STUDENTS PERCEPTION ON THE USE OF LECTURE NOTES AS AID DURING CLASS LECTURES AND DISCUSSIONS

____________________________________ A Thesis Presented to the Dean and Faculty Members of the College Of Nursing UNIVERSITY OF BOHOL ____________________________________ In Partial Fulfillment Of the Requirements for The Subject Nursing Research ____________________________________ by Almodiel, Junalyn Visnar Bacat, April Apple Duavis, Mark Johnuel M. Logrono, Ma. Teresa Orena, Ronah Faye

STUDENTS PERCEPTION ON THE USE OF LECTURE NOTES AS AID DURING CLASS LECTURES AND DISCUSSIONS by Almodiel, Junalyn Visnar Bacat, April Apple Duavis, Mark Johnuel M. Logrono, Ma. Teresa Orena, Ronah Faye

ABSTRACT The use of teacher-prepared lecture notes has been controversial to the general education sector. Some educators tolerate its use while others never recommend its utilization. Lecture notes are those printed and/or written materials that are used as aid in lectures and discussions to convey facts, figures and concepts to be discussed in an outlined and simplified manner. This study assessed the students perception in the use of teacherprepared lecture notes as aid during class lectures and discussions. The descriptive method of survey was utilized with the aid of a questionnaire as the main data- tool. 170 third year nursing students were the study respondents. Data collected were treated statistically and yielded essential findings. Most students are academically assisted by the use of lecture notes. The respondents agree that it provides them with great learning opportunities in terms of stimulation, comprehension and retention. The use of lecture note is also time efficient and convenient basing from the data presented. However, there is a high agreement rating on the idea that the use of lecture note decreases learners involvement, independence and motivation during and outside class lectures and discussions. The use of lecture notes in class lectures and discussions brings different effects on learners in terms of learning opportunities, learners activities, and learning convenience. INTRODUCTION Over the years, much debate has been centered on use of teacherprepared lecture notes during class lectures and discussions. Many of the proponent educators argue that it provides learning opportunities while reducing stress on the students. Whereas, opponents disagree saying that it makes students passive, dependent and less critical. In efforts to appease, the researchers then devised this study in order to show from the students

perspective, what they can say regarding this issue. Surely it will benefit not only the learners but also those who partake to making learning and education of best quality. Essential to understanding these concepts, is the definition of learning and the effects of the use of lecture notes in learning. Learning is a complex process (de Young, 2003). It is the process of acquiring knowledge or some skill by means of study, practice, and/or experience. Learning is not just a simple teacher to student process. It involves many factors including the teacher, the learner, the teaching practices/teaching strategies, the environment and the lesson itself. To be effective, all the factors must be efficiently used in order to provide the best learning. One factor that is crucial to the learning process is the teaching practices or teaching strategies. Jacobson (1996) defined teaching practices as the mechanisms, methods and skills deployed in the classroom and clinical teachings to facilitate learning. Currently, there are three general classifications of teaching strategiestraditional teaching strategies, activity-based learning strategies and computer teaching strategies (de Young, 2003). Most of the teaching strategies being utilized presently by the University of Bohol College of Nursing faculty are the traditional teaching strategies. These include Lecturing, Discussion, Questioning, Using of Audio- Visuals (handouts, projectors, slides, lecture notes, guide notes) and interactive lecture. However, the college has been discouraging the use of teacher-prepared lecture notes during class lectures and discussions. Lecture notes are those printed and/or written materials that are used as aid in lectures and discussions to convey facts, figures and concepts to be discussed in an outlined and simplified manner. Students are thereby encouraged to take down notes instead of relying on the notes given by the instructors. College-approved textbooks are the best references that the college endorses for students to utilize. In the general education sector, some educators do not also tolerate its use while others recommend its utilization. Pro-lecture notes educators approve the use of this educational materials because it can serve as leveler (providing information before a lecture) to release time for other activities, to reduce pressure on students, to absorb new information, to induce concentration, to guide students to a difficult lecture, to save students from laborious (sometimes even mindless copying), to stimulate thought and to guide and stimulate reading. According to 10 Strategies to Enhance Students' Memory by Glenda Thorne, Ph.D class lectures and series of oral directions should be reinforced by teacherprepared lecture notes and handouts. These notes for class lectures could consist of a brief outline or a partially completed graphic organizer that the student would complete during the lecture. Having this information both enables students to identify the salient information that is given during the lectures and to correctly organize the information in their notes. Both of these activities enhance memory of the information as well.

