“A COMPARATIVE STUDY ON THE EFFECTIVENESS OF DIGITAL VS.

TRADITIONAL NOTE-TAKING METHODS ON NOTE REVIEWING OF SENIOR

HIGH SCHOOL STUDENTS”

CHASMAGNE HEART C. NAVAREZ

CLEMENCHY A. CARILLO
EDREIAN TITO
JELL D. DANTE
JIGGER FRYLE CARIN
MARC DANIEL L. LAMOSTE
MARK NEIL C. BOSBOS
MICOH D. GAMAYOT
RICHEL B. SOTTO

A Thesis Outline Presented to the Senior High School Department of Nazareth

High School of Bansalan Incorporated, Bansalan, Davao Del Sur in
Partial Fulfillment of the Requirements in Practical Research 2

GENERAL ACADEMIC STRAND 12

NOVEMBER 2024
 INTRODUCTION

Background of the Study

The debate between digital and traditional note-taking is a big topic in schools today.

Technology has changed how students take notes, with many moving from writing by hand to

using laptops or tablets. Digital note-taking is quick and helps keep notes organized, but some

people believe writing by hand helps you understand the material better. Both methods are

important for learning and doing well in school, but people still argue about which one works

best.

Recent studies have shown that digital and traditional (handwritten) note-taking

methods affect how well we remember information in different ways. A study by Cai et al.

(2024) found that students who took handwritten notes did better on tests that measured long-

term memory compared to those who used digital notes. This is because writing by hand

takes more mental effort, which helps students process the information more deeply, leading

to better memory retention.

Recent studies have looked at the differences between taking notes on a computer and

writing them by hand, and they found some important things about how each one affects

learning and memory. Handwriting notes can actually help people remember and understand

better because they often need to summarize or rephrase the information. This process makes

the brain work a little harder, which helps it stick. For example, when students write by hand,

they tend to remember more since it’s slower and makes them think more about what they’re
writing. On the other hand, typing is faster, so students might just copy things exactly without

thinking as much. (Sun, D. et al, 2019; Tetzel,2024)

Researchers at the University of Tokyo found that people who took notes by hand had

more brain activity in areas linked to memory. This suggests that handwriting might help the

brain store information better, making it easier to remember later on. (University of Tokyo,

2021)

On the other hand, taking notes on a computer is really practical, especially when

working with others or in fast-paced settings. With digital devices, people can easily edit,

organize, and access their notes anywhere, which is super helpful for staying on top of things.

But, when typing, people often just copy things word-for-word without much thinking, so

they might not remember as well as when summarizing by hand. (Karma Jack Digital

Marketing Agency, 2024)

The choice between writing notes by hand or typing them usually depends on what

you're doing and what you prefer. Research shows that handwriting notes helps you think

more deeply, but typing is quicker and more practical for organizing and sharing information.

Statement of the Problem

This study focuses on comparing the effectiveness of digital note-taking between

traditional note-taking on the note reviewing of the grade 12 students in Nazareth High

School. This study aims to answer these following questions:

1. What is the Socio demographic background of grade 12 student’s

1.1 Age

1.2 Sex

1.3 Strand

2. What is the effectiveness of traditional note-taking and digital note-taking methods.

In terms of:

2.1 Traditional note-taking

2.1.1 Writing methods/ techniques

2.1.2 Note reviewing

2.2 Digital note-taking

2.2.1 Writing methods/ techniques

2.2.2 Note reviewing

3. Does the traditional and digital note-taking methods effective in note reviewing?

4. Is there a significant relationship between traditional and digital note-taking methods in

note reviewing.

Significance of the Study

This research on the effectiveness of digital versus traditional note-taking methods

will provide valuable insights and benefits to various stakeholders, including students,

teachers, parents, and future researchers.

For Students. Understanding the impact of different note-taking methods on note reviewing

will empower students to choose the most effective approach for their learning style. By

identifying which method enhances their comprehension and memory, students can optimize

their study habits, leading to improved academic performance and confidence in their

abilities. Furthermore, this study can encourage students to explore diverse techniques,

fostering a more engaged and active learning experience.

For Teachers. Teachers can utilize the findings of this study to adapt their instructional

strategies and provide tailored support to students. By recognizing the advantages and

limitations of digital and traditional note-taking methods, educators can guide students in

selecting the most suitable approach for their individual needs. This knowledge can also

inform professional development programs, helping teachers integrate technology effectively

in the classroom and enhance their teaching practices to facilitate better learning outcomes.

For Parents. Parents will benefit from understanding how different note-taking methods

affect their children's learning. The findings can assist parents in supporting their children’s

educational journeys by encouraging effective study habits at home. By fostering a discussion

about note-taking strategies, parents can play an active role in their children’s academic

success and instill a lifelong love for learning.

Future Researchers. This study will contribute to the growing body of literature on

educational methods. It enriches their literature review, helps in identifying research gaps,

and informs the design and focus of their studies. This research can also pave the way for

further studies on the integration of digital tools in educational settings, promoting a more

comprehensive understanding of effective teaching and learning strategies.

Scope and Delimitation of the Study

This study on the effectiveness of digital versus traditional note-taking methods on

note reviewing among grade 12 senior high school students has specific boundaries to ensure

a focused and manageable research approach. The research will be conducted at Nazareth

High School, with 163 respondents. The study will be limited to students currently enrolled in

grade 12, excluding the grade 11 and junior high school students. Focus specifically on

digital note-taking methods versus traditional methods.

