THE DIGITAL NOTE-TAKING STRATEGIES DURING
ONLINE LEARNING SETTING AMONG BTLED STUDENTS
IN A STATE UNIVERSITY OF NORTHERN MINDANAO
In Partial Fulfillment of the Requirements in
RES 410 – Undergraduate Thesis
For the Program Bachelor in Technology and Livelihood Education
Department of Technical and Technology Education
College of Science and Technology Education
University of Science and Technology of Southern Philippines
BAHIAN, ALEXIS GAYLLE
FELICILDA, ARTIST
ORANG, JEVELLEMAR
QUILACIO, JACKIE CARLO
2023
TABLE OF CONTENTS
TABLE OF CONTENTS
II
LIST OF TABLES
V
LIST OF FIGURES
VI
ACKNOWLEDGEMENT
VII
DEDICATION
VIII
CHAPTER 1
1
INTRODUCTION
1
1.1 BACKGROUND AND RATIONALE OF THE STUDY
1
1.2 THEORETICAL FRAMEWORK
4
1.4 STATEMENT OF THE PROBLEM
4
1.5 RESEARCH OBJECTIVES
5
1.6 RESEARCH QUESTIONS
5
1.6 SIGNIFICANCE OF THE STUDY
6
1.6.2 Teachers
6
1.6.3 Parents
6
1.6.4 Students
7
1.6.5. School Administrators
7
1.7 DEFINITION OF TERMS
7
1.8 SCOPE AND DELIMITATION
9
1.9 SUMMARY
10
CHAPTER 2
11
II
REVIEW OF RELATED LITERATURE
11
2.1 INTRODUCTION
11
2.2 THE NOTE-TAKING IN ONLINE LEARNING SETTING
11
2.3 THE NOTE TAKING APPLICATIONS
13
2.4 USES OF DIGITAL NOTE TAKING IN ONLINE LEARNING SETTING
17
2.5 DIFFERENT NOTE TAKING PRACTICES IN ONLINE LEARNING SETTING
18
2.6 SYNTHESIS OF THE CHAPTER
18
CHAPTER 3
22
METHODOLOGY
22
3.1 INTRODUCTION
22
3.2 RESEARCH DESIGN
22
3.3 TARGET POPULATION
23
3.4 SAMPLE OF THE STUDY
23
3.5 SAMPLING PROCEDURE/SAMPLING TECHNIQUE
24
3.6 RESEARCH INSTRUMENT
24
3.7 DATA COLLECTION PROCEDURE
25
3.8 DATA ANALYSIS
26
CHAPTER 4
28
DATA ANALYSIS RESULTS AND INTERPRETATIONS
28
4.1 INTRODUCTION
28
4.2 PROFILE OF THE RESPONDENTS
28
4.3 THE SURVEY OF THE DIGITAL NOTE-TAKING APPLICATIONS FREQUENTLY USED BY BTLED STUDENTS
29
4.4 THE LEVEL OF NOTE-TAKING PRACTICES OF THE BTLED STUDENTS
31
4.5 THE LEVEL OF BTLED STUDENT'S PERCEPTION REGARDING THE INFLUENCE OF NOTE-TAKING STRATEGIES TO THEIR
ACADEMIC PERFORMANCE
34
III
4.6 THE BTLED STUDENTS’ LEVEL OF PERCEIVED BENEFITS OF USING NOTE-TAKING APPLICATION RELATIVE TO THEIR
ACADEMIC PERFORMANCE
37
CHAPTER 5
40
SUMMARY OF THE STUDY, CONCLUSION AND RECOMMENDATIONS
40
5.1 SYNOPSIS OF THE STUDY
40
5.2 CONCLUSION
41
5.3 LIMITATIONS OF THE STUDY
42
5.4 RECOMMENDATIONS
42
REFERENCES
44
APPENDICES
49
Appendix A
49
THE CLASS ADVISER
51
APPENDIX B
53
APPENDIX C
59
Curriculum Vitae
59
IV
LIST OF TABLES
Table 1
Range of Values for the Likert Scale to Interpret the data analysis 49
Table 2
Distribution of the Respondents
Table 3
The level of Note-Taking Practices
57
Table 4
Student’s Perception on the Influence
60
of Note-Taking Strategies to the
AcademicPerformance
Table 5:
The Percieved Benefits of using Note-Taking
Application to the Students
AcademicPerformance
V
55
LIST OF FIGURES
Figure 1 Digital Note-Taking Application used by BTLED students
VI
50
ACKNOWLEDGEMENT
We would like to express our gratitude to these wonderful people, without whose
help this research paper would not have become reality:
To our parents, friends, and colleauges who never stop supporting us financially
and emotionally and understanding us when we get home late. In the mother and father of
the members that welcome us in their home when we are having our group discussion.
To our undergraduate thesis instructor, Dr. Sarah O. Namoco for her guidance,
support, and valuable insights throughout the entire research process. Her mentorship and
expertise have been invaluable in helping the researchers to shape and refine the ideas in
this paper.
We would like to acknowledge the members of our thesis defense panel, Mr.
Fernando Capilitan, Ms. Rosavilla Mandagdag, and Dr. Sarah O. Namoco, for taking the
time to review our work and providing valuable feedback during the defense. Your
insightful comments and recommendations have helped us to improve the quality of our
thesis and sharpen our academic skills.
Lastly, to our Almighty God for giving us everything, in guiding us in all ways.
Without Him, we can do nothing. Knowledge and wisdom come from Him and He’s the
reason for all things.
Thank you so much and God Bless!
Bahian, Alexis Gaylle
Felicilda, Artist
Orang, Jevellemar
Quilacio, Jackie Carlo
VII
DEDICATION
This study is dedicated to the researchers' loving and supportive parents, who are
always there and have been a source of inspiration and strength on the time of giving up,
and who continue to provide moral, spiritual, emotional, and financial support to still
continue the study to get closer to each goal in life.
To the researcher’s brothers and sisters, relatives, mentors, friends, and classmates
who encouraged, helped and inspired to finish this study through their words of advice and
encouragement. Sharing of knowledge which could help each other for the researchers to
finish such a project clearly elaborates the determination and asset of being a good
responsible one.
Finally, the researchers dedicate this study to our Almighty God, thanking Him for
His guidance, for providing the strength, mental power, protection, and abilities that the
researcher’s need, as well as for providing with a healthy life and to learn from each
struggle and pain that the researcher has encountered during the study. All of these we offer
to you.
VIII
ABSTRACT
Learners have different strategies to retain and remember their lesson. This strategy
includes the Note-taking Practice that helps them to store information by writing it by hand.
However, the education system has been affected by the Covid-19 Pandemic and this
brought the students to take distant learning using online platform. This causes the students
to adapt technology and transcend their practice and take their notes digitally. This
Research shows the different Digital Note-taking application and practices of the students
during the online learning. The researchers tried to determine if the new digital note-taking
application was used by the students in online learning. This also tried to identify the mostcommon Note-Taking application used by the learners.
This study used a quantitative research method. Using a Google form in making
survey questionnaires it was found out that Notepad is the most commonly used, and it is
followed by Microsoft OneNote. Results revealed that the BTLED students employed
varied note-taking strategies and learning material organizations to help them retain the
learning concepts during online classes. The data revealed that overall, the BTLED students
totally agree that note-taking strategies have an influence on their academic performance.
The study of the benefits of note-taking strategies and digital note-taking applications on
the academic performance of students concluded that the adoption of these strategies and
applications may have a substantial beneficial influence on student accomplishment. This
study sought to address the dearth of knowledge on the impact of note taking strategies and
digital note taking applications on academic achievement.
Keyword: BTLED Students, Digital Note-taking, Note-taking Strategies, Online
Learning, Philippine State University, Technology.
IX
CHAPTER 1
INTRODUCTION
1.1 Background and Rationale of the Study
Students used various methods and techniques to make their learning more
effective. Being said, one of the strategies that students use is note-taking in class.
According to a study conducted by Morehead, Dunlosky, Rawson, Blasiman, and Holis
(2019), most students reported that taking notes was essential for productive learning.
Students perceive that this will make their learning more effective and thus believe that this
strategy does affect their academic performance in various fields. At the moment, various
platforms and ways have been made to cater the student’s learning while they are distanced
from each other due to the restrictions of pandemic. Online learning has become the major
platform in catering the student learning.
According to Namoco (2019), the use of Web 2.0 tools in the educational process
is increasing marked by active engagement and a collective mind collaboration,
interactivity, and social interaction the possibility to establish learning networks. She added
that the application of technology in education benefits both educators and students.
