Comparative View on Digital

and Traditional Note Taking

A Research Presented to

The Faculty of Senior High School Department

SOGOD NATIONAL HIGH SCHOOL

Zone 1, Sogod, Southern Leyte, Philippines

In Partial Fulfillment

Of the Requirements for the Subject

PRACTICAL RESEARCH 2

JANUARY 2024

Dondi Alaras

Michelle Connor

Rea Angeline Tagud

Michelle Jane Acosta

Chin Sio

John Carlo Estuaria

Georex Jad Rosal

Steve Andrie Sarsaba

Lance Aron Pelaiz

 Chapter 1

Introduction

Background of the Study

The role of technology in education has been ever-changing, with recent

advancements aimed at motivating students, differentiating instruction,s been shown to
have several benefits for both students and teachers, including improved academic
achievement, increased motivation, and enhanced critical thinking skills.

Traditional notes, on the other hand, have been a staple in and enabling them to
achieve and excel in new ways. The use of technology in schools classrooms. For years,
providing students with a tangible and familiar way to record information and study for
exams. As schools increasingly adapt 1:1 technology initiatives providing each student with
a laptop or device, it is essential to understand the impact of this shift on student learning
and engagement. While technology offers numerous advantages, such as access to vast
amounts of information and the ability to collaborate with peers, it may also present
distractions and challenges that traditional note do not.

However, while the points of both methods of note taking each have their own pros
and cons. It is still not enough to face the contradiction of not relying on technology yet the
teacher uses technology on teaching.

This research aims to compare the use of technology and traditional notes in a
school setting, focusing on their effects in student academic achievement, motivation, and
engagement.

Statement of the Problem/Purpose

The dynamic landscape of technology in education has witnessed continuous

evolution, emphasizing student motivation, personalized instruction, and enhanced learning
experiences. While traditional notes have long been instrumental in student success, the
advent of technology initiatives in classrooms has introduced a transformative shift. As
schools increasingly embrace technology, it is crucial to investigate its impact on student
learning and engagement, considering the potential distractions and challenges it may
pose. This research aims to comprehensively compare the effects of technology and
traditional note-taking methods in a school setting, specifically assessing their influence on
academic achievement, motivation, and overall student engagement. The goal is to provide
insights into the optimal integration of technology in education while acknowledging the
nuances associated with traditional methods.

Scope and Limitations

The delimitation of our study includes focusing on teachers and students of Senior
High at Sogod National High School for the school year 2023-2024. This research will
primarily explore the advantages and disadvantages of traditional handwritten notes and
teachnology based note taking methods. It will consider the preferences and experiences of
teachers and students specifically within the context of their note taking practices and how
these practices affect their comprehension, retention, engagement, and overall academic
performance. The research will not extend to other grade levels or educational institutions.
Additionally, the study will not cover other aspects of technology use in education beyond
note taking.

Significance of the Study

The findings of this research hold significant potential for multiple stakeholders in
the field of education. Firstly, students stand to benefit greatly from these findings as they
can gain a comprehensive understanding of the advantages and disadvantages associated
with both traditional and technology-based note-taking methods. Moreover, these insights
empower students to make informed choices, aligning their note-taking approach with their
unique learning preferences and needs.

Additionally, teachers can leverage the research results to enhance their

pedagogical practices. Understanding the impact of note-taking on student achievement
and comprehension allows educators to tailor their teaching methods more effectively. By
incorporating the research findings into their teaching strategies, they can guide their
students towards more successful note-taking habits.

Furthermore, educational institutions can use the research findings to shape their
policies and guidelines concerning note-taking within the classroom. This includes the
development of a supportive environment that encourages effective note-taking practices.
Additionally, these institutions can offer training and resources to both teachers and
students, further promoting the adoption of successful note-taking strategies across the
educational landscape. In sum, these research findings have the potential to drive positive
change and improvement at various levels within the educational system.

Research Questions

1. Do teachers and students have different preference for traditional and

technical note taking?

1.1 What percentage of teacher prefer traditional note taking methods over
technical tools?

1.2 What is the preference of students for traditional and technical note taking
vary by age or grade level?

2. How do teachers perceive the impact of technical note taking tools on

students learning?

2.1 On a scale of 1 to 10, how positively do teachers rate the effects of digital
note taking tools on student performance?

2.2 Do teachers believe traditional or technical note taking tools have quantifiable
benefits in terms of organization and access to study material?
 3. Are their differences in academic performance and note taking habits between
students who prefer traditional or technical methods?

3.1 Can a correlation be found between students note taking method preference
and their average exam scores?

3.2 How frequently do students who use digital tools review their notes compared
to those who use traditional methods, and does this correlate with their academic
performance?

Chapter 2

Theoritical Framework

Review of Related Literature

This research review explores the comparative perspectives between technology-

based note-taking methods and traditional approaches. Investigating the impact of digital
tools on information retention, cognitive processes, and user preferences, this study aims to
provide insights into the evolving landscape of note-taking practices in educational and
professional settings.