Place and Time of the Study

This study is conducted in the senior high department, particularly on the grade 12

students of Nazareth High School. This study took place for almost two months starting from

September to November in the school year 2024-2025.

Operational Definition of Terms

1. Traditional Note-Taking- Traditional note-taking is defined as the process of

capturing key ideas and concepts. These can be in the form of textual outlines, guided

notes, concept maps and webs.

2. Digital Note-Taking- Digital note taking is a combination of techniques that allow

you to take and store your notes electronically.

3. Note Reviewing- Reviewing your lecture notes is a great way to keep on top of your

coursework. It helps you fill in and organize information, aids in retention, and

enables you to identify material you have questions about or need to investigate

further.

4. Note-Taking- Note taking is collecting pieces of information from a source or

speaker and then listing them in an outline using bullets or grouping them into

categories and sections through diagrams. It is a process of recording important data

in a notebook or journal.
 REVIEW OF RELATED LITERATURE

Note-taking has been ever-present activity in school and students and is used for

learning and remembering lessons for quizzes and tests. Way back before, students

commonly used traditional note-taking such as taking down notes and writing it all word for

word. However, as the advancement of the technology the students note-taking methods has

been changed and replaced for digital note-taking such as usage of tablets, laptops and

computers to take notes. This tools improve students note reviewing.

Traditional Note-taking

Students write information on paper during the lecturer presentation or while

reading an information source, this process is called note-taking. In traditional note-taking

uses mainly pen and paper to list down the information that is needed. The study of Fiorella

and Mayer (2017) and Luo et al. (2018) found that students who take notes by hand are more

likely to use spatial note-taking strategies, such as diagrams or concept mapping, which

support deeper cognitive processing. Although guided note-taking methods, like instructor-

provided outlines, can help students better capture main ideas, traditional note-taking still

promotes active involvement and deeper thinking, especially when students organize and

customize their notes (Lawrin & Larwin, 2018). As using digital note-taking has some

disadvantages this make the traditional note-taking more advantage. According to Mimeo

2018, with handwritten note taking, you are less susceptible to electronic distractions that

digital note taking can provide. Additionally, even though digital tools are becoming more

popular, traditional methods are still important in many educational situations, especially
when digital devices aren’t available or practical to use (Ji et al., 2019). Digital gadgets such

as laptops and smartphones have various features and apps that can easily diverts our

attention and may cause distraction.

Digital Note-taking

According to Patterson (2020), digital note taking is a combination of techniques that

allow you to take and store your notes electronically. Digital note-taking primarily uses

gadgets such as smartphones, laptops, etc. Through this innovation, the note-taking is said to

be more convenient and easy. One of the many bonuses to digital note-taking is having the

freedom to incorporate videos, podcasts, images, URL links, and more. (Da Silva, 2024).

According Theakson (2024), with a vast array of note-taking apps and software available,

users can easily organize, search, and access their notes from any device with an internet

connection. However, there are studies that indicates disadvantages of digital note-taking. A

study by Artz et al. (2017) a examined digital distraction, finding that students who type their

notes may remember less because they tend to multitask more, something that happens less

often with handwritten notes However, digital tools are advantageous for collaborative

learning, as they enable easier sharing and real-time editing (Hamilton et al., 2020).

Depth of Cognitive Processing

Taking notes by hand usually involves more thinking because it’s slower, which

makes students summarize and put information into their own words. In a study by Mueller

and Oppenheimer (2014), students who wrote their notes by hand did better on questions that

tested understanding of ideas. This shows that summarizing helps students remember and
understand things better. Their research suggests that writing notes by hand gives students

more time to think, leading to a deeper understanding of harder topics.

On the other hand, students who take notes on laptops or other devices can type faster,

allowing them to copy more information word-for-word. However, this can lead to shallow

thinking since they don’t need to sort and organize the information as much. Lin and Bigenho

(2019) found that students using digital devices are more likely to multitask, which can lower

their focus and make it harder to remember what they learned.

Organization and Review

Digital note-taking is really helpful when it comes to organizing and reviewing notes.

On a laptop, notes can be edited, rearranged, and saved in a way that’s easy to search, making

it simpler for students to find and review information. Aguilar-Roca et al. (2012) found that

students using digital tools could organize their notes better and used them more often for

studying, which improved their short-term memory on detailed tasks.

On the other hand, handwritten notes take more effort to organize, but studies like

Luo, Kiewra, and Samuelson (2018) show that writing by hand can help store information in

long-term memory. The physical act of writing makes students engage more with the

material, which often leads to better memory, especially for more complex ideas.

Contextual Application and Subject Matter

Recent research shows that whether traditional or digital note-taking works better can

depend on the subject being studied. For subjects that need deeper understanding and
connecting ideas, like philosophy or history, traditional note-taking seems to be more helpful.

This is because handwriting forces students to actively think about and organize the

information. Mueller and Oppenheimer’s (2014) study found that students who wrote their

notes by hand did better on tasks where they had to combine and understand ideas, as it

helped them engage more with the material.

On the other hand, digital note-taking can be better for subjects like biology or law

that have a lot of detailed information. Being able to type quickly helps students keep up with

fast lectures and remember more facts. Jansen et al. (2017) also found that with digital note-

taking tools, students can work together and review shared notes, which makes learning more

interactive.