Additionally, the technology enables educators to overcome obstacles to poor-quality
education in favor of high-quality education technology-enhanced teaching in a variety of
settings discipline. According to Brazeu (2006), because of the increased dependence on
the readily available handouts, materials and presentations, the students were not given the
opportunity to enhance their critical and cognitive skills which are vividly important for
them to be successful and become self-dependent learners.
1
Online learning is emerging as a victorious mode amidst this chaos (Dhawan,
2020). This type of learning has been used by a few institutions then and now is adopted
by many more learning institutions in order to cope with the new normal situation of
education. With this, different strategies have been used in order to cope up with the new
normal setting, the students are now encouraged to learn by themselves.
Students need to cope with the new normal and find ways on their own so they may
be able to achieve quality learning despite the challenges. Nonetheless, students employed
a variety of strategies to overcome the challenges they faced during online learning (Barrot
& Del Rosario, 2021). Various research studies have linked notetaking strategies to the
academic performance of the students in a face-to-face setting. Students believe that notetaking does help them in their studies. Students confirmed that note-taking helps them to
remember and understand lectures, to prepare for tests, and to answer test questions, in
addition to providing them with the opportunity to share information with their classmates
(Al-Ashkar, 2014).
Online learning has grown at an exponential rate in recent years. More people are
taking advantage of the ability to learn without leaving their homes due to the simplicity
and accessibility of online learning. Online learning has several advantages, including the
ability to study from any location and at any time of day. Online learning is now available
in most disciplines and is an excellent way for students to save money on tuition.
With the current situation in the education sector, the researchers of this paper
decided to look into the digital note-taking strategies in an online learning setting in order
to know if this strategy is also in use, how this strategy has been applied with the tools
given, and the students’ perceived effects of note-taking on their academic performance in
2
an online learning setting. Several research studies have been discussing the topic that the
researchers gave emphasis on.
The learners in modern educational mode have been adapting the technological
advancement to cope up with the demand of the world on being digitally literate and with
this, it is vivid that educators and even learners have been bombarded with technology 24/7.
The tools and digital applications have systematically changed to ease the work and access
the lesson anytime they want with a lot of backups and support by the system and devices
they are using.
3
1.2 Theoretical Framework
This research is anchored to the theory of Serada (2014) in her article entitled “A
Theoretical Model of Memory as a Mechanism for Systematically Organizing Individual
Experience” where it presents a necessary condition for conducting future activity, in order
to strengthen the explanatory potential of activity theory. The paradigm is based on the idea
that the motivational and semantic sets of personality, and consequently orientation toward
the future, are the most important factors in human memory (prospective orientation).
In relation to this, some theorists also have developed a systematic model of
memory. According to Woolfolk and Margetts (2014) The information processing theory
is described as "the human mind's process of taking in, storing, and utilizing information."
Encoding is the process of building memories and receiving information. The theory adds
the idea that students must encode information into their long-term memory in order to
effectively teach. This Theory therefore is essential to the study of Digital Note-taking and
it correlates to the goal of this research in determining the benefits of practice to the
Students of Bachelor of Tecnology and Education as they will become a future educator.
1.4 Statement of the Problem
During face-to-face instruction, it is common for a high percentage of students to
take notes during lectures and discussions, review them, and perceive note-taking as a
valuable tool for improving academic achievement. However, because of the pandemic,
the education sector has transitioned to an online learning environment.
Therefore, this study tried to investigate if digital note-taking is used in an online
learning environment since students can just screenshot relevant information from their
4
online discussion using their devices and review it later on. The study also tried to
determine if there is any significant influence between the new digital note-taking and the
academic performance of the students in an online learning setting. Also, this study tried
to determine the most commonly used online note taking strategies among the students. It
was hoped that this study would be able to point out the strategies, practices, and the
students' perceived effects of digital note-taking to their studies.
1.5 Research Objectives
To determine the students practices and perspectives about digital note taking during online
learning specifically this study seek to answer the following:
1.6 Research Questions
This study tried to give sufficient answers to the following questions:
1. What digital note taking applications do the second year and third year students of
Bachelor of Technology and Livelihood Education of University of Science and
Technology of Southern Philippines Cagayan de Oro Campus frequently use?
2. What is the level of note-taking practices of the BTLED students?
3. What is the level of BTLED student's perception regarding the influence of notetaking strategies to their academic performance?
4. What is the BTLED students’ level of perceived benefits of using note -taking
applications relative to their academic performance?
5
1.6 Significance of the study
The need to conduct this study roots from the advantages and the effects of note
taking in a face-to-face instruction for those students who are involved in doing so, as well
as the deficient research about this study in the new learning environment; to the
researchers’ best knowledge. It is hoped that this study will be able to help the following:
1.6.1 Future Researchers
The recommendations provided in this study aim to give future researchers valuable
insights and directions for further investigation and improvement in the field of digital notetaking during online learning. These suggestions can serve as a foundation for future
research to enhance the effectiveness of digital note-taking and to explore new approaches
for maximizing the benefits of this practice.
1.6.2 Teachers
The findings of this study may provide valuable insights for educators, particularly in the
context of online learning, about the benefits of digital note-taking for students. By
understanding how students use and perceive digital note-taking, teachers may be better
equipped to incorporate this practice into their teaching strategies and make informed
decisions that can contribute to students' learning productivity and effectiveness.
1.6.3 Parents
This study may supply parents with adequate information for them to be able to understand
their children in their online classes and give ideas to parents on how to help their kids who
are struggling with learning in the new learning environment.
6
1.6.4 Students
The research of Digital Note-taking will bestow knowledge to the students on the benefits
of note-taking in an online learning environment for them to adjust their current strategies
in learning for them to have more effective learning.
1.6.5. School Administrators
Studying the Digital Note-taking and its benefits will provide school administrators with
the knowledge to update and implement new educational materials, techniques and
objectives to transcend the students’ learning and be more productive and effective.
1.7 Definition of Terms
The following terms were defined accordingly to how they are being used in this study:
1.7.1 Note Taking Applications
Note-taking is an essential tool in many information-transmission situations. Notetaking build up a stable external memory in a form that can be used at a later date (Boch
& Piolat, 2005).
In this study, Note Taking Applications refer to the digital note-taking applications
that provide note taking services such as Microsoft OneNote, Sonocent Notetaker,
Sonocent Link, Google Keep Notes, Notepad, Evernote, Samsung Notes and other notetaking applications.
1.7.2 BTLED Students
The Bachelor of Technology and Livelihood Education (BTLED) program is
designed to equip future teachers who will be teaching the Technology and Livelihood
7
Education subjects for Grades 4 to 8 in basic education (State University of Northern
Mindanao, 2022).
In this study, BTLED students are the students who are taking the Bachelor of
Technology and Livelihood Education program at State University of Northern Mindanao.
1.7.3 Face-to-face instruction
The traditional classroom or face-to-face instruction is when the instructor and the
students of a nonprofit educational institution are in a place devoted to instruction and the
teaching and learning take place at the same time. (University, 2018)
In this study, face to face instruction refers to the time before the transition to the
online environment where in-class interaction of the students and teachers are visible.
1.7.4 Note Taking
Note-Taking is the practice of writing down pieces of information gained from a
particular source, such as a lecture or presentation (Wiktionary, 2023).
In this study, note-taking refers to the taking down of notes use by students in the
online learning environment.
1.7.5 Online Learning
Online learning uses the internet as a delivery modality to offer thoughtfully designed,
quality, student-focused learning experiences, built on proven best practices that create
effective interactions between learners, peers, instructors, and content (Mathes,2020).
In this study, Online Learning refers to the new normal learning setting of the
students who are taking the Bachelor of Technology and Livelihood Education program of
the University of Science and Technology of Southern Philippines Cagayan de Oro
campus. The terms “online learning environment”, “distance mode of learning” and
8
“online learning setting” are used interchangeably in the current study because they are
taken to indicate the same meaning.
1.7.6 Note Taking Practices
Note-Taking practices leads to efficient study practices, better course outcomes,
and improved retention of content beyond a course’s conclusion (Friedman, 2014).
In this study, note-taking practices refers to strategies done by students in creating
adequate notes such as attaching audio and images, using special symbols, highlighting
words and organizing lessons.
1.8 Scope and Delimitation
This study primarily looked at the different note-taking strategies among Bachelor
of Technology and Livelihood Education students at a state university in Northern
Mindanao and how note-taking strategies influence their online learning ability. The data
was gathered in the first semester of the Academic Year 2022-2023. The respondents of
this study are the second year and third year students under the Bachelor of Technology
and Livelihood Education (BTLED) program. The participants of this study were two
BTLED Major: Home Economics and Industrial Arts, the former has 211 second year
students and 159 third year students. While the latter has 58 second year students and 14
third year students. The researchers use Slovin’s Formula to calculate the sample size of
210 from the total population of 442.
