The Impact of Digital Note-Taking on Academic Performance of High School Students PDF

**Holy Rosary Academy Of Hinunangan, Inc.** **Senior High School Department** **Poblacion, Hinunangan, Southern Leyte** **THE IMPACT OF DIGITAL NOTE-TAKING ON ACADEMIC PERFORMANCE OF HIGH SCHOOL STUDENTS** **A Research Study submitted to the Faculty of Senior High** **School Department of Holy...

**Holy Rosary Academy Of Hinunangan, Inc.** **Senior High School Department** **Poblacion, Hinunangan, Southern Leyte** **THE IMPACT OF DIGITAL NOTE-TAKING ON ACADEMIC PERFORMANCE OF HIGH SCHOOL STUDENTS** **A Research Study submitted to the Faculty of Senior High** **School Department of Holy Rosary Academy** **of Hinunangan Inc. in Fulfillment of the** **Course Requirement of the Subject** **Practical Research 2** **Submitted to:** MS. RONALIZA A. HANDUMON **Practical Research 2 Teacher** **Submitted by:** DUMAGAT, YVONNE GRACE LEGALIG, KRISTINA CONCEPCION GABBAC, ANDREA LOUISE CRUZ, MELRICH FAITH HAGANAS, PRINCESS **S.Y. 2024-2025** **ACKNOWLEDGEMENTS** We extend our deepest gratitude to all the individuals whose contributions made this research possible. First and foremost, we express our sincere appreciation to the participants of this study, whose valuable insights and cooperation have significantly enhanced our understanding of the impact of digital note-taking on the academic performance of high school students. Special thanks are also due to Ma'am Ronaliza A. Handumon, whose guidance, expertise, and unwavering support have been instrumental in shaping the direction of this research and refining its methodologies. Finally, we wish to acknowledge the encouragement and patience of our families, friends, and classmates, whose unwavering support and understanding sustained us throughout the course of this research journey. Thank you all for your invaluable contributions. **ABSTRACT** **CHAPTER I** **INTRODUCTION** In respect with the role of electronic media that continues to enter more deeply into the process of education, students are transitioning from writing notes by hand, to using electronic solutions. Similar to the use of hand-held devices, where students use tablets, laptops or dedicated apps, can got features such as searchability, easy organization and storage in cloud that may improve learning effectiveness and performance (Ostashewski & Reid, 2012). Though, the chances of diversion and the disparity in the inputs that are stored in both digital and handwritten notes are among the critical issues that have been raised about their efficiency by Mueller and Oppenheimer in their research Studies done on the effect of digital note taking on performance have given various effects. Some proofs claim that use of digital media enhances study behaviors and academic performance (Kay & Lauricella, 2011), conversely, other proofs assert that there are tendencies that traditional note taking fosters enhanced comprehension and recall (Mueller & Oppenheimer, 2014). The purpose of the current research is to investigate how digital note-taking impacts SHS students' academic performance with a view of establishing if digital note-taking improves or dampens student performance. The conclusions will extend the knowledge of the application of the digital technologies with an aim of improving students' success. **Background of the Study** In recent years, digital note-taking has gained traction among high school students due to its convenience, versatility, and potential to enhance academic performance. Digital note-taking refers to the process of using electronic devices, such as tablets, laptops, or smartphones, to record, organize, and store notes electronically. This method has gained popularity among high school students due to its convenience, versatility, and the range of features it offers, such as the ability to easily edit, organize, and share notes, as well as to integrate multimedia elements like images, audio, and video. Digital note-taking began to emerge as a significant educational tool in the early 2000s, coinciding with the widespread adoption of personal digital assistants (PDAs) and the early versions of tablet computers. However, it wasn\'t until the release of more advanced devices, such as the Apple iPad in 2010 and the proliferation of applications like Microsoft OneNote and Evernote, that digital note-taking became a more mainstream practice among students. Over the past decade, the use of digital note-taking in educational settings has grown steadily, supported by research suggesting that it can enhance cognitive processes like information recall and comprehension. The benefits of digital note-taking are numerous. Firstly, it allows for greater organization and accessibility of notes. Students can easily search for specific information, categorize their notes, and synchronize them across multiple devices, ensuring that they have access to their notes anytime, anywhere. Secondly, digital note-taking fosters collaboration, as students can share their notes with peers, receive real-time feedback, and work together on group projects. Additionally, the ability to incorporate multimedia elements into notes can help in understanding complex concepts and cater to different learning styles. Several studies have investigated the impact of