A Swedish study with fourth-grade students examined various writing methods,

including pen and paper, tablet, and tablet with speech synthesis, to evaluate their influence
on creating narrative texts. The research discovered that speech synthesis had a significant
positive impact on students' writing, leading to longer, more organized texts with enhanced
spelling and content quality. This effect was most prominent among students whose second
language was Swedish. Additionally, digital writing increased the usage of action verbs,
while handwritten writing focused more on describing emotions and verbal actions
(Dahlström & Bos DDtröm, 2017).

Notetaking is a common part of academic life, particularly in secondary and

tertiary education, where students are met with increasing amounts of information that they
must remember, learn and use. From a traditional standpoint, notetaking can be viewed as
recording information by hand on paper using the pen and paper method (P&P). Availability
of laptop and tablet computers has provided students with additional options for notetaking,
and the P&P method is no longer the only one in use. (Joseph Seigel, 2023)

Traditional handwriting is becoming increasingly uncommon as the use of electronic

devices increases. Computers are part of the work routines of a large number of
professions, and electronic devices are used at all stages of the education cycle as learning
tools for academic purposes (to study, to complete assignments, to take classroom notes
and to search for information) (Garcia, et.al., 2016).

The evolution of note-taking, propelled by technology, has transformed the

educational landscape. While traditional pen-and-paper methods are still relevant, the
prevalence of digital devices has ushered in a new era of efficiency and versatility.
Handwriting, once a common practice, has become relatively rare as technology offers not
just note-taking capabilities but also serves as a powerful tool for research, studying, and
completing assignments. The synergy of these two approaches reflects the dynamic shift in
how learners engage with information, blending the tactile nature of traditional methods with
the speed and multifunctionality afforded by modern technology.

Creating an organized note-taking system is crucial for learners, as it allows

them to document presentations effectively. These notes serve as a way to record lectures
or discussions, aiding learners in recalling and enhancing their knowledge retention. While
notetaking during a presentation may seem simple, it involves selecting and documenting
relevant information in a format that facilitates reference, review, and analysis. This process
contributes to improved learning by enabling learners to organize information for both short-
term and long-term memory. Additionally, incorporating notetaking into the receiver's role in
communication helps develop effective listening skills, which is often overshadowed by the
emphasis on message senders in communication research. This perspective shift places a
spotlight on the importance of notetaking for message receivers (Allen, et al., 2020).

The cited studies suggest that digital note-taking is widely used and offers
advantages over handwritten notes. It is found to be faster and beneficial for memory and
performance (Luo et al., 2018; Fiorella & Mayer, 2017; Bul et al., 2015). Digital notes
provide benefits like easy searchability, editability, shareability, and greater flexibility
compared to handwritten counterparts (Grahame, 2016).

Yang et.al., (2020), found that digital note-taking has several beneficial
characteristics in comparison to traditional handwritten note-taking, such as the ability to
easily edit and share notes. However, they also note that digital note-taking can be
distracting and may lead to multitasking.

The present research compared laptop and longhand note-taking methods by

investigating how the quality (i.e. complete versus incomplete idea units) and quantity (i.e.
total words and total idea units) of typed and handwritten notes differed when students did
or did not reply to text messages during a simulated lecture. Findings indicated that a
considerable proportion of the idea units captured in participants’ notes were incomplete,
regardless of note-taking method or exposure to distraction during the simulated lecture.
Furthermore, the presence of digital distraction was particularly disruptive to the quality and
quantity of laptop users’ lecture notes relative to longhand note takers (Abraham E.
Flanigan & Scott Titsworth, 2020)

According to (Mueller, 2016) examined the effects of taking traditional notes

versus laptop notes. The study integrated the traditional encoding functionwith the idea of
electronic encoding. Part one of the study showed that taking notes using pencil and paper
had the same effect as taking notes using a computer when students were tested on factual
knowledge. It did not have the same effect when students answer conceptual questions.
Students who took notes electronically do not perform as well as traditional note takers
when conceptual understanding is assessed.The note taking intervention for the electronic
group was determined to be unsuccessful since the electronic notes continued to be a
verbatim copy of the lecture the note set from study one was not statistically different from
the note set in study two.

(Alcala, S.G. 2016), conducted a study comparing handwritten note-taking to typing

among Grade 11 students at St. Paul College Pasig in 2015-2016. The research showed
that the traditional pen and paper method was more effective in enhancing memory
retention and comprehension. Students who used pen and paper had higher mean scores,
and the majority preferred it due to familiarity and flexibility.

Computer typing demonstrated advantages in alphabet reproduction and word

recognition, while handwritten notes excelled in free recall. Statistically significant
differences rejected the equality hypothesis, with a 77.3% correct classification via
discriminant analysis. Despite the computer's speed, handwriting positively influenced
grades in memory tasks, emphasizing the intricate relationship between note-taking
methods and academic performance (Aragón M. et al., 2016).