9
1.9 Summary
This chapter of this study addresses the problem of students transitioning from
traditional face-to-face learning to online learning due to the COVID-19 pandemic. During
face-to-face learning, students used manual note-taking to enhance their academic
retention or academic performance. However, in the onset of the online learning due to
COVID-19, the students settled for digital note-taking practices.
To address this problem, this study aims to determine the practices and perceptions
of the BTLED (Bachelor of Technology and Livelihood Education) students regarding
digital note-taking in order to improve their academic performance. This study is anchored
to the theory that digital note-taking can positively impact students' academic performance.
This study employed a descriptive quantitative research design, and 210 students
from both BTLED home economics and industrial arts participated. The actions taken to
address the problem include conducting surveys and data analysis to gather data on
students' practices and perceptions regarding digital note-taking, as well as providing
recommendations for teachers and parents to help students make the most of their online
learning experience.
10
CHAPTER 2
REVIEW OF RELATED LITERATURE
2.1 Introduction
This chapter presents the related literature and studies after a thorough and in-depth
search done by the researchers. The literature and studies in this chapter mark the different
concepts, ideas, generalization, and development related to the study from the past up to
the present. The foreign and local studies are shown and will serve as a guide for researchers
in developing the study.
2.2 The Note-Taking in Online Learning Setting
Taking vivid notes is essential in order to effectively maintain information
discussed in class. Without sufficient notes, it is hard to recall important ideas and concepts
from classroom lessons. Students assume that they will remember everything they hear, but
find out that they are unable to recall later on. Thorough notes allow the students to review
key points, remember crucial details, strengthen their understanding and browse the
concepts they may not have fully understood during the lecture. It is essential for notes to
be well-organized and structured, as it will not be able to use effectively in studying or even
in reviewing (Loveless, 2021).
In the Philippines, the national government places a high priority on education. For
success and a higher standard of living, Filipinos believe that education is hard to obtain.
It helps people find, create, or take advantage of opportunities to improve their standard of
living. The Republic Act No. 10533, popularly known as the Enhanced Basic Education
11
Curriculum or K to 12, adopted major curriculum changes in 2012. This prepared the path
for significant curriculum and instruction modifications. Thus, the rise of the pandemic
situation has led to many changes and this gives the effect and new transitions in the
educational system of many institutions in the country. Numerous studies discuss the
challenges, benefits and drawbacks of the online learning environment's new teaching and
learning methods. On the other hand, classroom instruction has a long history as a form of
education, and its organization and style of instruction have been refined over time. There
are several benefits to face-to-face training over online instruction (Tumbali, 2019).
However, because of the changes and the continuous commitment to education, the learners
and educators have adopted the idea and this is a factor that is looked upon to the changes
of the strategies used in improving the learning and assessing their literacy in the particular
lesson. Given the note-taking strategies of students has been transcending and anchoring to
the modernization of the system and can build a lot of paces to where they can note their
topic and lessons (Xu & Jaggars, 2016).
Self-monitoring prompts have a significant positive impact on the notes taken and
achievement. It was evident that many students were taking notes using the conventional,
outline, or matrix tools from a larger, more ecologically valid set of learning materials.
Outside of the traditional classroom, students are required to direct and manage their own
learning. ‘Students learning in online situations need to be extremely self-regulated, yet
tragically many are not (Kauffman, 2011).
It is especially crucial for students to make an effort to pay attention when they are
not being watched and the likelihood of distraction is considerably enhanced, the capacity
of students to remember material during self-paced learning depends on their ability to stay
12
focused and engaged while taking notes. as many students learned the hard way last spring.
Through taking notes in a variety of formats, students who learn at their own pace can
assess their own literacy and development. It has often been difficult for many students,
especially those with learning difficulties or mental illnesses that affect working memory,
to take notes using standard methods. Active engagement is essential for comprehending
and encoding information during note-taking because it has been demonstrated in multiple
studies to improve learning just as it was back when campuses were fully operational
(Glean, 2020).
2.3 The Note Taking Applications
Note-taking applications allow students to store notes and essential information
digitally, usually in a cloud-based storage system. It also allows collaborating and sharing
with others instantly and in real-time. It includes typing, writing, drawing and customizing
notes on electronic devices. Adding files, videos, images and audio recordings enhance the
quality of notes making it easy to understand (Molina, Rodriguez, Stephens, & Fajardo,
2023).
Given are the Various Digital Note-taking Applications according to (Guinness,
2023).
1. Microsoft OneNote is a free note-taking app with a lot of features. It is Microsoft's answer
to the following program on our list, Evernote, but without the monthly cost. OneNote
offers a lot of flexibility when it comes to capturing notes. Each Notebook is divided into
sections with dividers known as pages because it is made to seem like a ring binder.
Additionally, each page is essentially a blank canvas on which you are free to write
13
anything you want, anywhere. In other words, if your computer supports a stylus, you may
drag and drop an image into the window, click anywhere to add text comments beneath
it, and even draw a mustache on each person in the picture. Alternatively, you could draw
one with your trackpad, but that will make it look less modern.
2. Sonocent Audio Note-Take and link is a complete companion application for the
Sonocent Audio Note taker for PC or Mac. The program enables users to record highdefinition audio, color-code significant parts, and comment the audio with text, images,
and scribbles. Once a recording is complete, it can be saved on a mobile device and
imported into Sonocent Audio Notetaker on a PC or Mac for additional analysis. Students
can learn more effectively and efficiently by using Sonocent's audio note-taking software
to record the concepts from their lessons.
3. Google keep Notes is a mobile app for Android and iOS, in addition to the Google Keep
website. Among the note-taking tools offered by the application are texts, lists, images,
and audio. Text may be extracted from images using optical character recognition
technology, and audio recordings can be transcribed. Google Keep offers support to
students at every stage of the process. Keep is a tool that students may use to take notes,
do research, make prototypes, monitor their progress, set deadlines and reminders, and
more.
4. Notability Notes - Notability teaches all students how to take effective notes. Even though
taking notes can be a useful tool for students to record important information, not all
students benefit from it. The many note-taking preferences and learning styles that exist
among students are recognized by Notability (Patricia, 2018).
14
5. Evernote is an excellent resource. Whether you're studying a BS in robotics or a PhD in
anthropology, Evernote makes it simple to organize all of your projects and schoolwork
so you can find what you're looking for quickly. Using Evernote's user-friendly tools, you
may add notes to PDFs. Highlight important sections on your assignment sheets and
curriculum. Text, arrows, and other forms can be used to highlight crucial points in your
reading. In Evernote, record all of your project, study group, and class assignment due
dates. You can view your lists both on and off campus using any device that supports
Evernote. (Corporation, 2021).
6. Notepad is a small and quick making notetaking application. Notes, memos, or any other
type of plain text material. Microsoft Notepad is a word processing program included with
Windows. It can be used to create a log-style file that adds the current date and time each
time Notepad is opened. (Microsoft, 2022).
7. Samsung Notes - Samsung Notes allows you to create notes that contain text, images with
captions, audio files, and music. Furthermore, sharing your notes on SNS is
straightforward. Any previously created memos from S Note and Memo can be imported
into Samsung Notes. Samsung Notes includes a range of brush types and color mixers,
allowing you to create gorgeous paintings like a pro. (Google play, 2021).
8. Other note-taking applications
However, the key difference that sets this study apart from the previous ones is that
this study identified variables in a different setting, which is the online setup. Exploring
this new learning setup gives pertinent information to school leaders and instructors in
order to better meet students’ online learning requirements. The research focuses on the
Digital Note Taking Strategies and its Influence to the Learners’ Academic Performance,
15
unlike from the previous Traditional Note-Taking Strategy, there are only few researches
that studies about this new mode and tools for note-taking. Using note-taking software,
users can write, draw, and type on their devices just like they would on paper. It is up to
the user to decide which note-taking program would best suit their needs. Taking notes is
a crucial part of the learning process. There are numerous applications with their own
special features, storage, organization, and sharing capabilities. Effective note-taking,
according to studies, allows students to maintain their focus.