However, others oppose its utilization. According to Gayle A. Brazeau, PhD, 2006, the use of teacher-prepared lecture notes and handouts does not provide students with the opportunity to further develop and enhance a critical skill that is necessary for being a successful, directed life-long learner; specifically their ability to take, revise, and review their own notes. Some students did not do better on an examination since they really knew the material in the lecture notes and handouts. One possible explanation is that by providing all the notes, students are become passive listeners and do not provide them with the opportunity to develop their own strategies for organizing information in their own perspective, an important element in facilitating learning. This contradicting view on the use of teacher-prepared lecture notes has stirred enough debate in the educational society which led the researchers to devise a study to determine from the students point of view, their stand on the use of lecture notes as aid in lectures and discussions here in University of Bohol.

THEORETICAL BACKGROUND This study is anchored on the 5 learning theories: Multiple Sensory Stimulation Theory by Moss (1994), the Principle of active vs passive learner involvement by Breckon, Harvey, Lancanser (1998), Theory of Metacognition by John Flavell (1979, 1987), Information- processing theory or Stage memory theory (1970), General Adaptation Syndrome: Eustress and Distress Theory by Hans Selye (1975). Multiple Sensory Stimulation Theory states that effective learning occurs when the senses are stimulated. Information cannot be processed and learned well when stimulation is low. Stimulation signifies preparation. People retain 10% of what they read, 20% of what they hear, 30% of what they see, 50% of what they hear and see, 70% of what they say and 90% of what they say and do. In teaching, adequate stimulation of the senses must be achieved. This theory only proves that by stimulating the senses, especially the visual senses accompanied by auditory and tactile stimulation greater impact on learning is achieved. The second theory is the principle of active involvement. A learner absorbs the lesson better when the students are actively involved in the learning process. This principle related to the teaching methods used whether they are passive or active. Passive methods include lecture, videos and print materials. While they do allow learning, learning is much enhanced if more active methods are used. The more interactive the educational experience, the greater the likelihood of success. Another theory is the theory of metacognition. According to this theory the ultimate goal of education is to teach students what to learn on their own. For

Cyril Houle, If you teach a person how to learn, you are preparing that person for the past. If you teach a person how to learn, you are preparing that person for the future. It is vital that students acquire the skills of how to learn and these skills enable them to learn not just while they are in school but for a lifetime. This entails a deeper awareness of how one processes information, the ability to evaluate his own thinking and to think of ways to make his own learning process more effective. The term metacognition was coined by John Flavell. To Flavell (1979,1987), metacognition consists of metacognitive knowledge and metacognitive experiences or regulation. Metacognition simply put, is thinking about Thinking or learning how to learn. it refers to a higher order of thinking which involves active awareness and control over a cognitive processes engaged in learning. The fourth theory is the Information-Processing theories or Stage theory of memory which emerged during the 1970. It focuses on describing the way information is tracked, the sequence of mental operation and the results of operation. In this theory, memory is viewed as a complex, organized system. Memory selects the sensory data to be processed and transforms the data into meaningful information before storing it for later use. Information is processed through the components of memory system: sensory stage, short-term memory stage and long-term memory stage. For information to be moved into long-term memory, rehearsal must be used accompanied by the use of mnemonic devices (notes, handouts, pop sheets, lecture notes) and by creating a mental association pictures. The theory also hypothesize that forgetting happens when there is incorrect and insufficient stimulation and rehearsal. Selye published in 1975 a model dividing stress into eustress and distress in his General Adaptation syndrome. It tells how the body responds under stress. Selyes theory about the effects of stress can be categorized into three stages: alarm reaction, resistance and exhaustion. As the person moves through the stages, the level of mental capacity and mental concentration decreases. This may result in the inability to learn new information during the learning process. Excessive stress during class must therefore be minimized. Where stress enhances function (physical or mental, such as through strength training or challenging work) it may be considered eustress. Persistent stress that is not resolved through coping or adaptation, deemed distress, may lead to anxiety or withdrawal (depression) behavior. This theory could somehow explain how reduction of stressors in the learning process facilitates better learning. This study is also anchored on Republic Act No.9173 or Philippine Nursing Act of 2002 Rule IV section 25. Nursing Education Program The nursing education program shall provide sound general and professional foundation for the practice of nursing taking into consideration the learning outcomes based on national and universal nursing core competencies. The learning experiences shall adhere strictly to specific requirements embodied in the prescribed