digital note-taking on academic performance, with mixed results. Some researchers argue that the ability to organize, search, and share notes digitally offers distinct advantages over traditional methods, leading to improved academic outcomes. Others suggest that the potential for distractions and the superficial processing of information in digital formats may undermine these benefits. Despite these differing perspectives, the increasing reliance on technology in education makes it essential to understand the implications of digital note-taking for high school students' academic performance. **Statement of the Problem** This research aims to explore the impact of digital note-taking to the academic performance of high school students. Specifically, this research seeks to answer the following questions: 1. How does digital note-taking compare to traditional methods in terms of improving high school students' academic performance? 2. What are the benefits and challenges of digital note-taking as perceived by high school students, and how do these affect their learning outcomes? 3. How do different factors, such as the type of digital tools used and students' familiarity with technology, influence the effectiveness of digital note-taking? 4. How does digital note-taking impact collaboration and information sharing among high school students? 5. How does the frequency of digital note-taking influence academic success? **Significance of the Study** This study explores the impact of digital note-taking on the academic performance of high school students. As technology becomes more integrated into education, it is essential to understand its impact on student\'s learning. The findings of this study will be beneficial to the following: **Students**. Students will be able to determine if digital note-taking will improve their academic performance compared to the traditional method of note-taking. **Teachers**. Provides them with ideas on incorporating digital note-taking to improve teaching strategies and student involvement. **School**. Inform the school's decisions on involving technology into the classroom and developing effective policies to support student success. **Scope and delimitation** This study examines how digital note-taking affects the academic performance of high school students in grades 7 to 12 at Holy Rosary Academy of Hinunangan, Inc. This research focuses on the use of digital tools like tablets and note-taking software and how it affects their academic performance. Data will be collected during the school year 2024-2025 through surveys and interviews. However, the study is limited to a single institution, which may not represent other institutions, and relies on self-reported data, which may introduce inaccuracies. Additionally, It does not cover all types of activities or the generalizability to other contexts. Findings are specific to the 2024-2025 academic year. **Hypothesis** Ho: The impact of digital note-taking has a significant effect in the academic performance of high school students. Ha: The impact of digital note-taking has no significant effect in the academic performance in high school students. **Definition of Terms** **Digital Note-Taking**. The process of using electronic devices, such as tablets, laptops, or smartphones, to record, organize, and store notes during academic activities. This can involve typing notes using applications like Microsoft OneNote, Google Keep, Evernote, or other note-taking software. **Academic Performance**. A measure of the extent to which a student, teacher, or institution has achieved their educational goals. This is often quantified through grades, test scores, GPA, and other assessments used to evaluate a student\'s understanding and proficiency in various subjects. **High School Students**. Adolescents enrolled in secondary education, typically ranging in age from 14 to 18 years old, and attending grades 7 through 12 in the educational system. This group is the focus of the study to assess the impact of digital note-taking on their academic outcomes. **Traditional Note-Taking**. The conventional method of recording notes by hand using pen and paper. This term is used for comparison purposes to evaluate how digital note-taking differs in its effect on students\' learning and retention. **Study Habits**. The behaviors and practices that students regularly engage in when preparing for exams or completing assignments. This includes how often they review their notes, the methods they use to study, and whether digital note-taking has any influence on these habits. **CHAPTER II** **REVIEW OF RELATED LITERATURE** This chapter reviews the existing literature on the impact of digital note-taking on academic performance, focusing on both foreign and local studies. The evolution of note-taking methodologies---from traditional handwriting to digital formats---has significant implications for student learning outcomes. Understanding these implications is critical for educators and students alike, especially in an increasingly digital educational landscape. Firstly, Mueller & Oppenheimer (2014) conducted a landmark study that emphasized the cognitive advantages of handwriting over typing. Their research demonstrated that students who took notes by hand exhibited a deeper understanding