The Effects of Different Digital Note-taking Methods on the Memory Retention of Grade 11 STEM Students from St. Theresa’s College, Quezon City
L. Alvarez, S. Enriquez, A. Jacinto, M. Laviste, K. Lee, A. Nastor, G. Tuazon
Quantitative Research, 2020
Abstract
With the recent changes brought by COVID-19, students have shifted from face to face classes to distance learning. With this, 21st-century learners have the option to take digital notes. This study entitled “The Effects of Different Note-Taking Methods on Students’ Memory Retention” aimed to determine the best digital note-taking methods that aid the memory retention of Grade 11 STEM students in St. Theresa's College, Quezon City. This study may help students adjust to the distance learning environment and improve their academic performance. The group hypothesized that digital notes will have a better effect on memory retention compared to traditional hardcopy learning materials, and each note-taking method will yield different efficacies. The researchers conducted an experiment that compared E-Books to learning materials with different digital note-taking methods: Outline, Sentence, Charting, Mapping, Illustration, and Cornell. The researchers gathered 35 participants from the Grade 11 STEM Students and divided them into seven groups that correspond to the E-Book (control) and digital note-taking methods (experimental). A 15-minute pre-test was administered to measure the background knowledge of the students. After which, the participants were given 20 minutes to review the respective learning materials assigned to them before administering the 15-minute post-test. Then, the group collated and analyzed the results of the experiment by comparing the points of increase from each group that served as a measure of improvement in memory retention. With a critical value of 2.45 and an F-stat value of 2.5464, the group determined that there was a significant difference between the results from all groups. However, when a t-test was conducted, only the Outlining and Cornell Method obtained a significant difference when compared to the E-book, making the former the most effective and the latter least effective. The remaining digital notes were found to have the same efficacy as E-books. To conclude, the group rejected their hypothesis that claims that digital notes generally have a better effect on memory retention than traditional learning materials such as E-Books. The researchers specifically recommended the use of the Outlining Method since it was the only method that showed a significant improvement rate for memory retention.
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