In short, how well traditional or digital note-taking works depends on what is being

learned and how the notes are used. Handwritten notes help with deeper thinking and

remembering information for a long time, especially for understanding ideas. On the other

hand, digital notes are better for organizing and quickly capturing detailed information, which

is useful in fast-paced classes and for working with others.

Theoretical Framework

This framework combines important ideas to explain why handwritten and digital
note-taking affect how well students remember information. These ideas help us understand
how thinking, the way information is saved, and other factors impact how students learn
when using different note-taking styles.

The Cognitive Load Theory by Sweller (1988) says that learning works best when
we don’t overload our brain’s limited memory. Handwriting notes helps students think more
deeply because it’s slower, allowing them to focus on important ideas and avoid extra
distractions. On the other hand, digital note-taking is faster, but this can lead to multitasking
or just copying information, which makes it harder to remember things because of the extra
mental effort. Handwritten note-taking helps students think more deeply by cutting down on
distractions and encouraging them to focus on the most important information, which can
help them remember it better. While digital note-taking is faster, it can overwhelm students
when they try to write down too much or multitask during class (Jansen et al., 2017).

The Dual Coding Theory by Paivio (1972) says that people process information
using two systems: verbal and visual. Handwritten notes often include things like drawings or
diagrams, which use both systems and help improve memory. Digital note-taking doesn’t
always do this unless students add things like pictures, videos, or color-coded text, which can
make it better for using both systems. Traditional notes often incorporate visual-spatial
elements, boosting retention by engaging both verbal and visual processing. Digital notes can
potentially enhance retention when combined with multimedia elements but may fall short
when used for linear, verbatim transcription (Fiorella & Mayer, 2017).

Additionally, the Encoding Hypothesis by Craik and Lockhart (1972) asserts that
how deeply we process information affects how well we remember it. When students write
notes by hand, they have to summarize and rephrase the material, which helps them
understand it better. Digital note-taking is faster, but it often leads to copying word-for-word,
which results in shallow processing and makes it harder to remember things in the long run
(Mueller & Oppenheimer, 2014). Writing notes by hand helps students actively engage with
the material, which makes it easier to remember because it involves deeper thinking. In
contrast, digital note-taking can lead to shallow processing unless students make an effort to
summarize and organize the information themselves.

The External Storage Hypothesis by Kiewra (1985) emphasizes that notes are
important for reviewing and going over information after you first learn it. Digital notes are
great for storing, organizing, and finding information quickly, and they can be easily shared,
which helps with short-term memory. However, handwritten notes, even though they might
be less organized, could help with long-term memory because of the extra thinking involved
when writing them. Digital note-taking is really helpful for keeping information organized
and easy to search, which can help you remember things in the short term. On the other hand,
traditional note-taking needs you to actively go over your notes, which helps you remember
the information for a longer time, especially when dealing with complicated ideas. (Luo,
Kiewra, & Samuelson, 2018).
 Lastly, Mayer’s Cognitive Theory of Multimedia Learning, learning is more
successful when visual and aural information are processed via different channels. By using
both channels, digital note-taking can improve knowledge retention, particularly when
multimedia components (such as charts, images, and films) are incorporated. However,
multimedia components in digital notes might hinder learning and memory if they are
misused or overwhelmed with irrelevant information. Mayer’s theory is supported by the fact
that, when utilized properly, digital notes with multimedia components can increase retention.
Traditional note-taking, on the other hand, does not have this multimedia capability, although
it can still be useful for improving retention by using visualization strategies like concept
mapping or sketching.

Depending on the kind of information and learning goals, this framework can be
utilized to further explore and direct instructional approaches, indicating that digital and
traditional note-taking techniques can complement one another.
CONCEPTUAL FRAMEWORK

Traditional and
Note reviewing of
Digital Note-
the students
Taking methods

Figure 1. A schematic Diagram Showing the Effectiveness of Traditional and Digital Note-
Taking to the Information retention of the students.

Hypothesis

Ho1: There is no significant relationship between traditional note-taking methods to note

reviewing.

Ho2: There is no significant relationship between digital note-taking methods to note

reviewing.

Ha1: There is a significant relationship between traditional note-taking methods to note

reviewing.

Ha2: There is a significant relationship between digital note-taking methods to note

reviewing.
 METHODOLOGY

The content of this chapter is the methodology that will be used in the research. It will

cover the design that will be used in the study, research local, respondents, instruments that

will be used, the method of collecting data and the type of tools that will be used to analyze

the data.

RESEARCH DESIGN

The research design for this study will adapt a descriptive correlational approach,

utilizing a structured questionnaire to assess the relationship between digital versus

traditional note-taking methods on note reviewing. The target population will consist of

senior high school students, specifically focusing on those in grade 12. The study aims to

collect measurable data on note reviewing. A sample of 163 students will be selected using

Random Sampling to ensure a diverse representation of backgrounds and academic

performance.

LOCATION OF THE STUDY

This research will be conducted at Nazareth High School located in the town of

Bansalan, Davao Del Sur. The study will be conducted in the first semester of the school year

2024-2025.
THE RESPONDENTS

The respondents of this study is senior high school Grade 12 students that will be

chosen from STEM A, STEM B, HUMSS A, HUMSS B, HUMSS C, GAS/HE/EPAS and

ABM/ICT. The respondents will be selected through "SIMPLE RANDOM SAMPLING"

where every individual or item in a population has an equal chance of being selected for the

sample.