of the material, as evidenced by improved performance on tests that assessed conceptual comprehension. The authors argued that the physical act of handwriting requires students to process information more deeply, encouraging them to summarize and reorganize content rather than merely transcribing it. This active engagement with the material fosters better retention and comprehension, suggesting that traditional note-taking may be more effective for certain types of learning. Moreover, Hsu & Wu (2017) explored the effectiveness of various digital note-taking tools in a college setting. Their findings indicated that students utilizing features such as highlighting, annotation, and search functionalities performed significantly better on exams and assignments than those using traditional pen-and-paper methods. This suggests that while digital note-taking can offer certain advantages in terms of efficiency and organization, its effectiveness depends heavily on the features provided and how students leverage them. This study lays the groundwork for understanding how specific digital tools can enhance learning outcomes. In a more recent study, Dan Sun and Yan Li (2019) examined the impact of mobile digital note-taking on student performance across different knowledge domains, including declarative, procedural, and conditional knowledge. Their research highlighted a crucial nuance: the effectiveness of digital note-taking may not be inherently tied to the method itself but rather to the characteristics of the students who choose to adopt digital devices. Their experiment concluded that while digital note-taking did not significantly hinder student performance, the traits and learning preferences of individual students played a critical role in the overall effectiveness of the note-taking method. A comprehensive meta-analysis conducted by Voyer et al. (2022) further synthesized findings from multiple studies, focusing on the comparative impacts of longhand versus digital note-taking. The analysis covered a wide range of data, including 77 effect sizes from 39 samples across various educational contexts. The results indicated that while digital note-taking can be effective, the context and manner of use are pivotal in determining its impact on academic performance. Key moderators, such as student engagement and the quality of digital tools, were identified as significant factors influencing outcomes. In the Philippine context, Fernandez and Reyes (2019) conducted a study that explored high school students\' perceptions of digital note-taking. The results showed that students generally regarded digital note-taking as more efficient and engaging than traditional methods. However, the study also pointed out potential pitfalls, such as distractions from digital devices, which could detract from the learning experience. This highlights the dual-edged nature of technology in education, where the benefits of engagement must be balanced against the risks of distraction. May Maricel Biares De Gracia (2019) also investigated the impacts of educational technology on the math performance of Junior High School students in a private school in the Philippines over a span of four years. By analyzing periodic exam performance and final grades, the study found that while there was a significant positive impact on students who used technology for learning, the traditional methods still held value. The correlation analysis indicated a 35.29% impact of periodic exam means on final grades, with significant differences noted when comparing students with and without access to technology. This underscores the importance of integrating digital tools in a way that enhances learning while preserving the strengths of traditional methods. In another study, Santos and Cruz (2020) examined the use of tablets for note-taking among high school students in a science subject. Their findings indicated significant improvements in academic performance, particularly in terms of information retention and problem-solving abilities. This study reinforces the notion that digital tools can positively influence learning outcomes when appropriately integrated into the curriculum. Lastly, Jose Mari Calamlam (2023) focused on the role of digital note-taking as a self-regulated learning (SRL) tool in an online Business Math course. The study revealed that students who effectively utilized digital notebooks tended to perform better academically, particularly those with strong self-regulation skills. The intervention highlighted the potential for digital tools to not only support academic achievement but also foster skills essential for lifelong learning. **Conceptual Framework** The conceptual framework for this study is designed to illustrate the relationship between digital note-taking and the academic performance of high school students. This framework incorporates several key variables that influence learning outcomes. **Diagram 1. The Impact of Digital Note-Taking on Academic Performance** The diagram shows the relationship of digital note-taking tools to learning outcomes as the effectiveness of digital tools can enhance students' academic performance. Students characteristics or personal traits, such as motivation and learning styles, also influence academic success. Moreover, there