OneNote is a free note taking app that adapts to the specific needs of the user. It
provides a one drive storage of up to 5 gigabytes. It is divided into sections with subsections
called pages. The app allows users to attach images, descriptions. It is designed purposely
for students and anyone who has to take detailed notes or drafts and draw diagrams rather
than looking for a notebook for drafts. On the other hand, Google Keep Notes is a best
option for note taking applications especially for Google users who are familiar with
Google’s. The app allows the notes to be converted into a new document using Google
Docs, drag and drop notes, record audio, attach images, take photos, drawing or sketching
and even checklists for organizing. It provides a 15 gigabytes storage across the Google
applications like Gmail and Google Drive (Guinness, 2022).
The ability to save digital notes does not ensure that the material will always be
simple to find later. Digital notes can be searched for specific words or phrases using
applications like Google Keep, OneNote, or Notability in addition to categorizing them by
name and structure. Digital notes provide a greater range of alternatives than paper notes,
including text, photos, drawings, handwriting, audio, and even video. It should be up to the
students to decide whatever learning methods suit them the best. Another helpful approach
16
of organizing content is by tagging it or by using keywords in notes that indicate its main
goal, pertinent information, or comprehension level. Additionally, handwritten notes can
be stored and categorized by subject, idea, or level of understanding, offering an extra layer
of organization, comprehension, and reflection. Students should be able to choose the
learning program that will benefit them the most. Tag content, applying keywords to notes,
describing the main purpose, relevant data, or even a comprehension rating is another
possibility. Handwritten notes can be recorded and organized by topic, concept, or
comprehension level. As a result, students can give their work an extra layer of
organization, comprehension, and reflection (Holland, 2014).
2.4 Uses of Digital Note Taking in Online Learning Setting
In general, studies show that writing notes by hand rather than on a computer improves
information retention. This has been demonstrated in numerous studies on the subject,
including those that examined memory in general and note-taking strategies in a classroom
setting. The biggest problem with typing when it comes to taking notes during lectures is
that people are more likely to take verbatim notes when they type than when they write
their notes by hand. This implies that people are more likely to simply type whatever the
speaker or professor says when using a laptop, which leads to a superficial understanding
of the subject. The advantages of writing down notes are more significant. Either
handwritten notes or typed is a common query. Overall, studies show that handwritten notes
help you remember information better than typed one. However, when it comes to deciding
which approach to use, the solution is more nuanced than that because there are some
17
circumstances in which typing your notes could be preferable to handwriting them
(Effectriviology, 2022).
Students chose to finish their coursework online because the typical classroom
setting is restrictive. Through technology, schools can now deliver effective classroom
instruction via the internet. Academic institutions are being obligated to reevaluate the
distribution of course content as a result of the change in cursorial medium (Jefferson &
Jasmine, 2019).
2.5 Different Note Taking Practices in Online Learning Setting
There are several strategies and learning approaches utilized in the new mode of
teaching and learning to develop literacy skills. Note-taking is one way to study and review
lessons in an online setting. As a result of this learning setup, different elements have
changed including students' learning process in terms of lesson management and taking
down notes. It aims to uncover the different note-taking strategies of students as it is also
necessary to identify relevant studies that signify students' ability to cope up on lessons
through note-taking in an online learning environment (Dhawan, 2020).
The prime way to recall and understand lessons in class is to take explicit notes. It
is beneficial when taking tests or exams. As we go through high school and college, there
are different strategies we learn in organizing notes which later on can be improved
(Oxford Learning, 2017).
2.6 Synthesis of the Chapter
Just as exam preparation would alter if you didn't have access to a real library, note
taking during live sessions should change to accommodate online distribution. It should be
18
a top priority to take concise notes, underline important concepts, and make them easily
accessible, arranged, and referable. For instance, Cogna Educaço in Brazil encourages
students to assess their prior knowledge before starting the course. Such early evaluations
may be helpful in identifying students' knowledge gaps and pointing them in the direction
of pertinent tools and resources. They may be especially helpful to students with different
educational prospects. For a variety of reasons, including the possibility that it would be
excessively sluggish or a lack of familiarity with the subject, some students find it difficult
to take notes by hand during lectures. In certain circumstances, typing the notes may be
better than handwriting them down.
According to the research, a web-based knowledge evaluation gives Cogna students
the chance to see how well they comprehend important course concepts, which may boost
their confidence and enable them to finish the material more quickly. The Covid19
Pandemic forced schools all throughout the world to close their doors in 2020 and switch
to online instruction. For many higher education institutions, this meant using
videoconferencing and other connectivity capabilities to deliver normal courses and the
"traditional" classroom experience. Technology is only one part of the equation when it
comes to achieving seamless communication. Because distant students may be subjected
to a variety of distractions, online course content may be more interesting than in-person
courses. Students can learn at their own pace using a variety of channels and media,
anytime and anywhere, thanks to online higher education pioneers. The technology is only
one component of establishing seamless connectivity. Because distant students may be
subjected to a variety of distractions and online course content may be more interesting
than in-person courses. Students can learn at their own pace using a variety of channels and
19
media, anytime and anywhere, due to online higher education pioneers (Child, Frank, Lef,
& Sarakatsannis, 2021).
The demand for technology is growing, as is the demand for its production. When
compared to typing, taking notes by hand can be superior for conceptual comprehension,
despite the fact that less information can be captured per minute. Basically, for our
sustainable and environment readers: if you already own a smartphone, switching to typing
notes is a good idea. Otherwise, handwriting notes is the way to go. Because it is well
known that too much time spent in front of a computer can harm your eyesight, the overall
impact of digital note-taking is determined by how often you use your device during the
day. Note-taking, on the other hand, may be one less digital impulse, as many activities
increasingly necessitate screen time. Keep in mind how screen use affects eye health and
general wellness if you're taking notes on a digital device. Digital note-taking is certainly
handy because it allows you to screenshot, magnify, and capture notes from afar to aid your
understanding. Recording the lecture, if permitted, allows you to catch up on any bits you
may have missed. Because you have unlimited Web storage and can never run out of pages
online, note-taking applications can also give you more organizational possibilities.
Finally, without using real ink, you may color, highlight, and underline. For these reasons,
the convenience of digital note-taking reigns supreme. Professors and teachers employ a
variety of teaching methods. Some teachers prefer a flipped classroom, in which students
teach themselves content before coming to class, and lecture time is used to reinforce or
remark on what they've learned. The flipped classroom differs from the typical lecturebased model, and it may necessitate a change in note-taking. To establish the best note
taking approach, live lectures favor computer-based notes, while flipped classrooms may
20
benefit from handwritten notes. Encoding and external storage are two terms that describe
note-taking in terms of note-taking (Romo, 2020).
21
CHAPTER 3
METHODOLOGY
3.1 Introduction
This chapter gives an outline of the research methods that were followed and used in
the study. It details how respondents were selected for the study and the requirements for
inclusion. The selection criteria for the research design used in this study, as well as the
rationale behind these selections, are also described by the researchers. The methods used
to conduct this study are also included, along with a description of the instrument used for
data collection. The researchers also discussed the methods used to analyze the data. They
are arranged in the following order: research design, target population, the sample of the
study, sampling procedure/sampling technique, research instrument, data collection
procedure, data analysis, and lastly, the ethical considerations that were followed in the
process are also discussed along with the summary. These are all the methodology aspects
used by the researchers in the data gathering for the study. The context of this chapter
shows the readers the processes and concepts used by the researchers in establishing the
objective of the study and discussing the most appropriate methods to be used.
3.2 Research Design
The study used descriptive research of the quantitative research methodology. The
descriptive research is a type of research design that aims to systematically obtain
information to describe a phenomenon, situation, or population. This study determines the
level of perception and practices of the students regarding digital note-taking the research
design is therefore appropriate for this study as it tends to obtain data from the students
22
taking Bachelor of Technology and Livelihood Education at the University of Science and
Technology of Southern Philippines.
3.3 Target Population
As stated by Asiamah, Abayie, and Mensah (2017) a population is a group of
individuals who have similar characteristics. It can also refer to the total number of people
in a specific field of study. The research population of the study consists of 442 students
from second-year and third-year Bachelor of Technology and Livelihood Education
majoring in Industrial Arts and Home Economics students from a state university in
Northern Mindanao who have experienced note-taking strategies in an online learning
setting during the academic year 2022-2023.
3.4 Sample of the Study
To collect the necessary data for the study, a sample of the population was used as
a representative of the entire population. The researchers used Slovin’s formula to
determine the sample size for a given population. The population in this study is 442
students therefore, from that population of the students from the second year and third-year
Bachelor of Technology and Livelihood Education, the researcher took 210 students as the
sample size.
Slovin’s Formula:
n = N / (1+Ne2)
Where:
n = sample size
23
N = total population
e = margin of error
3.5 Sampling Procedure/Sampling Technique
The respondents for the survey was chosen using simple random sampling.
