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Chapter 1

THE PROBLEM AND ITS SCOPE

Rationale

Being that we both have grown up in the midst of the digital age, we have

seen many things Evolve, develop, and go electronic; including the way students

choose to learn in the classroom. It seems that more and more students are

choosing to take notes via laptop, tablet, or smart phone, but with that said it also

appears that just as many students are choosing to stick with the more traditional

Pen and paper way of note taking as well. For our research, we have studied the

benefits that may attract students to either note taking method, as well as,

researched the cons that may cause students to Reject adopting either of the two.

Most educators consider note-taking a critical component of formal

classroom learning. Advancements in technology such as tablet computers,

mobile applications, and recorded lectures are altering classroom dynamics and

affecting the way students compose and review class notes. These tools may

improve a student’s ability to take notes, but they also may hinder learning. In an

era of dynamic technology developments, it is important for educators to

routinely examine and evaluate influences on formal and

informal learning environments. This paper discusses key background literature

on student note-taking, identifies recent trends and potential implications of

mobile technologies on classroom note-taking and student learning, and discusses

future directions for note-taking in the context of digitally enabled lifelong

learning

Although slightly beyond the scope of this paper, in addition to the effect

of instructor presentation and handout styles on note-taking, there is a body of

research regarding specific standardized student note-taking strategies. While

more popular decades ago when lectures were the dominant form of content

delivery, when instructor handouts were less prevalent, and when information

memorization was emphasized, a number of note-taking methods have been

developed in order to guide students toward the most effective ways of recording

lecture material. These methods provide specific instructions on how to record

lecture notes and include the Formal Outline Procedure, the Cornell Method, the

Bartush Active Method, and the Verbatim Split Method.

Training students in systematic note-taking approaches can be helpful to

students in encoding and studying large amounts of learning content. Despite

their success, these methods are largely ignored as perspectives regarding content

delivery are shifting and classroom dynamics changing. Little research has been

conducted on these methods in recent years, but may once again have potential

merit in the context of flipped classroom formats, in which students may need to

take notes on out-of-class recorded lectures in preparation for active-learning-

based, in-class activities.

 The introduction of mobile computing devices in classrooms ushered in a

new set of note-taking issues. Speed, legibility, and searchability are 3 positive

attributes of digital

note-taking. Because of these advantages, some students may prefer digital note-

taking vs traditional handwritten notes. However, changes wrought from these

advances in technology are not all positive.

Possibly the biggest concern with student use of laptops in class is

computer-aided distraction. The lure of multi-tasking on those devices can

significantly hinder student comprehension of classroom lectures. Other concerns

arise in the efficacy of typed notes. Muller and Oppenheimer concluded that

students who took notes on a laptop did not remember conceptual material as

well as those who took handwritten notes, though they performed equally well

when questioned about factual information. One hypothesis for this difference is

the inclination for those who type their notes on a laptop to include longer notes

and to take down information verbatim rather than through rephrasing. Other

studies support these findings; Piolat et al showed students taking handwritten

notes demonstrated better performance than students who typed digital notes

on both factual and conceptual questions. As a result, Fink reported banning all

forms of digital note-taking, citing that, without the digital devices, students

remained attentive and performed well in the course.

Literature Background
 These studies focused on comparing hardcopy (pen/paper) note taking

too softcopy (digital Devices) note taking. Kay and Lauricella (2011) examined the

benefits and challenges faced in a College classroom when students use laptops.

The study suggested that softcopy note taking improved Organizational skills but

enhanced student distraction. Kibum (2009) is another study that focuses on the

pros and cons of electronic

note taking. In this study Kibum utilized several methods including Surveys, case

studies and participant observation. We compared Kibum’s findings to Kay and

Lauricella and found similarities with the benefits and disadvantages of digital

note taking. We were Able to take this information and contribute it to our own

research. Both studies helped us familiarize ourselves with some of the key issues

surrounding laptop use in the classroom as well as gave us Direction when

composing our own survey questions.

Next we researched articles that focused on how electronic devices are

being integrated into the Classroom curriculum. Baird and Fisher (2005-2006)

investigate emerging social networking media like web blogs and wiki’s and how

they are able to do things like foster student engagement and enhance the overall

student learning experience. According to Baird and Fisher (2005-2006), “Social

Networking media provides the opportunity to take the social interaction to

deeper levels as well as Berkovatz & De Guzman (2011)Address learning styles

rooted in digital technologies” (p. 8). Dick, Luber, and Mckinney (2009) also touch

on how electronic devices are being used in the classroom by discussing how

professors are now integrating electronics into their teaching methods through
such things like audio pod casts and PowerPoint handouts. Through these studies

we gained an understanding that electronics can benefit Students in the

classroom.

Through Colwell (2009) we familiarized ourselves with several different

note taking devices and methods, which examines PDAs, graphic tablets and PCs,

and their note taking benefits in the Classroom. We then learned how these

devices could be received by students in the classroom through Kay (2011). Her

study tested student laptop usage in four categories: un-structured setting,

structured Setting, on-task usage, and off task usage. Kay proposes that while

professors may find these Technologies helpful in facilitating lesson plans,

students on the other hand, tend to conduct themselves differently while using

electronics. In most instances students took advantage of these electronic Devices

for other purposes in class besides note taking. With this information we decided

to focus our Research on un-structured, off task usage as our study focuses on

student behavior.

Research Methodology

Design
The researcher made use of the quasi-Experimental Design particularly Pretest

Posttest Nonequivalent Group Design. The respondents were evenly distributed

both on control and experimental group.

Participant

The participants involved in this action research study consisted of grade

11 students. The students in the study were split into two groups: group A and

group B. Group A is the grade 11 ICT class and group B is the grade 11 ABM class

Participants were broken up into two different groups during this project

in order to test the original research question. The study took place on Sandingan

National High School.

Materials

Student will take one pre-test at the beginning of unit. The purpose of this

pre-test is to see what the student previously know about the unit. At the end of

the unit, the students well take a post-test. This test will be identical to the pre-

test. The purpose at this test is to do measure the extent do what the students

learn about the unit. The two test well let us the research know if the students

learned the information.

Procedure

To get the accurate data, the researcher used the systematic procedure

given below
Step 1. Asking for Permission

The researcher asked permission from the Principal of the Sandingan

National High School to conduct the study, the researcher asked permission from

the class adviser of the respondents.

Step 2.Preparation of the Programs needed

The researcher well prepare the needed Programs and apps need by the

experimental group to take Soft copy notes.

Step 3. Administration of the Pretest

The pretest is administered to determine the level of performance of the

respondent. The purpose of this pre-test was to see what the student previously knew

about the topic.

Step 4. Discussion about the Study

The control and experimental groups was exposed to review session or

discussion on the Study to be undertaken.

Step 5. Distribution on the Programs and Apps

The Experimental group well be given the programs or apps they needed

for the study.

Step 6. Class time

 The subject teacher will proceed to teach about a topic. Group A will Use

the Soft copy note taking method, while group B will use the Hard copy note taking

method.

Step 7. Administration of the Posttest

After the Subject teacher finish the Lesson of Topic a posttest well be

administered to the two groups. The purpose of this test was to measure the extent to

which students learned the content of study immediately after the teaching.

Step 7. Comparison of the data collected

The data’s collected well be compared to one another. This is to know what

is more effective the hardcopy (pen/paper) note taking or softcopy (digital

Devices) note taking.

HYPHOTHESIS

Prior to our research we hypothesized the soft copy note taking

(Electronic Device) would be most often and more favored by students. Our

hypothesis was based on the fact that the students are increasingly bringing

various technology device like smartphones with them to school.