is a correlation between contextual factors and learning outcomes as outcomes can affect the learning environment, and contextual factors can influence student performance and tool effectiveness. **CHAPTER III** **RESEARCH METHODOLOGY** This chapter presents the research methodology used in this quantitative study, which examines the impact of digital note-taking on the academic performance of high school students. To ensure the accuracy and objectivity of findings, this chapter outlines the structured approach taken to gather, measure, and analyze data. Details on the research design, sampling methods, data collection tools, and statistical analysis techniques are provided to give a comprehensive view of how data was systematically collected and evaluated. Each methodological choice was aligned with the study's quantitative focus, allowing for a data-driven examination of the relationship between digital note-taking practices and students' academic outcomes. This section aims to clarify the methodological rigor behind the study\'s results, ensuring reliability and validity in addressing the research questions. **Research Design** This research adopts a quantitative research methodology, placing emphasis on the systematic collection and statistical analysis of numerical data. Quantitative research is a methodical approach aimed at comprehending phenomena through statistical examination, affording a precise and measurable perspective in addressing the research question. **Research Locale** This study will be conducted at the junior high and senior high school departments of Holy Rosary Academy of Hinunangan, Inc. It is a private and catholic institution that is located in Arellano St., Poblacion, Hinunangan, in Southern Leyte, Philippines.  ***Figure 1.** Map of Holy Rosary Academy of Hinunangan, Inc.* **Sampling Method** The study employed purposive sampling to select respondents, a technique commonly used in quantitative research when specific characteristics of respondents are essential to address the research questions. Purposive sampling allowed the researchers to focus on students who are actively engaged in digital note-taking and are likely to provide relevant insights into its impact on academic performance. This non-probability sampling method ensures that the respondents have the necessary exposure and experience with digital note-taking practices, enhancing the reliability and applicability of the findings. By using purposive sampling, the study can target students whose experiences align with the study's objectives, providing a focused examination of digital note-taking within the high school setting. **Research Respondents** The target population for this study includes high school students enrolled at Holy Rosary Academy of Hinunangan, Inc., specifically from grades 7 through 12. This group represents a diverse range of ages and academic experiences, which contributes to a comprehensive understanding of digital note-taking's effects across various stages of secondary education. The study selected 10 students from each grade level, ensuring a balanced representation across grades and yielding a total of 60 respondents. By including students from multiple grade levels, the study captures insights into how digital note-taking practices may influence academic performance across different developmental and educational stages, offering a broad perspective on its effectiveness within the high school context. **Research Instrumentations** The study employed a survey questionnaire with closed-ended questions to collect quantitative data from respondents. This format provided a structured and efficient way to gather specific information on students' digital note-taking habits and their perceptions of its impact on academic performance. The use of closed-ended questions ensured consistency in responses, facilitating easier data analysis and enabling clear comparisons across respondents. **Data Gathering Procedures** The data gathering process for this study began with the researchers preparing a formal letter of request addressed to the principal, Mr. Nijebern M. Ochabillo and Practical Research 2 adviser, Ms. Ronaliza Handumon of Holy Rosary Academy of Hinunangan, Inc. This letter outlined the purpose and scope of the study, along with details of the sampling and data collection methods. After obtaining approval, the researchers proceeded to coordinate with the respective grade level advisers to arrange the survey schedule. Prior to administering the survey, the researchers informed the respondents about the study\'s objectives, ensuring that they understood their role and rights as respondents. Informed consent was obtained from all respondents, who were assured that their responses would remain anonymous and confidential, and that the data would be used solely for academic purposes. The survey questionnaires, consisting of closed-ended questions, were then distributed to the selected students, who completed them within a designated time. Following data collection, the responses were securely stored for analysis, with all ethical guidelines observed throughout the research process. **Statistical Treatment** Data that will be collected will be converted to percentage and will be presented in tabular and graphical