SAMPLING PROCEDURE

The researchers used the Slovin’s formula N/1+N(e)², 163 grade 12 students were

chosen to answer the survey questionnaire. These 163 respondents were samples out from the

276 students which is the whole population of the grade 12 senior high school students at

Nazareth High School of Bansalan Inc. The respondents will be selected through "SIMPLE

RANDOM SAMPLING".

Slovin’s Formula

N
n=
1+ N ¿ ¿

Where:

n=sample ¿ ¿

N=Population ¿ ¿

e=margin of error (0.5)

 Solution:

276
n=
1+276 ¿ ¿

276
n=
1+276 (0.0025)

276
n=
1+0.69

276
n=
1.69

n=163.3136

DATA GATHERING

The researcher begins the study by developing a structured questionnaire designed to

gather comprehensive data on the effectiveness of digital versus traditional note-taking

methods. Ensuring that the questions are clear, concise, and easy to understand is a priority to

facilitate accurate responses from participants. This attention to clarity will help minimize

any confusion and enhance the reliability of the data collected.

 Next, the researcher prepares a formal letter seeking permission to conduct the study

at Nazareth High School Inc. This letter outlines the study’s purpose, emphasizing its

educational significance and the potential benefits for students’ learning experiences.

To ensure the integrity and accuracy of the data analysis, the researcher collaborates

with a trusted statistician. This partnership is essential for effectively managing the data

collected from the questionnaires. Once the data is gathered, the statistician helps in

tabulating and organizing it, which allows for a systematic approach to analysis.

After the data has been compiled, the researcher and statistician work together to

analyze the results, employing appropriate statistical methods to draw meaningful

conclusions.

Following the analysis, the researcher interprets the results in the context of the

study’s objectives. Recommendations are then formulated based on the findings, providing

insights into which note-taking method may be more effective for enhancing note reviewing

among senior high school students. The study concludes with a comprehensive summary of

the findings, implications for educational practices, and suggestions for further research,

contributing to the broader understanding of effective learning strategies in academic settings.

RESEARCH INSTRUMENT

The research instrument for the study will be a structured survey questionnaire

focused exclusively on quantitative measures. The questionnaire will consist of three

sections. First section will be the socio-demographic questions. Second section will be the

writing methods and techniques in traditional note-taking and note reviewing. The last

section will be the writing methods and techniques in digital note-taking and note reviewing.
STATISTICAL ANALYSIS

Regression analysis t-test will be used in this study to analyze the relationship

between note-taking methods and note reviewing, providing valuable insights into which

method may be more effective for students. Through this analytical approach, the study will

not only identify which method may be more effective but also offer insights into the specific

characteristics of the note-taking methods that contribute to improve reviewing. This

information can be invaluable for educators seeking to adopt the most effective teaching

practices and for students looking to enhance their learning strategies. Ultimately, the

findings from the regression analysis will contribute to a deeper understanding of how note-

taking techniques influence learning outcomes, guiding future educational practices and

research in the field.

 SURVEY QUESTIONNAIRE

DIRECTION: Read the statement carefully and put a check mark on your chosen answer.

SECTION 1: SOCIO-DEMOGRAPHIC PROFILE OF THE RESPONDENTS

Name (Optional): __________________________ Age: ______

Sex: Male Female Section: ___________

Choice of Strand: HUMSS ABM STEM TVL GAS

Please rate the following statement on a scale of 1-4, where 1 is “Strongly Disagree”, 2 is
“Disagree”, 3 is “Agree” and 4 is “Strongly Agree”.

SECTION 2: TRADITIONAL NOTE TAKING

WRITING METHODS AND TECHNIQUES 1 2 3 4

I use headings and subheadings in my handwritten notes.

I often use bullet points or lists to organize information in my

handwritten notes.

I write down main ideas and important details in my handwritten

notes.

I doodle or make sketches in my handwritten notes to aid retention.

I prefer using different colors in my handwritten notes for

emphasis.

I incorporate drawings or diagrams in my handwritten notes to help

me remember information.

I employ abbreviations and symbols in my handwritten notes to

capture information more quickly.

I use techniques such as underlining, circling, or highlighting

important information in my handwritten notes to emphasize key
points.

I often rephrase what the instructor says in my own words while

taking notes

I formulate questions based on the lecture material in my notes to

enhance my understanding
 NOTE REVIEWING 1 2 3 4

I frequently review my handwritten notes after class.

I review my handwritten notes more than once before a test.

I often revisit my handwritten notes to reinforce my understanding

of the material.

I summarize my handwritten notes in my own words during

reviews.

I create flashcards based on my handwritten notes for more

effective review.

I have a specific schedule for reviewing my handwritten notes

regularly.

I discuss my handwritten notes with classmates during group study

sessions.

I quiz myself on the material from my handwritten notes to test my

understanding.

I add additional notes or comments to my handwritten notes during

reviews.

I write down key points from my handwritten notes in a separate

document for easier reference.

SECTION 3: DIGITAL NOTE-TAKING

1 2 3 4

I use features like highlighting or color coding in my digital notes.

I utilize tagging or searching features to find information quickly

in my digital notes.

I use different fonts or sizes to emphasize important information in

my digital notes.

I often take notes in a structured format (like outlines) when using

digital tools.