According to Rahi (2017) it is a method of sampling process in which each unit of the
population has an equal chance of being included in the sample. The researcher used this
technique because it provides the participants an equal chance of being selected and each
of the possible samples has the same probability of being chosen. As a result, this method
is particularly effective because the researcher already knows and identifies the population.
The researchers used random number generator and assigned a number to every respondent
from 1 to 422 in order to come up with 210 target sample size before the survey
questionnaire is sent.
3.6 Research Instrument
The researchers used a Google form to make a survey questionnaire that was used
as the main tool in gathering the necessary data for the study and the survey questionnaires
used to determine the different note-taking strategies in an online learning setting that
influence academic performance among Bachelor of Technology and Livelihood
Education students in order to evaluate the data efficiently. In making the content of the
questionnaires, the researcher adopted the concept of ordinal scale questions. This question
type asks respondents to rank a range of items or choose from an ordered set. This is helpful
to find out the importance level of everyone. The instrument was shown in the Appendix
A that composed with five (5) sections whereas section 1 is the Demographic Profile,
24
section 2 is the Frequently Usage of Digital Note-talking Application, Section 3 is the Notetaking strategies and practices, section 4 is the Perception in using Digital Note-Taking and
lastly the section 5 where it focusses on the Benefits of Digital Note-Taking Applications.
This Instrument was adopted from NASUS Questionnaire by Chabot, Potvin, Hass, Garrity
and Bower (2021); Bryan Ezzedeen Al-Ashkar (2014).
3.7 Data Collection Procedure
The researchers requested permission from the Department of Technical and
Technology Education to conduct a survey at the University of Science and Technology of
Southern Philippines in the form of a letter. As soon as the consent is acquired, the
researcher began the survey process. The researchers sent a link of the survey
questionnaires using a google form to randomly selected students who participated in the
study as respondents. The researcher ensured that classes or important appointments are
not disrupted by giving respondents a convenient time to answer the questionnaire. The
researcher provided further instruction as they distributed the survey form to the
respondents. If the respondent has any problem when filling out the survey form, the
researcher helped them immediately. The data was collected and analyzed after the
researchers have completed the survey form. To ensure the respondent’s data privacy, the
researchers kept the respondent’s private information in order to protect the respondent’s
data privacy both during and after the survey, and the respondents were treated with respect
and kindness.
25
3.8 Data Analysis
The study is quantitative research and the method that was used in analyzing the data
gathered was the Descriptive Statistics such as mean, standard deviation frequency and
percentage. According to Kaur, Yellapu, and Stoltzfus (2018) descriptive statistics are used
to summarize data in an organized manner by describing the relationship between variables
in a sample or population. Mean is the arithmetic average or the sum of values in a dataset
divided by the total number of observations. Standard deviation is the dispersion of data in
a normal distributed. Statistical tools were used in every section of the instrument. In the
research question no. 1 where Frequently Used Digital Note-taking Applications was
identified, the Frequency and Percentage is used. To analyze research question no. 2 to 4,
the Mean and Standard Deviation was used.
To interpret the data analysis, Table no.1 shows the range of values for the 5 point
Likert Scale shown in Table no. 4 and 5 for research question no.3 and 4.
Table 1 Range of Values for the Likert Scale to Interpret the data analysis.
_______________________________________________________________________
Scale
Range
Description
____________________________________________________________________
1
1.00-1.80
Totally Disagree
2
1.81-2.60
Disagree
3
2.61-3.40
Neither Agree/Disagree
4
3.41-4.20
Agree
5
4.21-5.00
Totally Agree
_______________________________________________________________________
26
3.9 Ethical Consideration
Bryman and Bell (2007) enumerated ethical considerations in research. The
researchers did the following in accordance with the suggestion of Bryman and Bell. The
researcher writes letters to secure permission from the College Department or head of the
office where the researcher plans to conduct the study. The researcher will secure the
respondents’ consent to participate in the study. Moreover, the respondents will be assured
that all their responses would be treated with the utmost confidentiality. Respondents'
willingness to participate in the study is essential. Furthermore, participants have the option
to withdraw from the study at any time they want. The researchers avoided the use of
offensive and discriminatory language on the research questions. The researcher
acknowledges the work of the authors with the use of proper citation and referencing
systems.
3.10 Summary of the Chapter
To recap, this study utilized the descriptive research method. It employed 210
BTLED students major in Home Economics and Industrial Arts from second year and third
year level. The research instruments used was adopted and adapted from NASUS
Questionnaire by Chabot, Potvin, Hass, Garrity and Bower (2021); and Bayan Ezzedeen
Al-Ashkar (2014). It is composed of 5 sections and the section two and three are measured
using 5-point likert scale with 1 being the never and 5 being the always. In section four
and five are measured using 5-point likert scale with 1 being totally disagree and 5 being
the totally agree. The range of values shown in table 1 is used also in interpreting the data
analysis for section four and five.
27
CHAPTER 4
DATA ANALYSIS RESULTS AND INTERPRETATIONS
4.1 Introduction
This chapter presents the findings of the current study according to the order by
which the research questions were presented in Chapter 1. The findings of this study is
presented in five sections: (a) the socio-demographic profile of the respondents; (b) the
survey of the digital note taking applications frequently used by BTLED students, (c) the
level of note-taking practices of the BTLED students using audio-recording application,
(d) the level of BTLED student's perception regarding the influence of note-taking
strategies to their academic performance, and (e) the BTLED students’ level of perceived
benefits of using note -taking application relative to their academic performance.
4.2 Profile of the Respondents
The total sample of this study consisted of 210 respondents. The summary of the
distribution of the respondents based on their characteristics is presented in Table 4.1. Of
the 210 respondents who completed the survey, 83 percent (175) are female and 17 percent
(35) are male.
Table 2 Distribution of the respondents (n=210)
Characteristics (Sex)
Frequency
Percentage
Male
35
17
Female
175
83
28
4.3 The Survey of the Digital Note-taking Applications frequently used by
BTLED students
To better understand the students’ perception and experiences about note-taking
strategies during online learning, this study sought to identify which digital note-taking
applications are most frequently used by the BTLED students. It was found out that
Notepad is the most commonly used, and it is followed by Microsoft OneNote. Meanwhile,
the respondents of this study reported that they have not used Sonocent Link, while there
was only one of the 210 respondents who reported usage of Sonocent Audio Notetaker
(Figure 1).
Digital Note Taking Applications Used by
BTLED Students
129
47
45
1
0
MICROSOFT SONOCENT SONOCENT GOODLE
NOTEPAD
ONENOTE
AUDIO
LINK
KEEP NOTES
NOTETAKER
8
EVERNOTE
24
SAMSUNG
NOTES
Figure 1 Digital notetaking application used by BTLED students
29
12
OTHERS
BTLED students' preference for Notepad and Microsoft OneNote might be attributable to
several factors. According to Duffy (2020), One possible explanation is that this software
is widely available and pre-installed on the majority of computers, making them accessible
to students. Another explanation might be because these programs are user-friendly and
straightforward to utilize, making them acceptable for studentss with less technological
expertise. In addition, the capabilities given by these programs, such as formatting options
and the capacity to store and share notes, may be beneficial for note-taking and studying
by students. Moreover, these two programs are renowned for their ease of use and
adaptability, so students may utilize them to take notes and organize their study materials.
According to Harry Guinness (2022) there are many reasons as to why Notepad and
Microsoft onenote are most commonly used. One is that Notepad and Microsoft OneNote
are two applications that are quick and easy to use for taking notes. These user-friendly
apps are almost as handy as a piece of paper and a pen, making it easy for students to begin
taking notes right away. Furthermore, Notepad is a basic text editor that comes with most
operating systems, while Microsoft OneNote is available on numerous platforms, such as
Windows, MacOS, iOS, and Android. This cross-compatibility makes it easier for students
to use it on various devices. Both applications are customizable, enabling users to change
the style and organization of their notes.
In addition, Microsoft OneNote has the added benefit of being able to integrate with
other Microsoft applications, such as Outlook and Word, which can be helpful for students
who also use these applications. Notepad and Microsoft OneNote are both free, which
makes them accessible to students regardless of their financial situation. Finally, due to the
30
popularity of Notepad and Microsoft OneNote, students may be more inclined to use them
since they have seen them used by others and are already familiar with their features.