forms for simple interpretation. Formula: \ [\$\$P = \\ \\frac{F}{N} \\times 100\$\$]{.math.display}\ *Where:* - To find the Standard Deviation \ [\$\$\\sigma = \\sqrt{\\frac{\\sum\_{}\^{}{(x\_{i} - \\overline{x})\^{2}}}{N}}\$\$]{.math.display}\ *Where:* - To find the Mean; \ [\$\$x = \\frac{\\sum\_{}\^{}x\_{1}}{n}\$\$]{.math.display}\ *Where:* **CHAPTER IV** **PRESENTATION, ANALYSIS, AND INTERPRETATIONS OF DATA** This chapter presents the findings of the study aimed at understanding the impact of digital note-taking on the academic performance of high school students. The data gathered through the survey questionnaires were systematically analyzed to address the research questions and objectives outlined in the earlier chapters. In this section, the results are presented using tables, charts, and statistical analyses to provide a clear understanding of how digital note-taking may influence students\' learning outcomes. [\[CHART\]]{.chart}**Question 1: How do you primarily take notes class?** ***Figure 1.1*** The data indicates that a significant majority (74%) of students primarily take notes using the traditional pen-and-paper method, while only 26% reported using a combination of both traditional and digital note-taking methods. Notably, no respondents indicated using digital means exclusively for their note-taking. These findings suggest that handwritten notes remain the predominant method among students, consistent with prior research indicating that traditional note-taking can enhance cognitive processing and retention. For instance, Mueller and Oppenheimer (2014) found that students who take notes by hand tend to better process and remember information compared to those who take notes digitally, as the manual process involves deeper cognitive engagement. The absence of digital-only note-taking in this study may also be attributed to institutional policies that restrict the use of electronic devices in classrooms. Students may only be allowed to use digital tools with explicit permission from teachers, which could explain why a minority reported using a combination of traditional and digital methods. Consequently, the results reflect a continued preference for pen-and-paper note-taking, potentially driven by both pedagogical advantages and school regulations. [\[CHART\]]{.chart}**Question 2: How effective do you find digital note-taking compared to traditional methods?** ***Figure 2.1*** The data reveals that 40% of students perceive digital note-taking as less effective compared to traditional methods, while 32% view the effectiveness of both approaches as approximately equivalent. In contrast, only 28% of respondents believe that digital note-taking is more effective than traditional note-taking. These findings suggest that a significant proportion of students remain skeptical about the efficacy of digital note-taking. This aligns with existing research indicating that digital note-taking can often lead to distractions and less focused engagement (Aagaard, 2015), which may explain why a considerable percentage of students in this study favor traditional methods. Thus, the results indicate that many students perceive traditional note-taking as either superior or equally effective, potentially due to its benefits in promoting active learning and minimizing digital distractions. [\[CHART\]]{.chart}**Question 3: How familiar are you with digital note-taking tools and applications?** ***Figure 3.1*** The figure shows that the majority of 30% students find digital note-taking and applications as \'slightly less convenient\'. This is followed by 26% of the students who find digital note-taking and applications to be \'more convenient\' and 25% who find it \'about the same\'. Additionally, 17% indicated they find it \'much more convenient,\' while only 2% felt \'much less familiar\' with these digital note-taking tools and applications. According to D. Roy, J. Brine, F. Murasawa \"Note-taking helps reduce cognitive load and may aid in foreign language purchase. Debate exists regarding the effectiveness of note-taking applications in language learning, but literature on this is limited. Participants faced challenges with certain features like web clipping and uploading files. Most participants had no prior experience with note-taking applications, impacting task efficiency and increasing errors. The study focuses on the reflections of technically oriented students using note-taking applications in an English as a Foreign Language (EFL) context. [\[CHART\]]{.chart}**Question 4: How effective do you believe digital note-taking could be for improving academic performance?** ***Figure 4.1*** The figure shows that the majority of 38% students find digital note-taking as \'somewhat effective\'. This is followed by 37% of the students who find digital note-taking and applications as \'neutral\' and 13% who find it \'very effective\'. In addition, 12% indicated they find it \'not very effective\', while 0% for \'not effective at all\'. According to J. Grahame \"Technology has significantly impacted classrooms, introducing both benefits and challenges. Digital note-taking with devices has increased the volume of notes students can take. The effects of this change on the quality of learning are still unclear. Guidance on effective note-taking methods may enhance student learning. The article reviews current research on the comparison between digital and handwritten notes along with best practices. **Question 5: In your opinion, how convenient is digital note-taking compared to traditional (paper) note-taking?