I incorporate images or diagrams in my digital notes

understanding.

I use apps or tools to remind me to review my digital notes

I link related documents or resources within my digital notes for

easy reference
I record audio notes to supplement my written digital notes

I use arrows or lines to connect related ideas in my digital notes

I develop my own personalized style for digital note-taking that

suits my learning preferences

NOTE-REVIEWING 1 2 3 4

I review my digital notes multiple times before an exam.

I frequently review my digital notes immediately after class

I have a regular schedule for reviewing my digital notes

throughout the semester

I often revisit my digital notes to reinforce my understanding of

the material

I summarize my digital notes in my own words

I review my digital notes to identify and fill gaps in my knowledge

I take time to reflect on the content of my digital notes

I specifically review my digital notes on topics I find difficult

I often review my digital notes when working on assignments or

projects

I regularly revisit concepts in my digital notes that I struggle to

remember

SOURCES: Mueller, P. A., & Oppenheimer, D. M. (2014). The Pen Is Mightier Than the
Keyboard: Advantages of Longhand Over Laptop Note Taking. Psychological Science, 25(6),
1159-1168. https://doi.org/10.1177/0956797614524581

Yang, H. H., Shi, Y., Yang, H., & Pu, Q. (2020). The Impacts of Digital Note-
Taking on Classroom instruction: A Literature review. Communications in Computer and
Information Science, 61–72. https://doi.org/10.1007/978-981-33-4594-2_6
 RESULTS ANG DISCUSSION

This chapter deals with the presentation, analysis and interpretation of data gathered using the

research instruments and statistical tools. Results and discussion are presented according to

the problems and hypothesis of this study.

Socio Demographic Profile of the Respondents

This part present the age of the respondents. The table below shows that respondents

in 20 years of age and 16 years of age accounts only 1%, while 19 years of age is 3% and

respondents with 17 years of age accounts 83%. Therefore, mostly of our respondents are 17

years old.

TABLE 1. AGE

AGE OF RESPONDENTS FREQUENCY PERCENTAGE

16 2 1%

17 136 83%

18 19 12%

19 5 3%

20 1 1%

TOTAL: 163 100%

This section presents the sex of our respondents. Based on the table below, our female

respondent accounts 39% of the population while our male respondents accounts 61% of the

population. Therefore, most of our respondents are males.

TABLE 2. SEX

SEX OF THE FREQUENCY PERCENTAGE

RESPONDENTS

FEMALE 63 39%

MALE 100 61%

TOTAL: 163 100%

This section presents the strand information of our respondents. The Science,

Technology, Engineering and Mathematics is 20% of the population, Accounting and

Business Management is 9%, Technical, Vocational and Livelihood is 10%, General

Academic Strand is 13%, and Humanities and Social Science accounts 48% of the population

TABLE 3. STRAND

STRAND OF THE FREQUENCY PERCENTAGE

RESPONDENTS

STEM 33 20%

HUMSS 78 48%

ABM 14 9%

TVL 16 10%

GAS 22 13%

TOTAL: 163 100%

 Traditional Note-Taking

Writing Methods and Techniques

This part presents the result answers of the respondents in Section 1: Writing

methods and techniques in traditional note-taking. The table shows how people feel about

using different methods and techniques for traditional note-taking. For each statement, the

table lists how many people agreed or disagreed and calculates the average response, called

the weighted mean, which tells us what most people think.

For the first statement, 9% strongly disagreed, 22% disagreed, 50% agreed, and 19%

strongly agreed. This gave a weighted mean of 2.78, meaning most people agreed. The

second statement had 7% strongly disagree, 29% disagree, 47% agree, and 17% strongly

agree, with a weighted mean of 2.74, also showing agreement. The third statement had the

highest weighted mean of 2.92, meaning most people agreed even more with this statement.

Some statements, like the fourth and fifth, had lower averages of 2.57 and 2.46, but

people still mostly agreed with them. Other statements, like the seventh and eighth, had

higher scores of 2.66 and 2.98. The ninth and tenth statements also showed agreement, with

scores of 2.86 and 2.73.

Discussion
The table shows that most people agree on the importance of using traditional note-

taking methods like headings, bullet points, and diagrams. The weighted means for all the

statements are above 2.5, which means most respondents think these techniques are useful.

For example, the third statement has the highest score of 2.92, showing that a lot of people

find this method very effective. Even the lowest scores, like 2.46 and 2.49, still show
 agreement, meaning that while these methods may not be everyone’s favorite, they are still

helpful to many.

TABLE 4. WRITING METHODS AND TECHNIQUES TRADITIONAL NOTE -

TAKING

1 2 3 4
FREQUEN FREQUEN FREQUEN FREQUEN WEIGHTE INTERPRE-
CY AND CY AND CY AND CY AND D TATION
PERCENTA PERCENTA PERCENTA PERCENTA
GE GE GE GE MEAN