Examining notetaking preferences among students operating in their second language

(L2), Joseph Siegel's research delves into the choices between traditional pen and paper
versus digital notetaking. The study, based on data from 385 participants across four
countries, uncovers differences in opinions, particularly in relation to comprehension and
concentration levels. While there is more consistency in notetaking habits, the implications
of these findings are discussed in connection to processing and encoding theories,
contributing valuable insights to the field of student notetaking. (Joseph S., 2022)

Comparing laptop and longhand note-taking highlights concerns about the

effectiveness of digital methods. Findings suggest that laptops, even when used exclusively
for note-taking, may lead to shallower processing and hinder learning, especially when
students transcribe lectures verbatim. On the other hand, investigations in high school
classrooms indicate that electronic note-taking may not significantly affect academic
achievement but does impact student engagement. These studies collectively emphasize
the importance of evaluating the impact of technology on note-taking methods in
educational settings (Chelsea A.D., 2015).

Additional advantages of mobile devices include simple accessibility and note

searchability. Users may retrieve their notes at any time, anyplace, by simply tapping a few
times on their smartphones. Digital notes may also be readily searched using keywords or
tags, which facilitates finding relevant information fast (VanWykand R., 2018)

The use of technology in class may lead to students being distracted and choosing to
multitask during lecture or it may lead to increased engagement and positive feelings
towards science, ultimately it is up to the teacher to create a climate as well as culture
conducive to increasing student performance.Classroom climate is viewed as behavior,
while classroom culture is comprised on values and norms (Macneil et al., 2018).

Defination of Terms
1. Speech Synthesis: The artificial production of human speech through technology, as
referenced in the study, aiming to assess its impact on writing skills among students.

2. Pen and Paper Method (P&P): A traditional notetaking approach involving the manual
recording of information using a pen and paper.

3. Digital Note-Taking: The practice of recording information electronically using devices

like laptops or tablets, often associated with advantages such as searchability, editability,
and shareability.

4. Tactile Nature: Refers to the physical, hands-on characteristics of traditional pen-and-

paper note-taking, emphasizing the sensory experience.

5. Efficiency and Versatility: Describes the combined benefits of both traditional and digital
note-taking methods, highlighting the dynamic shift in how learners engage with
information.

6. Knowledge Retention: The ability to recall and remember information, often enhanced
through effective note-taking systems.

7. Message Receivers: Individuals who receive and process information, emphasizing the
role of notetaking in effective communication and learning.

8. Digital Distraction: The potential interference caused by digital devices during note-
taking, leading to challenges in maintaining the quality and quantity of notes.

9. Conceptual Understanding: The comprehension of underlying principles and ideas, as

distinguished from factual knowledge, as observed in studies comparing traditional and
electronic note-taking.

10. Verbatim Copy: Replicating information word-for-word, as seen in electronic note-

taking, which may impact conceptual understanding according to research findings.

Chapter 3

Methodology

Research Design

This chapter outlines the research methodology used in a study which is a

phenomenological approach, which aims to understand the essence of note-taking
practices as experienced by individuals. The study will focus on capturing the lived
experiences and perceptions of individuals in relation to note-taking using both technology
and traditional methods. The research will employ in-depth, semi-structured interviews as
the primary method of data collection. The approach aims to provide a comprehensive
understanding of note-taking practices while incorporating quantitative elements to enhance
the generalizability of the findings.

Research Locale

The study will be conducted in Sogod National High school, Zone 1, Sogod,
Southern Leyte. The study will involve a total of 30 students and 20 teachers from different
grade levels who will be randomly selected to participate the study. The researchers will
compare the effectiveness of traditional note taking methods such as handwriting and using
a notebook, and digital note taking methods such as using a laptop or tablet.

Sample and Sampling Technique

The sampling used in the study comparing traditional note-taking over digital note-
taking is purposive sampling. The participants are selected based on specific
characteristics relevant to the research question, which are students who have experience
with both technology-based note-taking and traditional note-taking. In addition to the
students, teachers are also asked about their thoughts on the comparison between
traditional note-taking and digital note-taking. They are asked to share their experiences
with students who use either method and how they think about the effectiveness of each
method in the learning process.

Data Gathering Procedure

The purposes of this research, in surveys were used. In surveys are question that
is about their preferred method of note-taking, whose aim is to identify participant’s efficient
study that is proper to their role in the education system. Firstly, the researchers asked
permission from the teacher or student in question for the survey. Each selected
respondent there are 30 students and 20 teachers in Sogod National High School who will
respond to surveys. The survey starts when the students/teachers receive the surveys.
Lastly, as the correspondent finished the survey the researchers immediately tallied the
information and gathered it.