curriculum as promulgated by the Commission on Higher Education policies and standards of nursing education.

CONCEPTUAL FRAMEWORK This study is anchored on the 5 learning theories namely Multiple Sensory Stimulation Theory by Moss (1994), the Principle of Active vs passive involvement by Breckon, Harvey, Lancanser (1998), Information processing Theory or Stage Theory (1970), Theory of Metacognition by John Flavell (1979, 1987) and General Adaptation Syndrome, Eustress and Distress Theory by Hans Selye (1975). This study is also based on Republic Act No. 9173 (Philippine Nursing Act of 2002 Rule IV sec.25: Nursing Education program). Thus, this study is trying to find out the students perception in the use of lecture notes as aid in class lectures and discussions with emphasis on learning opportunities (Stimulation, Compression, Retention), learners activities, learners involvement, independence and motivation) and learning convenience. Figure 1 illustrates the conceptual framework of the study
Multiple Sensory Stimulation Theory by Moss (19940) Principle of Active vs Passive Involvement by Breckon, Harvey, Lancanser (1998) Information Processing Theory or Stage Theory (1970) Theory of Metacognition by Flavell (1979, 1987) General Adaptation Syndrome: Eustress LEVEL III NURSING STUDENTS Perception on Lecture Notes with emphasis on Learning Opportunities (Stimulation, Comprehension, Retention) Learners Activity (Learners Involvement, Independence and Motivation) Republic Act No. 9173 (Philippine Nursing Act of 2002) Rule IV section 25 : Nursing Education Program

IMPLICATIONS TO NURSING EDUCATION

Figure 1 Conceptual Framework

STATEMENT OF THE PROBLEM The main thrust of the study is to assess the perception of the university of Bohol Level III nursing students School year 2010-2011 on the use of lecture notes as aid during class lectures and discussions. Specifically, it intends to answer the following facets of the problem. 1. What nursing courses are currently utilizing teacher-prepared lecture notes as instructional material during class lecture and discussion? 2. What is the student perception on the use of teacher-prepared lecture notes as instructional material during class lecture and discussion in terms of a. Learning opportunities (Stimulation, Comprehension, Retention) b. Learners activities (Involvement , Independence and Motivation) c. Learning Convenience (Time Efficacy and Convenience)
3. What are the conclusions that can be derived from this study? 4. What recommendations can be proposed based on the findings?

RESEARCH ASSUMPTIONS
1. The use of handouts in classroom lectures and discussions can facilitate

retention of learning and can increase academic performance. 2. The use lecture notes in classroom can decrease class participation and learning independence. 3. The use of lecture notes is convenient. METHODOLOGY

To achieve the aim of the study, the descriptive method of survey will be utilized with the aid of a questionnaire as the main data- tool in gathering the responses from the respondents.
The respondents of the study were the selected one hundred seventy (170) 3 rd year nursing students of the University Of Bohol College Of Nursing.