Meanwhile, according to Marconi (2022) the lack of utilization of Sonocent Audio
Notetaker by students can be attributed to various factors. One such factor is the lack of
awareness of the application's availability and usefulness. Additionally, students may
prefer alternative note-taking software that aligns better with their preferences and
requirements, such as Notepad or Microsoft OneNote, nvALT, Leanote, Wiznote, and
Notezilla. The cost of the application may also be a hindrance for students who cannot
afford it. Technical difficulties may have also prevented some students from using the
program. Other factors such as limited features, competition from more user-friendly and
sophisticated software, and compatibility issues with hardware or operating systems may
have contributed to the low utilization rate of Sonocent Audio Notetaker.
4.4 The Level of Note-taking Practices of the BTLED students
The Mean and standard deviation were used to evaluate the level of note-taking
practices of the BTLED students using audio-recording application. Data analysis, as
presented in Table 2, revealed that overall, the BTLED students often practiced note-taking
strategies using audio-recording applications during their online classes (M=3.81,
SD=0.98). Furthermore, results revealed that the BTLED students employed varied notetaking strategies and learning material organizations to help them retain the learning
concepts during online classes. It is interesting to note, however, that the students utilized
audio recorder as sometimes only (M=3.81, SD=0.98), while most of them employed
highlighting important information on their notes (M=4.54, SD=0.77).
31
According to the study's data analysis findings, the majority of BTLED students
prefer note-taking techniques, such as highlighting important information, over audiorecording for their online lessons. This might be attributed to a variety of factors, one
possibility is that according to a study conducted by Mueller and Oppenheimer (2014), the
authors suggest that this might be because writing by hand allows for more personalization,
as students can structure their notes in ways that make sense to them and helps them engage
with the material more actively. This supports the idea that manual note-taking allows for
more flexibility and personalization in terms of structuring and presenting the material for
individual comprehension and retention. In addition, the authors suggest that this is
because writing by hand engages the brain in a different way than typing, leading to deeper
processing and a stronger memory trace. This supports the idea that the act of writing can
facilitate cognitive processes such as encoding and retrieval, allowing for a more active
engagement with the content. Some students may find it difficult to keep up with the
lecturer's speed while recording it, or they may prefer having their notes immediately
accessible in paper form. It is also essential to examine the accessibility and availability of
technology, since some students may lack the appropriate equipment or internet connection
to use audio recordings successfully.
Some students prefer manual approaches, such as marking relevant material in their
notes (Kiewra, 1989;Piolat, Olive, & Kellog, 2005), while others like audio-recording
equipment (Dunlosky & Rawson, 2010 Karpicke & Blunt, 2011). It has been argued that
students with auditory learning styles might benefit from the usage of audio-recording
equipment since they can listen to the recordings several times to better absorb the topic
(Dunlosky & Rawson, 2010). However, manual approaches such as highlighting may also
32
be useful for students since they allow for active engagement with the text and the
identification of essential information (Kiewra, 1989;Piolat, Olive, & Kellog, 2005) It is
also important to note that the prevalence of certain note-taking procedures may vary
depending on the setting and course type. In one research done by Mueller and
Oppenheimer, 2014, students who took notes on laptops performed lower than those who
took notes by hand on conceptual problems. However, according to research by Karpicke
& Blunt (2011), students who took notes by hand did lower than those who typed their
notes.
In conclusion, past research reveals that both manual and audio-recording notetaking procedures may be useful for students. However, the choice and effectiveness of a
certain approach may differ based on the learning style and circumstances of the individual
student.
Table 3 The level of note-taking practices
Statements
Mean
SD
Description
1) I record the lectures using audio recorder in my
note app.
2.78
1.27
Sometimes
3.20
1.10
Sometimes
3.45
1.00
Often
3.70
0.94
Often
3.74
1.05
Often
3.76
1.01
Often
3.77
1.09
Often
2) I include pictures or diagrams in my notes.
3) I try to type everything the instructor says.
4) I separate different ideas from each other.
5) I ask someone else’s notes for additional
reference through photos.
6) I use abbreviations when taking notes.
7) I summarize the lecture being presented and save
in my note app.
33
Continuation for Table 3
8) I organize and outline my notes.
9) I take a picture of the notes flash on the screen.
10) I use special symbols for some words such as
numbering, lists, arrows, bullets, etc.
11) I underline important words of my notes.
12) I highlight important information in my notes.
Overall Mean
3.91
0.91
Often
4.11
0.89
Often
4.27
0.92
Always
4.51
0.81
Always
4.54
0.77
Always
3.81
0.98
Often
4.5 The Level of BTLED student's Perception regarding the influence of
Note-taking Strategies to their Academic Performance
The Mean and standard deviation were used to evaluate the level of BTLED
student's perception regarding the influence of note-taking strategies to their academic
performance Data analysis, as presented in Table 3, revealed that overall, the BTLED
students totally agree that note-taking strategies has an influence on their academic
performance (M=4.49, SD=0.72). Looking into the details of the questionnaire about the
influence of note-taking strategies to the students’ academic performance, it can be
observed that the students totally agree that their note-taking strategies have helped them
keep better grades, maintain focus in their studies, understand complex topics, and help
them track their lessons as they review for quizzes and exams.
Previous studies have shown that note-taking techniques have a substantial impact
on students' academic achievement. According to the research done by Dunlosky et al.
(2013) students who participate in good note-taking procedures, such as summarizing,
rephrasing, and expanding on important topics, tend to have a greater ability to retain and
understand the content.
34
In accordance with these results, the present research discovered that BTLED
students are largely in agreement that note-taking practices have a good effect on their
academic performance. According to the findings, the students firmly believe that their
note-taking skills have helped them get higher marks, retain study concentration,
comprehend complicated concepts, and prepare for quizzes and tests.
An important advantage of taking notes is that it encourages students to actively
interact with the subject they are studying. Students are more likely to comprehend and
recall knowledge if they write it down (Mueller & Oppenheimer, 2014).
The act of taking notes is an essential component of the learning process because it
helps studentss to organize and remember vital information. According to the research
conducted by Pappas, C., & Pappas, O. (2010), this study found that taking notes was
positively related to academic achievement, with the effect being stronger for students who
took notes in their own words (i.e., rephrasing and summarizing information) compared to
those who simply transcribed the lecture. In addition, taking notes might assist students to
enhance their reading comprehension and concentration during lectures (Mueller &
Oppenheimer, 2014). Taking notes is an integral part of the learning process that has a
favorable effect on academic achievement. By actively interacting with the subject,
drawing connections between new and existing knowledge, and improving the recall of
information, taking notes may aid students in gaining a deeper understanding of and
retaining essential information. In addition, taking notes may help students prepare for tests
and quizzes by allowing them to review and arrange knowledge in a meaningful manner.
In conclusion, taking notes is a beneficial method for students that may assist them
in better comprehending and retaining the knowledge they are learning, as well as
35
enhancing their academic achievement. Numerous research, including Dunlosky, 2021;
Mukerji, and Agrawal 2021; Mueller and Oppenheimer, 2014, and many more, support
this claim.
Table 4 Student's Perception on the Influence of Note-Taking Strategies to the Academic
Performance
Statements
Mean
SD
Description
1) Note taking helps me in becoming a dean's lister.
3.88
1.16
Agree
2) Note-taking helps me understand course content
4.23
0.88
Totally Agree
3) Note taking helps me understand complex topics.
4.36
0.78
Totally Agree
4) Note taking helps me to focus.
4.36
0.78
Totally Agree
5) Note taking helps me improve my grades.
4.50
0.69
Totally Agree
6) Note taking serves as a reference to complete
4.54
0.73
Totally Agree
7) Note taking helps improve my memory.
4.56
0.65
Totally Agree
8) Note taking helps me remember key words easily.
4.58
0.71
Totally Agree
9) Note taking helps me review for the quiz and
4.70
0.54
Totally Agree
4.71
0.57
Totally Agree
11) Note taking is effective and efficient.
4.71
0.56
Totally Agree
12) Note taking is a great learning tool in studying.
4.73
0.54
Totally Agree
Overall Mean
4.49
0.72
Totally Agree
without having to read the textbook or module.
tasks and assignments.
exams.
10) Note taking helps me in reviewing and recalling
the previous lessons.
36
4.6 The BTLED students’ Level of perceived Benefits of using Note-taking
Application relative to their Academic Performance
The Mean and standard deviation were used to evaluate the level of BTLED
student's perceived benefits of using note-taking application relative to their academic
performance. The data analysis, as presented in Table 4, revealed that overall, the BTLED
students totally agree that the note-taking applications available on the internet is beneficial
to keeping their academic performance (M=4.39, SD=0.76). The respondents’ answers to
the details of the questionnaire revealed that the availability of and their usage of the notetaking applications online give them the confidence that they can focus listening to the
lecturer because they know that with the lessons being recorded, they can review them at
a later time.