1 15 36 81 31 2.78
9% 22% 50% 19% AGREE

2 11 47 77 28 2.74
7% 29% 47% 17% AGREE

3 10 30 86 37 2.92
6% 18% 53% 23% AGREE

4 20 51 70 22 2.57
12% 31% 43% 14% AGREE

5 23 61 60 19 2.46
14% 37% 37% 12% AGREE

6 22 57 65 19 2.49
14% 35% 40% 12% AGREE

7 18 41 82 22 2.66
11% 25% 50% 14% AGREE

8 12 30 70 51 2.98
8% 18% 43% 31% AGREE

9 12 31 87 33 2.86
 8% 19% 53% 20% AGREE

10 8 58 66 31 2.73
5% 36% 40% 19% AGREE

Calculation of general mean and standard deviation

X¿
∑ fx
n
=2.78+2.74+2.92+2.57+2.46+2.49+2.66+2.98+2.86+2.73
27.19
¿
10
X= 2.719

X x-x̄
(x-x̄ ) ²

2.78 0.061 0.0037

2.74 0.021 0.0004

2.92 0.201 0.0404

2.57 -0.149 0.0222

2.46 -0.259 0.0670

2.49 -0.229 0.0524

2.66 -0.059 0.0034

2.98 -0.261 0.0681

2.86 0.141 0.0198

2.73 0.011 0.0001

∑(x-x̄ ) ²= 0.2775
 √ ∑ (x − x̄ ) ²
σ¿
n

σ¿
√ 0 .2775
10
σ¿ √ 0 .0277

σ¿ 0.1664

Note Reviewing on Traditional Note-taking

This part presents the result answers of the respondents in Section 1: Frequency of

Reviewing. For the first statement, 14% strongly disagreed, 34% disagreed, 38% agreed, and

14% strongly agreed, giving a weighted mean of 2.52, which means most people agreed. For

the second statement, 6% strongly disagreed, 26% disagreed, 50% agreed, and 18% strongly

agreed, with a weighted mean of 2.8, showing strong agreement. The third statement also had

a high weighted mean of 2.78, meaning many agreed with it. The fourth statement had a

weighted mean of 2.76, again showing that most people agreed.

For the fifth statement, 16% strongly disagreed, 37% disagreed, 38% agreed, and 9%

strongly agreed, with a lower weighted mean of 2.4, but it still shows agreement. Statements

six and seven both had a weighted mean of 2.53, meaning people agreed but not as strongly.

The eighth statement had a weighted mean of 2.6, and the ninth had 2.7, showing agreement

as well. The last statement had one of the highest scores at 2.8, meaning a lot of people

agreed with it.

Discussion

The table shows that most people agree that reviewing notes using traditional methods

is important. All the statements have weighted means above 2.5, which means the majority of

respondents find these techniques helpful. The second and tenth statements have the highest
 scores of 2.8, showing that many people strongly agree with them. The third and fourth

statements also have high scores of 2.78 and 2.76, meaning they are also well-supported.

Even the statements with lower scores, like the fifth one at 2.4, still show agreement, just not

as strong as the others.

This shows that traditional note-reviewing methods, like re-reading or organizing

notes, are still seen as useful tools for learning. The results suggest that people value these

techniques because they help them remember and understand information better. Even though

some statements had slightly lower scores, the overall agreement shows that these methods

are effective and important for studying.

TABLE 5. NOTE REVIEWING ON TRADITIONAL NOTE -TAKING

1 2 3 4
FREQUEN FREQUEN FREQUEN FREQUEN WEIGHTE INTERPRE-
CY AND CY AND CY AND CY AND D TATION
PERCENTA PERCENTA PERCENTA PERCENTA
GE GE GE GE MEAN

1 22 56 63 22 2.52
14% 34% 38% 14% AGREE

2 10 42 81 30 2.8
6% 26% 50% 18% AGREE

3 12 40 82 29 2.78
7% 25% 50% 18% AGREE

4 11 46 76 30 2.76
7% 28% 47% 18% AGREE

5 26 61 62 14 2.4
 16% 37% 38% 9% AGREE

6 15 62 70 16 2.53
9% 38% 43% 10% AGREE

7 17 67 54 25 2.53
11% 41% 33% 15% AGREE

8 19 49 74 21 2.6
12% 30% 45% 13% AGREE

9 12 43 87 21 2.7
8% 26% 53% 13% AGREE

10 15 36 77 35 2.8
9% 22% 47% 22% AGREE

Calculation of general mean and standard deviation

X¿
∑ fx
n
=2.52+2.8+2.78+2.76+2.4+2.53+2.53+2.6+2.7+2.8
26.42
¿
10
X= 2.642

X x-x̄
(x-x̄ ) ²

2.52 -0.122 0.0148

2.8 0.158 0.0249

2.78 0.138 0.0190

2.76 0.118 0.0139

2.4 -0.242 0.585

2.53 -0.112 0.224

 2.53 -0.112 0.224

2.6 -0.042 0.084

2.7 0.058 0.116

2.8 0.158 0.316

∑(x-x̄ ) ²= 1.6216

√ ∑ (x − x̄ ) ²
σ¿
n

σ¿
√ 1.6216
10
σ¿ √ 0 .1621

σ¿ 0.4026

x̄ ₁= 2.719 s₁= 0.1664 n₁= 10

x̄ ₂= 2.642 s₂= 0.4026 n₂= 10

Df = n₁+ n₂-2

=10+10-2
 =18

t-value=2.101
Digital Note-taking

Writing Methods and Techniques in Digital Note-taking

This part presents the result answer of the respondents in Section 2: Writing

Methods and Techniques in Digital Note-Taking. This table shows how people feel about

reviewing their notes using digital note-taking methods. Similar to table 8, participants

generally expressed agreement, with weighted means ranging from 2.25 to 2.69. Item 9 stood

out with a high mean of 2.69, as 44% of respondents agreed, and 18% strongly agreed. Item

10 also performed well with a mean of 2.61, showing positive feedback from the majority.