** [\[CHART\]]{.chart} ***Figure 5.1*** The data on students\' perceptions regarding the convenience of digital note-taking compared to traditional pen-and-paper methods indicates a diverse range of opinions. According to the results, only 17% of students found digital note-taking to be \"much more convenient,\" while 26% rated it as \"more convenient.\" A quarter (25%) of respondents considered the convenience of both digital and traditional note-taking methods to be \"about the same.\" Meanwhile, 30% indicated that digital note-taking was \"slightly less convenient,\" and 2% believed it was \"much less convenient.\" These findings suggest that while digital note-taking is generally seen as more convenient by a portion of students (43% combining both \"much more\" and \"more convenient\" responses), a notable percentage (32%) still view it as less convenient compared to traditional methods. While digital tools offer advantages like quick searchability and easier organization, prior research supports these findings, indicating that they can also introduce distractions and a steeper learning curve for those less familiar with the technology (Aagaard, 2015). The mixed responses highlight that the perceived convenience of digital note-taking may depend on individual preferences, familiarity with digital tools, and specific contexts in which students are taking notes. **Question 6: Do you think digital note-taking provides an advantage by allowing students to access and review notes anytime, anywhere, and by helping to organize information more effectively?** [\[CHART\]]{.chart}***Figure 6.1*** The results regarding students\' views on the advantages of digital note-taking---specifically its ability to allow anytime, anywhere access and improve information organization---reveal a generally positive perception. A combined 63% of students either \"strongly agree\" (23%) or \"agree\" (40%) that digital note-taking offers these advantages. Meanwhile, 32% of respondents were neutral on the matter, and 5% disagreed, with no students expressing strong disagreement. These findings suggest that a majority of students recognize the value of digital note-taking in terms of accessibility and organization. Digital tools often provide the ability to store and quickly retrieve notes, which can enhance flexibility and efficiency in studying. Features like tagging, searching, and cloud storage can help organize information more effectively compared to traditional handwritten notes. This is consistent with research by Bui, Myerson, and Hale (2013), which found that digital note-taking tools can enhance information management and retrieval, offering significant advantages over traditional methods. However, the 32% of neutral responses indicate that some students may not fully realize or appreciate these benefits, possibly due to a preference for or familiarity with traditional methods. [\[CHART\]]{.chart}**Question 7: How often do you believe digital note-taking tools should be available and encouraged in school settings?** ***Figure 7.*** The pie chart reveals that 40% of respondents believe digital note-taking tools should be utilized "sometimes" or "often", with 30% preferring a balanced approach that combines both digital and traditional note-taking methods. According to a study by Mueller and Oppenheimer (2014), while digital note-taking is efficient and convenient, it may not foster deep learning as effectively as traditional handwriting, which promotes deeper processing, comprehension, and recall. However, digital tools are advantageous for quick information capture and organization, indicating that a balanced approach incorporating both methods may best support learning outcomes. Meanwhile, smaller portion of respondents expressed other preferences, with 14% favoring digital note-taking "always", 10% supporting it "rarely", and 3% believing it should "never" be used, indicating a strong preference for traditional note-taking methods. [\[CHART\]]{.chart}**Question 8: What are your primary concerns, if any, about using digital note-taking? (Select all that apply)** ***Figure 8.*** The chart reveals that In terms of primary concerns, 55% of respondents reported that distractions from other applications are a significant drawback of digital note-taking, while 45% were concerned about unequal access to technology. Supporting this, a study by Ravizza, Hambrick, and Fenn (2014) found that students who use laptops in class often spend over one-third of their time on non-course-related activities, such as browsing social media, which detracts from their focus and negatively impacts academic performance. Additional concerns include limited access to devices or unstable internet, cited by 37% of respondents, along with worries about over-reliance on technology at the expense of traditional skills. 