The capacity to quickly organize and examine notes is a possible advantage of
utilizing note-taking software. Numerous note-taking applications enable users to arrange
their notes into distinct folders or categories, making it simpler to locate and examine
particular material. In addition, many applications have search and tagging capabilities,
enabling users to easily identify certain notes. (Wang, Q., Chen, W., Liang, Y., & Liang,
D. 2017)
Accessing notes from different devices is an additional advantage of utilizing notetaking tools. Numerous note-taking applications include cloud-based storage, enabling
users to view their notes from any internet-connected device. This is especially helpful for
students who require access to their notes from several places, such as home and university.
37
In addition, many note-taking applications include multimedia support, allowing
users to insert photographs, videos, and audio recordings in their notes, which may be
valuable for students who study better with visual aids or who like to listen to lectures.
Students' critical thinking abilities may be enhanced by the usage of digital notetaking software, according to research by Lu, Liang, and Peng (2019) the authors
discovered that students who used digital note-taking applications were more likely to
engage in higher-order thinking, such as information analysis and synthesis, than those
who used conventional note-taking techniques.
According to Wang & Wei (2018) observed in separate research that students who
used digital note-taking applications had superior knowledge retention compared to those
who used conventional paper-based note-taking techniques. This was ascribed by the
authors to the fact that digital note-taking applications enable students to organize and
annotate their notes in a more meaningful manner, which aids in content retention.
These studies demonstrate that the usage of digital note-taking software may have
a significant effect on students' academic performance by enhancing their knowledge
organization and retention, as well as their critical thinking abilities.
The majority of BTLED students felt that note-taking applications improve their
academic performance, according to the study's findings. The advantages include
organization and fast access to notes, support for multimedia, and the capacity to examine
essential information. According to research by Lu, Liang, and Peng (2019) students who
utilized digital note-taking applications performed better on tests than those who did not.
This was ascribed to the fact that digital note-taking software makes it easier for students
to organize and examine their notes, hence enhancing their comprehension of the topic.
38
Table 5 The perceived benefits of using note-taking application to the Student's Academic
Performance
Statements
Mean
SD
Description
1) Taking notes can hinder attention to the class.
3.77
1.11
Agree
4.03
0.89
Agree
4.25
0.85
Totally Agree
4.36
0.81
Totally Agree
4.40
0.73
Totally Agree
6) Taking notes enables me to categorize
different ideas from each other.
4.44
0.70
Totally Agree
7) Taking notes helps me get better grades.
4.45
0.70
Totally Agree
8) Taking notes helps me to capture important
words or ideas that are difficult to remember.
4.50
0.71
Totally Agree
9) Taking notes help me to answer test questions.
4.51
0.71
Totally Agree
10) Taking notes helps me to build connection
between ideas and concepts.
4.54
0.67
Totally Agree
11) Taking notes helps me understand the lectures
better.
4.58
0.65
Totally Agree
12) Taking notes helps me to prepare for
tests/quizzes.
4.58
0.65
Totally Agree
13) Taking notes makes it easier to remember the
lecture information.
4.62
0.63
Totally Agree
4.39
0.76
Totally Agree
2) Taking notes effectively requires slow motion,
pausing, cueing and repetition from the
teacher.
3) Taking notes makes me pay attention to the
speaker’s gestures and tone of voice when
deciding what to write in my notes.
4) Taking notes helps me listen carefully during
lectures.
Continuation of Table 5
5) Taking notes facilitates sharing information
with classmates.
Overall Mean
39
CHAPTER 5
SUMMARY OF THE STUDY, CONCLUSION AND
RECOMMENDATIONS
5.1 Synopsis of the Study
The aim of the study was to assess the frequency of use of the digital note taking
applications and its perceived effect to students of Bachelor of Technology and Livelihood
Education (BTLED) students during online learning. The research questions sought to
identify the most commonly used digital note-taking applications among BTLED students,
the level of note-taking practices among BTLED students utilizing audio-recording
applications, and the level of perception among BTLED students regarding the impact of
note-taking strategies on their academic performance. The research also sought to examine
the extent to which BTLED students believe note-taking applications to improve their
academic performance.
Two-hundred ten BTLED students participated in the research. A participantdistributed survey-questionnaire served as the study instrument. Using descriptive statistics
such as mean and standard deviation, the acquired data was evaluated.
Notepad and Microsoft OneNote were the most popular digital note-taking
applications among BTLED students, according to the findings of the survey. The research
also found that BTLED students often used audio-recording tools to practice note-taking
skills during their online sessions, and that they utilized a variety of note-taking strategies
and learning material organizing techniques to assist them recall the learning ideas. The
research also revealed that students regarded note-taking strategies to have a good effect
40
on their academic achievement and that they perceived note-taking applications to have
positive effects on their academic success.
5.2 Conclusion
The study of the digital note taking strategies during online learning setting among
BTLED students concluded that the adoption of these strategies and applications may have
a substantial beneficial influence on student accomplishment. This study sought to address
the dearth of knowledge on the impact of note taking strategies and digital note taking
applications on academic achievement. The aims of the research were to investigate the
degree of perceived advantages of note-taking applications among BTLED students and to
determine the effect of note-taking strategies on academic achievement.
The study collected data from a sample of BTLED students using a descriptive
research approach and a survey questionnaire. The findings demonstrated that the majority
of students saw note-taking software as advantageous due to their structure and ease of
access to information. According to the study of Namoco (2021), if the person could see
that a technology serves many purpose, they will likely use it.
This research demonstrates that the employment of note-taking strategies and
digital note-taking software may be a valuable tool for increasing students' academic
achievement. Previous research (Kobayashi & Kostons, 2012); (Novak, 2010); (Piolat,
Olive, & Kellog, 2005) has shown the favorable effect of note taking methodologies and
digital note taking applications on student learning. Educators and students should thus
include note-taking practices and digital note-taking software into their learning process in
order to boost academic achievement.
41
5.3 Limitations of the Study
This research employed a quantitative methodology to collect numerical data and
conduct statistical analysis to determine the relationship between note-taking practices and
academic achievement. While this method may give significant insights and a wide grasp
of the issue, it may not completely capture the depths and complexity of students'
experiences using note-taking software. A qualitative method, such as conducting
interviews or focus groups, would have offered a better knowledge of the motives,
problems, and perceptions of note-taking applications among students. In addition, a
mixed-methodologies approach that blends quantitative and qualitative methods may have
produced a deeper knowledge of the subject. Therefore, future study might use a qualitative
or mixed-methods approach to get a deeper understanding of students' experiences using
note-taking software.
5.4 Recommendations
Future research should use qualitative techniques to acquire a greater knowledge of
students' experiences using note-taking applications. This may include conducting
interviews or focus group discussion with students to learn about their personal note-taking
strategies and preferences, as well as the problem they experience while utilizing digital
note-taking tools. In addition, it would be useful to evaluate the effect of note-taking
strategies and digital note-taking applications on the academic achievement of students in
various fields or educational levels.
It is recommended that future research continue to explore the relationship between
note-taking practices and academic achievement. This includes investigating the long-term
42
implications of note-taking practices and digital note-taking applications, comparing
various note-taking methodologies, examining the impact of individual variations, and
exploring the usefulness of note-taking strategies and digital note-taking applications for
different age groups and educational levels.
It is further recommended that students experiment with several note-taking
strategies and digital note-taking applications to see which one best matches their
requirements and learning style. It is also essential that they routinely examine and arrange
their notes to ensure that the information they have documented is used efficiently.
It is suggested that teachers give their students instruction and assistance on
appropriate note-taking practices and digital note-taking applications. They may also
promote the usage of digital note-taking applications and give students the opportunity to
share and discuss their notes.
It is suggested that curriculum designers include digital note-taking applications
into their curriculum design and offer students the opportunity to learn and implement good
note-taking practices. Incorporating the examination of note-taking abilities into the
assessment of student learning would also be advantageous.
43
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48
APPENDICES
Appendix A
The following letters was sent to the Registrar, the respondents, class advisers and
to the chairman of Department of Technical and Technology Education (DTTE). The
researchers seek their permission for data collection.
University of Science and Technology of Southern Philippines
Alubijid│Cagayan de Oro │Claveria│Jasaan│Panaon│Oroquieta
C.M. Recto Lapasan, Cagayan De Oro City
College of Science and Technology Education
December 5, 2022
THE REGISTRAR
USTP-CDO CAMPUS
CAGAYAN DE ORO CITY, PHILIPPINES
Greetings!