However, a few items received lower scores, such as Item 8, which had the lowest mean of

2.25, where 44% disagreed, and only 27% agreed. Item 3 also had weaker support, scoring

2.41, with 32% disagreeing. These results suggest that while participants generally find

digital writing methods useful, certain techniques or strategies might require improvement or

better support to meet users' needs.

Discussion

This table shows how people feel about reviewing their notes using digital note-taking

methods. Similar to table 8, participants generally expressed agreement, with weighted means

ranging from 2.25 to 2.69. Item 9 stood out with a high mean of 2.69, as 44% of respondents

agreed, and 18% strongly agreed. Item 10 also performed well with a mean of 2.61, showing

positive feedback from the majority. However, a few items received lower scores, such as

Item 8, which had the lowest mean of 2.25, where 44% disagreed, and only 27% agreed. Item

3 also had weaker support, scoring 2.41, with 32% disagreeing. These results suggest that
 while participants generally find digital writing methods useful, certain techniques or

strategies might require improvement or better support to meet users' needs.

TABLE 6. WRITING METHODS AND TECHNIQUES DIGITAL NOTE -

TAKING

1 2 3 4
FREQUEN FREQUEN FREQUEN FREQUEN WEIGHTE INTERPRE-
CY AND CY AND CY AND CY AND D TATION
PERCENTA PERCENTA PERCENTA PERCENTA
GE GE GE GE MEAN

1 21 49 65 28 2.61
13% 30% 40% 17% AGREE

2 23 49 68 23 2.55
14% 30% 42% 14% AGREE

3 27 52 66 16 2.41
17% 32% 41% 10% AGREE

4 23 59 59 22 2.49
14% 36% 36% 14% AGREE

5 26 48 59 30 2.57
17% 29% 36% 18% AGREE

6 23 49 63 28 2.58
14% 30% 39% 17% AGREE

7 32 56 51 24 2.41
20% 34% 31% 15% AGREE

8 32 72 45 14 2.25
20% 44% 27% 9% AGREE

9 17 45 72 29 2.69
10% 28% 44% 18% AGREE

10 24 41 72 26 2.61
 15% 25% 44% 16% AGREE

Calculation of general mean and standard deviation

X¿
∑ fx
n
=2.61+2.55+2.41+2.49+2.57+2.58+2.41+2.25+2.69+2.61
25.17
¿
10
X= 2.517

X x-x̄
(x-x̄ ) ²

2.61 0.093 0.0086

2.55 0.033 0.0010

2.41 -0.107 0.0114

2.49 -0.027 0.0007

2.57 0.053 0.0028

2.58 0.063 0.0039

2.41 -0.107 0.0114

2.25 -0.267 0.0712

2.69 0.173 0.0299

2.71 0.093 0.0086

∑(x-x̄ ) ²= 0.1495

√ ∑ (x − x̄ ) ²
σ¿
n

σ¿
√ 0 .1495
10
σ¿ √ 0 .01495
 σ¿ 0.1222

Note Reviewing on Digital Note-Taking

This part presents the result answers in Section 2: Note Reviewing on Digital Note-

Taking. Overall, the responses indicate that participants generally agree that reviewing

digital notes is effective, with weighted means ranging from 2.39 to 2.78. For example, Item

1 had a weighted mean of 2.77, with 43% agreeing and 23% strongly agreeing. Similarly,

Item 8 achieved the highest mean of 2.78, where half of the respondents agreed, and 19%

strongly agreed. Most items received favorable feedback, with Item 5 also scoring high at 2.7,

supported by 47% who agreed. However, some items showed slightly lower levels of

agreement. For instance, Item 3 had the lowest mean of 2.39, with only 39% agreeing while

34% disagreed.

Discussion

The results from the table show that most participants agree that reviewing digital

notes is helpful. Many of the items received high scores, with weighted means ranging from

2.39 to 2.78. For example, Item 1 scored 2.77, and Item 8 had the highest score of 2.78. In

both items, most participants agreed or strongly agreed, showing they find digital note

reviewing useful. However, not all the responses were completely positive. Item 3 had the

lowest score of 2.39, where only 39% agreed, and 34% disagreed. This suggests that while

many participants find note reviewing effective, there are still areas where some people aren’t

as convinced. Overall, the responses show that reviewing digital notes works well for most,

but improvements could be made to make it more effective for everyone.

 TABLE 7. NOTE REVIEWING ON DIGITAL NOTE -TAKING

1 2 3 4
FREQUEN FREQUEN FREQUEN FREQUEN WEIGHTE INTERPRE-
CY AND CY AND CY AND CY AND D TATION
PERCENTA PERCENTA PERCENTA PERCENTA
GE GE GE GE MEAN

1 18 37 71 37 2.77
11% 23% 43% 23% AGREE

2 17 59 67 20 2.49
10% 36% 41% 13% AGREE

3 29 55 64 15 2.39
18% 34% 39% 9% AGREE

4 18 55 64 26 2.6
11% 34% 39% 16% AGREE

5 15 45 76 27 2.7
9% 28% 47% 16% AGREE

6 13 46 82 22 2.69
8% 28% 50% 14% AGREE

7 17 44 81 21 2.65
10% 27% 50% 13% AGREE

8 17 34 79 33 2.78
10% 21% 49% 20% AGREE

9 15 39 76 33 2.77
9% 24% 47% 20% AGREE

10 20 31 81 31 2.75
12% 19% 50% 19% AGREE
Calculation of general mean and standard deviation