The researchers chose the Level 3 nursing students because they are the ones (aside from the Level 4 students) who have been exposed to teaching environments who both utilized and who did not utilize teacher-prepared lecture notes during class lectures and discussions. The level 1 and 2 are currently discouraged from the use of these lecture notes. To facilitate the gathering of data, the researchers made use of a questionnaire as the main tool in gathering the data needed in the study. The question-items inquired the students of their subjects utilizing lecture notes and their perception on the effects of lecture notes. A formal permission was secured from the Vice President for Academics through the dean of the University Of Bohol College Of Nursing for the distribution of the questionnaires to the 3rd year nursing students. The data gathered was tabulated and laid out in a table for easy comprehension of the numerical data. The percentage, weight mean and composite mean were used to treat the data. RESULTS AND DISCUSSIONS The data herein presented were gathered from 170 3 rd year nursing students of University of Bohol College of nursing on their perception on the use of lecture notes as aid during class lectures and discussions presented in graphical and tabular forms, analyzed and interpreted in answering queries mentioned in this study. Nursing courses that utilizes teacher- prepared lecture notes as instructional material during class lectures and discussions. As gleaned in Graph 1, one hundred twenty-eight (75.29 percent) of the respondents said that Nursing Care Management 103(Medical Surgical Nursing 1) is currently using lecture notes as instructional material during class lectures and discussions. Graph 1 Nursing Courses That Utilizes Teacher- Prepared Lecture Notes As Instructional Material During Class Lectures And Discussions N=170

NursingCareManag ent 103 (Medical em S ical Nursing urg )

NO 25% YES 75%

GRAPH 2

H ealth Econom YES ics

19%

NO 81%

On the other hand, as seen in graph 2, only a few or thirty-three (19.41 percent) of the respondents said that Health Economics is also utilizing lecture notes as instructional material in their class lectures and discussions.
From the preceding findings, this indicates that more Clinical Instructors in

Nursing Care Management 103 or Medical Surgical Nursing 1 are currently using lecture notes as instructional material during their class lectures and discussions than in Health Economics. Students perception on the use of lecture notes as aid during class lectures and discussions. Multiple Sensory Stimulation Theory states that effective learning occurs when the senses are stimulated. Information cannot be

processed and learned well when stimulation is low. As recorded in Table 1, under category, stimulation, comprehension and retention, item number 6 which talks about the use of lecture notes provides referrals for future sessions and reviews got the highest rating with the weighted mean of 3.74 or Strongly Agree. Item number 2 which mentions that the use of teacher-prepared lecture notes makes them comprehend the lesson better as it is simplified and organized ranks the lowest with weighted mean of 3.47 or Strongly Agree. It could be inferred from the above findings that lecture notes utilization provides great impact on students learning especially in the stimulation and retention phase. It does not only address present needs for learning but it also provides future help especially on self-reviews as it provides future referrals. The use of lecture notes has positive impacts in this category. On the same table, in learners involvement, independence and motivation, the use of lecture notes as it make students passive during classes ranked first with a weighted mean of 3.49 or Strongly Agree. Whereas, the statement regarding the use of lecture notes prevents me from studying harder was on lowest rank with a weighted mean of 3.02 or Agree. It could be inferred from the above findings that the use of lecture notes during classes also has negative impacts. It prevents students from being actively engaged in the class by making them passive which is a very detrimental factor that may reduce the possibility of learning. The majority of the respondents agree that the use of lecture notes makes them dependent and salient which could also affect future learning possibilities. On the basis of time efficiency and convenience, the use of lecture notes
saves my time from note taking and releases my time for other activities got the highest

weighted mean of 3.72 or Strongly Agree. Lecture notes makes learning easier compared to plain class discussions and compared to the use of other materials got the lowest rating with a weighted mean of 3.46 or Agree. The preceding data imply two important contradicting things. First, lecture notes relieve stress/pressure to students physically, mentally and financially which is advantageous. It would greatly allow students to concentrate more on the concept. it also allows comfort during and after classes as it offers inexpensive learning. It is of great help in the short run. However, looking at the great picture it also prevents students to develop industry in learning. Based on the data, it saves students from note taking which is definitely a disadvantageous concern for students in the long run.