We, the 4th Year BTLED-Home Economics students taking RES410, would like to
ask data from your office containing the number of BTLED Home Economics and
Industrial Arts second year and third year students. This data will be used for
research purposes only.
Hoping for your positive response.
Thank you and God bless.
Sincerely yours,
ARTIST B. FELICILDA
Research Leader
DR. SARAH O. NAMOCO
Research Instructor
49
University of Science and Technology of Southern Philippines
Alubijid│Cagayan de Oro │Claveria│Jasaan│Panaon│Oroquieta
C.M. Recto Lapasan, Cagayan De Oro City
College of Science and Technology Education
Dear Respondents,
Greetings!
We, Bachelor of Technology and Livelihood Education Major in Home Economics 4thyear students at University of Science and Technology of Southern Philippines Cagayan
De Oro City Campus. As part of our final requirement in RES410: Undergraduate Thesis/
Research Paper/Research Project, we are to conduct a study about “THE DIGITAL
NOTE-TAKING STRATEGIES DURING ONLINE LEARNING SETTING OF BTLED
STUDENTS IN A STATE UNIVERSITY IN NORTHERN MINDANAO”. The overall
purpose of the study is to determine the influence of utilizing digital note-taking to the
academic performance in the online mode of learning.
As part of completing the survey, this study requires every respondent to input the general
point average (GPA) for the academic year 2020-2021. With this, we humbly ask for your
participation in our study to answer the survey questions through a Google form in
complete honesty.
1. Google form consists of the informed consent form, demographic profile, GPA for the
Academic Year 2020-2021 and Survey Questionnaire that is divided into four parts:
frequently used digital note taking application, digital note-taking strategies, perception on
the influence of note-taking strategies and benefits of using note taking application. This
personal data will be collected and processed. Your participation in this study is a great
help to gather reliable data for our study.
2. As a respondent, the benefit that you will get from participating in this study is to gain
knowledge on the influence of digital note taking for effective learning.
3. Your identity will remain confidential. The data will be protected, secured and only the
researchers will have access to it. The result of this paper may be published, but the
personal information you provide will not be revealed.
4. If you have further questions relevant to the study you may reach us through the contact
information below and you may ask for the summary of our study.
Email:
felicildartist@gmail.com
orangjevellemar@gmail.com
jccquilacio@gmail.com
alexisjean214@gmail.com
Contact No. - 09356559002
50
University of Science and Technology of Southern Philippines
Alubijid│Cagayan de Oro │Claveria│Jasaan│Panaon│Oroquieta
C.M. Recto Lapasan, Cagayan De Oro City
College of Science and Technology Education
December 9, 2022
THE CLASS ADVISER
USTP-CDO CAMPUS
Subject: Permission Request for Data Collection
Dear Ma’am/Sir,
We are the students of Bachelor of Technology and Livelihood Education Major in
Home Economics 4th year of the University of Science and Technology of Southern
Philippines Cagayan de Oro Campus. We are currently conducting a study entitled
“The Digital Note-Taking Strategies in Online Learning Setting of BTLED students
in a State University in Northern Mindanao”. The respondents of this study are the
2nd year and 3rd year BTLED Home Economics and Industrial Arts students. We
would like to ask for your permission to gather data from your advisory class.
We are looking forward to receiving your kind approval and we shall be highly
thankful for your kind support.
Respectfully Yours,
Researchers:
Felicilda, Artist B.
Bahian, Alexis Gaylle A.
Orang, Jevellemar A.
Quilacio, Jackie Carlo C.
51
University of Science and Technology of Southern Philippines
Alubijid│Cagayan de Oro │Claveria│Jasaan│Panaon│Oroquieta
C.M. Recto Lapasan, Cagayan De Oro City
College of Science and Technology Education
December 5, 2022
Dr. Sarah O. Namoco, Ed. D.
Department Chairperson
Technical and Technology Education
Subject: Permission Request for Data Gathering
Dear Dr. Sarah,
We are the students of Bachelor of Technology and Livelihood Education Major in
Home Economics 4th year of the University of Science and Technology of Southern
Philippines Cagayan de Oro Campus. We are currently conducting a study entitled
“The Digital Note-Taking Strategies in Online Learning Setting of BTLED students
in State University of Northern Mindanao”. We would like to ask your permission
to allow us conduct a survey among the second year and third year BTLED Home
Economics and Industrial Arts students.
The survey questionnaire will be sent online through a Google form and would last
only for 20 minutes. It would be arrange at the students’ convenient schedule. All
information provided will be kept in utmost confidentiality and would be used only
in academic purpose.
We are looking forward to receive your kind approval at the earliest and we shall
be highly obligated for your kind support. In case of any queries, you may contact
us at 09356559002.
Respectfully Yours,
Researchers:
Felicilda, Artist B.
Bahian, Alexis Gaylle A.
Orang, Jevellemar A.
Quilacio, Jackie Carlo C.
Approved by:
Dr. Sarah O. Namoco
Department Chairperson DTTE
52
Appendix B
Survey Questionnaire
Name:
Age:
Gender:
What mobile gadgets do you use?
o
o
o
o
o
o
o
Mobile Phone (Android)
Mobile Phone (iOS)
Computer
Laptop
Tablet
iPad
Others:
1. Respondents’ Frequently Usage of the following Note-Taking Applications in
Online Class
Sometimes
Items
Never
Rarely
Often
Always
3
1
2
4
5
Microsoft
OneNote
Sonocent
Audio
Note
taker and Link
Google Keep
Notes
Notability
Ever Note
Notepad
Samsung Notes
Others (Please
Specify);
53
2. The Digital Note-Taking Practices of the Respondents
Sometimes
Items
Never
Rarely
Often
1
2
4
3
I record the
lectures using
audio recorder
in my note app.
I take a picture
of the notes
flash on the
screen.
I ask someone
else’s notes for
additional
reference
through photos.
I
use
abbreviations
when
taking
notes.
I try to type
everything the
instructor says.
I organize and
outline
my
notes.
I
include
pictures
or
diagrams in my
notes.
I
separate
different ideas
from each other.
I
underline
important
words of my
notes.
I
highlight
important
information in
my notes.
I use special
symbols
for
some
words
such
as
54
Always
5
numbering,
lists,
arrows,
bullets, etc.
I summarize the
lecture
being
presented and
save in my note
app.
3. The Perception of Respondents Using Note-Taking Practices
Items
Totally
Disagree
Neither
Agree
Totally
Disagree
2
Agree,
4
Agree
1
Neither
5
Disagree
3
Note
taking
helps
me
remember key
words easily.
Note
taking
helps improve
my memory.
Note taking is a
great learning
tool in studying.
Note taking is
effective
and
efficient.
Note
taking
helps
me
improve
my
grades.
Note
taking
helps me in
reviewing and
recalling
the
previous
lessons.
Note
taking
helps me in
55
becoming
a
dean's lister.
Note
taking
helps
me
understand
complex topics.
Note
taking
serves as a
reference
to
complete tasks
and
assignments.
Note
taking
helps me review
for the quiz and
exams.
Note
taking
helps me focus.
Note-taking
helps
me
understand
course content
without having
to read the
textbook.
4. The Perceived Benefits of Note -Taking Application to the Respondents
Items
Totally
Disagree
Neither
Agree
Totally
Disagree
Agree,
Agree
2
Neither
4
1
Disagree
5
3
Taking
notes
makes it easier to
remember
the
lecture
information.
Taking
notes
helps
me
understand the
lectures better.
Taking
notes
helps me get
better grades.
56
Taking
notes
help
me
to
answer
test
questions.
Taking
notes
helps me to
prepare
for
tests/quizzes.
Taking
notes
facilitates
sharing
information with
classmates.
Taking
notes
helps me listen
carefully during
lectures.
Taking
notes
makes me pay
attention to the
speaker’s
gestures
and
tone of voice
when deciding
what to write in
my notes.
Taking
notes
enables me to
categorize
different ideas
from each other.
Taking
notes
helps me to
capture
important words
or ideas that are
difficult
to
remember.
Taking notes can
hinder attention
to the class.
Taking
notes
effectively
requires
slow
motion, pausing,
cueing
and
57
repetition from
the teacher.
Taking
notes
helps me to build
connection
between ideas
and concepts.
Adopted and adapted from NASUS Questionnaire by Chabot, Potvin, Hass, Garrity and
Bower (2021); and Bayan Ezzedeen Al-Ashkar (2014)
58
APPENDIX C
Curriculum Vitae
59
60
61
62