35% of respondents mentioned eye strain from prolonged screen use, while a small percentage (3%) expressed no concerns and fully support digital note-taking. **CHAPTER V** **CONCLUSION AND RECOMMENDATIONS** The findings from this study provide important insights into students\' views on digital note-taking compared to traditional pen-and-paper methods. The majority of students still prefer handwritten notes, with only a small proportion incorporating digital tools, suggesting that traditional methods are favored due to their cognitive benefits, as supported by previous research. Despite the growing use of digital tools in other aspects of life, many students find digital note-taking less effective, often due to concerns about distractions and reduced focus. Regarding convenience, opinions are divided. While some students find digital note-taking more convenient, a significant number consider it less convenient, likely due to challenges with unfamiliarity and the potential for distractions. However, many students acknowledge the advantages of digital note-taking, particularly in terms of accessibility and organization, as features like cloud storage and searchability improve how information is managed. In terms of usage frequency, a notable portion of students advocates for combining both traditional and digital methods, aligning with previous studies that suggest digital tools offer convenience but traditional methods foster deeper cognitive engagement. Finally, concerns such as distractions from other applications and unequal access to technology are prominent, consistent with research highlighting how digital devices can hinder focus and academic performance. In conclusion, while digital note-taking offers clear advantages in flexibility and organization, many students still prefer traditional methods for their cognitive benefits and fewer distractions. The results suggest that a balanced approach, incorporating both digital and traditional note-taking, may be the most effective strategy for enhancing student learning outcomes. **Recommendations** Building upon the conclusions drawn from this research, several recommendations emerge for students, teachers, schools, and future researchers. These recommendations aim to optimize the use of note-taking methods and further explore the impact of digital and traditional note-taking on student learning outcomes. By addressing these priorities, future studies and educational practices can refine and enhance the effectiveness of note-taking strategies in academic settings. **For Students**. It is recommended that students experiment with both digital and traditional note-taking methods to determine which approach best suits their individual learning styles. They should leverage the organizational benefits of digital tools while maintaining the cognitive engagement that handwritten notes offer. Additionally, students should aim to minimize distractions when using digital tools by utilizing apps or strategies to block non-educational content during class. Reflecting on the advantages and challenges of each method will help students maximize the benefits of both approaches for improved learning outcomes. **For Teachers**. Teachers should encourage a balanced approach to note-taking by incorporating both digital and traditional methods into their lesson plans. This could involve allowing students to use digital tools where appropriate while also emphasizing the cognitive benefits of handwriting for deep learning. Teachers should also provide guidance on effective note-taking strategies and teach students how to organize digital notes effectively, fostering skills that enhance information retrieval and retention. Additionally, teachers should establish clear rules to minimize distractions when students use digital devices in class, ensuring that technology supports, rather than hinders, the learning process. **For Schools**. Schools should provide students with opportunities to explore and practice both digital and traditional note-taking methods in various academic contexts. This could be achieved by offering workshops or training sessions that help students develop effective note-taking strategies, ensuring they understand the strengths and weaknesses of each method. Schools should also consider integrating note-taking technology into the curriculum by providing access to note-taking apps or platforms, while ensuring that these tools are used purposefully to enhance learning. By fostering a supportive environment that encourages experimentation with different note-taking approaches, schools can help students identify the most effective strategies for their academic success. **For Future Researchers.