TABLE 1

STUDENTS PERCEPTION ON THE USE OF LECTURE NOTES AS AID DURING CLASS LECTURES AND DISCUSSION IN PERCENTAGE VALUES N=170
Items I. Stimulation , Comprehension and Retention during classes 1. The use of teacher-prepared lecture notes as aid during classes and lecture stimulates and enhances my learning attention and preparation. 2. The use of teacher-prepared lecture notes makes me comprehend the lesson better as it is simplified and organized 3. The use of lecture notes helps me remember and retain information long after it is taught 4. The use of lecture notes helps me comprehend the lesson better as it is represented visually and reinforced by the teacher verbally. 5. The use of lecture notes helps me concentrate on the lecture better 6. The use of lecture notes provide me with referrals for future sessions and reviews 7. The use of lecture notes helps me to get high scores during class examination I. Learners Involvement, Independence and Motivation 1. The use of lecture notes makes me passive during classes 2. The use of lecture notes makes me entirely dependent on it (no more reading and researching) 3. The use of lecture notes reduces my attendance on class lectures since all the information are presumably available in the handouts 4. The use of lecture notes prevents me from looking to its original source of content. 5. The use of lecture notes prevents me from studying harder. 6. The use of lecture notes prevents me from doing further learning activities like reviewing, researching, etc. 7. The use of lecture notes prevents me using varied forms of learning strategies. II. Time efficiency and Convenience 1. The use of lecture notes saves my energy and effort during class lectures (e.g. from note taking) 2. The use of lecture notes saves my time from note taking and releases my time for other activities. 3. The use of lecture notes makes class lectures faster 4. The use of lecture notes is cheaper compared to other forms of learning materials 5. The use of lecture notes makes learning easier compared to plain class discussions and compared to the use of other materials 6. The use of lecture notes gives an easy, uncomplicated guide during lectures and my future study sessions. Composite Mean 3.56 3.72 3.51 3.47 3.46 3.47 3.42 SA SA SA SA SA SA SA 2 1 3 4 5 4 6 3.49 3.24 3.06 3.17 3.02 3.18 3.19 SA A A A A A A 1 2 6 5 7 4 3 SA 3.52 3.47 3.54 3.51 3.53 3.74 3.57 SA SA SA SA SA SA 7 3 6 4 1 2 5 WM Des Rank

CONCLUSIONS Based on the forgoing findings, the following generalizations are arrived at.
1. Most students are academically assisted by the use of lecture notes. It

provides them with great learning opportunities in terms of Stimulation, comprehension and retention.
2. There is a high agreement rating on the idea that the use of lecture note

decreases learners involvement inde4pence and motivation during and outside class lectures and discussions. A moderately high percentage of the respondents said that lecture notes prevents them from looking to the original source of content, prevents them from doing further learning activities and makes them passive during classes.
3. The use of lecture note is also time efficient and convenient. The

respondents have great agreement to the idea that the use of lecture note is cost effective and convenient. Most of them agreed that lecture note use is highly effective in making the lectures and discussions faster and easier. RECOMMENDATIONS Anchored on the aforementioned recommendations are offered: conclusions, the following

1. Lecture notes provide great learning opportunities like stimulation,

comprehension and retention. Thus, it is highly recommended that it must be utilized especially on long, complicated concepts to ease and help students. Its use must never completely restricted or discouraged.
2. The use of lecture notes should not also be completely allowed or

tolerated. Lecture notes prevent students from doing discovery and independent learning. Their involvement and motivation is also reduced. Lecture notes must be a means of making students lazy. There should always be balance between spoon feeding and self learning. It should only be used when the concept calls for it.
3. When using lecture notes, the contents must be correct, updated, factual

and concise to avoid confusion to students. Always make lecture notes conducive for learning and reading.

4. Lecture notes must never be detailed and complete. leave "blank" space

for key concepts, facts, definitions, etc. As the lecture progresses, the learner then fills in the spaces with content. Leave other topics and details for lecturing so that students will not grow passive, inattentive and dependent. By this the essence of lecturing and discussion will not be wasted. It will also allow students to do note taking on concepts and details not printed on the lecture notes.
5. Lecture notes must not solely be used on all concepts. The use of a

variety of teaching strategies is encouraged in order to develop the learning capabilities on the students. The use of lecture notes will make students lazy, passive and dependent on it after prolonged use.
6. Students must always bear in mind that lecture notes are not only the

source of learning. Learning can be learned thru various activities and a high degree of learning does not always follow the use of lecture notes.
7. Students must strive for themselves. Learning should never be dependent

on the teachers alone. Learning must also come from their end.
8. Students must still avail of other learning materials even when lecture

notes are used. They must also utilize other forms of learning strategies.
9. Further studies involving other variables that would affect learning are

highly suggested.

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