajado Patricia Jo A. Javier Abigail Mae C. Jayin Hezekiah Louie R. Zaraspe
Abstract/Executive Summary
Even in an online setup, note-taking plays a vital role in studying because it helps students with two essential skills—memorization and comprehension. This study aimed to know which among the four note-taking methods (plain traditional, plain digital, colored traditional, and colored digital) is the most effective for both memorization and comprehension of Grades 9 to 12 students in an online setup. The researchers conducted a mixed-method experiment: memorization and comprehension test results were the quantitative data, while images of the participants’ notes were the qualitative data. The participants were divided into four groups according to the four note-taking methods. In the end, the study concluded that the four note-taking methods had more effect on comprehension than memorization. The Plain Traditional Group had the most significant results when reaching the highest average, while the Colored Traditional Group for the most consistent scores. Moreover, this study focused more on the scores and the notes from the participants.
Keywords
note-taking; colors; memorization; comprehension; online classes
Research Theme (for Paper Presentation and Poster Presentation submissions only)
21st Century Learning and Innovations (CLI)
A Comparison of the Effectiveness of Four Note-Taking Methods in Memorization and Comprehension of Grades 9 to 12 Students in an Online Setup
Even in an online setup, note-taking plays a vital role in studying because it helps students with two essential skills—memorization and comprehension. This study aimed to know which among the four note-taking methods (plain traditional, plain digital, colored traditional, and colored digital) is the most effective for both memorization and comprehension of Grades 9 to 12 students in an online setup. The researchers conducted a mixed-method experiment: memorization and comprehension test results were the quantitative data, while images of the participants’ notes were the qualitative data. The participants were divided into four groups according to the four note-taking methods. In the end, the study concluded that the four note-taking methods had more effect on comprehension than memorization. The Plain Traditional Group had the most significant results when reaching the highest average, while the Colored Traditional Group for the most consistent scores. Moreover, this study focused more on the scores and the notes from the participants.