X¿
∑ fx
n
=2.77+2.49+2.39+2.6+2.7+2.69+2.65+2.78+2.77+2.75
26.59
¿
10
X= 2.659

X x-x̄
(x-x̄ ) ²

2.77 0.111 0.0123

2.49 -0.169 0.0285

2.39 -0.269 0.0723

2.6 -0.059 0.0034

2.7 0.041 0.0016

2.69 0.031 0.0009

2.65 -0.009 0.0001

2.78 0.121 0.0416

2.77 0.111 0.0123

2.75 0.091 0.0082

∑(x-x̄ ) ²= 0.1542

√ ∑ (x − x̄ ) ²
σ¿
n

σ¿
√ 0 .1542
10
σ¿ √ 0 .01542
 σ¿ 0.1241

Df = n₁+ n₂-2

=10+10-2

=18

t-value=2.101

Effectiveness of the Traditional and Digital Note-Taking in Note Reviewing

The results from the table show that most participants agree that reviewing digital

notes is helpful. Many of the items received high scores, with weighted means ranging from

2.39 to 2.78. For example, Item 1 scored 2.77, and Item 8 had the highest score of 2.78. In

both items, most participants agreed or strongly agreed, showing they find digital note

reviewing useful. However, not all the responses were completely positive. Item 3 had the

lowest score of 2.39, where only 39% agreed, and 34% disagreed. This suggests that while

many participants find note reviewing effective, there are still areas where some people aren’t
as convinced. Overall, the responses show that reviewing digital notes works well for most,

but improvements could be made to make it more effective for everyone.

This section will determine if the traditional and digital note-taking methods is

effective in note reviewing. For the effectiveness of traditional note-taking methods in note

reviewing, if the obtained t-value and t-test result are the same, we will accept the null

hypothesis one and reject alternative hypothesis one. However, if the obtained t-value and t-

test result are not the same, we will accept the alternative hypothesis one and reject null

hypothesis one. For the effectiveness of digital note-taking on note reviewing, if the obtained

t-value and t-test result are the same, we will accept the null hypothesis two and reject null

hypothesis two.

As we analyzed from the results, for the effectiveness of traditional note-taking in

note reviewing, since the t-value and t-test result are not the same, we reject the null

hypothesis one and accept the alternative hypothesis one since there is a significant

relationship between traditional note-taking and note reviewing. Therefore, the traditional

note-taking methods are effective in note reviewing of the students.

For the effectiveness of digital note-taking methods on note reviewing, since the

results shows that the t-value and t-test results are not the same, we reject the null hypothesis

two and accept the alternative hypothesis two since there is a significant relationship between

digital note-taking and note reviewing. Therefore, the digital note-taking methods are

effective in note reviewing of the students.

Traditional Note-Taking on Note Reviewing

T- VALUE 2.101

T- TEST 4.074

Digital Note-taking on Note Reviewing

T-VALUE 2.101

T-TEST -2.5818
 SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter deals with the summary of the results, conclusion, and the recommendation of

the study. The conclusion and recommendation were based on the purpose, research

questions and results of the study.

SUMMARY AND CONCLUSION

This study focuses on comparing the effectiveness of traditional and digital note-

taking methods and techniques to note reviewing of the students. This research is conducted

in Nazareth High School of Bansalan Inc. especially in Grade 12 students. This study consist

of 163 respondents and most of them are male, these respondents were selected through

simple random sampling. This study aims to answer the question " Is there a relationship

between traditional and digital note-taking methods in note reviewing of the students".

Studies like Aguilar - Roca et. al. (2012) found that students using digital tools could

organize their notes better and used them more often for studying, which improved their short

term memory on detailed tasks. On the other hand, studies like Luo, Kiewra, and Samuelson

(2018) show that writing by hand can help store information in long-term memory. Also, the

study of Jansen et al. (2017) found that with digital note-taking tools, students can work

together and review shared notes, which makes learning more interactive. The physical act of

writing makes students engage more with the material, which often leads to better memory,

especially for more complex ideas. In addition, researchers at the University of Tokyo found

that people who took notes by hand had more brain activity in areas linked to memory. This
suggests that handwriting might help the brain store information better, making it easier to

remember later on. (University of Tokyo, 2021) This study will adapt a descriptive

correlational approach, utilizing a structured questionnaire to assess the relationship between

digital versus traditional note-taking methods on note reviewing. This study uses structured

survey questionnaire as a research instrument and uses regression analysis t-test as statistical

analysis tool.

As we analyzed the results, it shows that both the traditional and digital note-taking

has a relationship to note reviewing. Therefore, we accept that there is a significant

relationship between traditional and digital note-taking methods to note reviewing of the

students.

RECOMMENDATIONS

1. Encourage students to review their notes whether it is traditional or digital to enhance

understanding.

2. Enhance the note taking behavior of the students whether it is traditional or digital to

enhance the comprehension of the students and to be ready for reviewing of the

materials.

3. Enhance the manner of understanding of the students in order for the note reviewing

of the materials effective.

4. Use of effective note-taking tools to enhance note-taking behavior of the students.