** Future research should focus on the long-term effects of digital versus traditional note-taking on student performance, examining how each method impacts cognitive engagement, retention, and academic success over time. Longitudinal studies would provide valuable insights into the sustained benefits or drawbacks of different note-taking approaches. Additionally, mixed-methods research that combines both quantitative and qualitative data could offer a deeper understanding of how students perceive and experience digital and traditional note-taking. Researchers should also explore the role of institutional policies on technology use in the classroom and how these policies influence student learning. By addressing these research recommendations, future studies can contribute to refining note-taking practices and informing evidence-based strategies for integrating digital tools into educational settings. **BIBLIOGRAPHY** Aagaard, J. (2015). Drawn to distraction: A qualitative study of off-task use of educational technology. *Computers & Education, 87*, 90-97. Artz, B., Johnson, M., Robson, D., & Taengnoi, S. (2020). Taking notes in the digital age: Evidence from classroom random control trials. *Journal of Economic Education, 51*(2), 103-115. Bui, D. C., Myerson, J., & Hale, S. (2013). Note-taking with computers: Exploring alternative strategies for improved recall. *Journal of Educational Psychology, 105*(2), 299-309. Calamlam, J. M. (2023). *Digital note-taking: An effective self-regulation tool in increasing academic achievement of Filipino students in a business mathematics online learning course*. *Asian Journal for Mathematics Education, 2*, 275272632211497. De Gracia, M. M. B. (2019). Effects of educational technology integration in classroom instruction to the math performance of Gen Z students of a private junior high school \[Unpublished doctoral dissertation\]. Northcentral University. Grahame, J. A. (2016). Digital note-taking: Discussion of evidence and best practices. *The Journal of Physician Assistant Education, 27*(1), 47-50. Kay, R. H., & Lauricella, S. (2011). Exploring the benefits and challenges of using laptops in higher education classrooms: A formative analysis. *Canadian Journal of Learning and Technology, 37*(1). Luo, L. L., Kiewra, K. A., Flanigan, A. E., & Peteranetz, M. S. (2018). Laptop versus longhand note-taking: Effects on lecture notes and achievement. *Instructional Science, 46*(6), 947-971. Mischel, W., Shoda, Y., & Rodriguez, M. L. (2014). Delay of gratification in children. *Psychological Science, 25*(4), 873-880. 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. Ostashewski, N., & Reid, D. (2012). Digital note-taking: The use of OneNote in higher education. *Journal of Educational Technology, 28*(2), 42-48. Roy, D., Brine, J., & Murasawa, F. (2016). Usability of English note-taking applications in a foreign language learning context. *Computer Assisted Language Learning, 29*(1), 61-87. Sun, D., & Li, Y. (2019). Effectiveness of digital note-taking on students' performance in declarative, procedural, and conditional knowledge learning. *International Journal of Emerging Technologies in Learning (iJET), 14*(18), 108-119. Voyer, D., Ronis, S. T., & Byers, N. (2022). The effect of note-taking method on academic performance: A systematic review and meta-analysis. *Contemporary Educational Psychology, 68*, 102025. Xu, D., & Jaggars, S. S. (2014). Performance gaps between online and face-to-face courses: Differences across types of students and academic subject areas. *The Internet and Higher Education, 22*, 2-17. **APPENDIX A: Letter of Request** **HOLY ROSARY ACADEMY HINUNANGAN INC.** ARELLANO ST. POBLACION HINUNANGAN SOUTHERN LEYTE 6608, PHILIPPINES November 06, 2024 **NIJEBERN M. OCHABILLO** School Principal Holy Rosary Academy of Hinunangan Inc. Hinunangan Southern Leyte 6608, Phillippines Dear Mr. Ochabillo: Good day! We, the students of Senior High School of STEM 12 would like to ask for permission to allow us to conduct a survey among your students about **\"THE IMPACT OF DIGITAL NOTE-TAKING ON ACADEMIC PERFORMANCE IN HIGH SCHOOL STUDENTS\"**. The survey will only last only about 30 minutes. Rest assured that the data gathered will remain confidential and for academic purposes only. We are hoping that this request will meet your favorable approval. Respectfully yours, **[YVONNE GRACE T. DUMAGAT]** Research Group Leader Noted by: **[MS. RONALIZA A. HANDUMON]** Practical Research II adviser Approved by: **[MR. NIJEBERN M. OCHABILLO]** School Principal **APPENDIX B: Statistical Treatment** 1. +-----------------------+-----------------------+-----------------------+ | **x** | **(x-**[\$\\overline{ | **(x-**[**x)**^**2**^ | | | \\mathbf{x}}\$]{.math | ]{.math | | |.inline}**)** |.inline} | +=======================+=======================+=======================+ | 0 | -20 | 400 | +-----------------------+-----------------------+-----------------------+ | 44 | 24 | 576 | +-----------------------+-----------------------+-----------------------+ | 16 | -4 | 16 | +-----------------------+-----------------------+-----------------------+ | Solution: | | | | | | | | \ | | | | [\$\$s = | | | | \\sqrt{\\frac{992}{3} | | | | }\$\$]{.math | | | |.display}\ | | | | | | | | \ | | | | [\$\$s = | | | | \\sqrt{330.7}\$\$]{.m | | | | ath | | | |.display}\ | | | | | | | | \ | | | | [**s** **=** **18.19* | | | | *]{.math | | | |.display}\ | | | +-----------------------+-----------------------+-----------------------+ 2. +-----------------------+-----------------------+-----------------------+ | **x** | **(x-**[\$\\overline{ | **(x-**[**x)**^**2**^ | | | \\mathbf{x}}\$]{.math | ]{.math | | |.inline}**)** |.inline} | +=======================+=======================+=======================+ | 17 | -3 | 9 | +-----------------------+-----------------------+-----------------------+ | 24 | 4 | 16 | +-----------------------+-----------------------+-----------------------+ | 19 | -1 | 1 | +-----------------------+-----------------------+-----------------------+ | Solution: | | | | | | | | \ | | | | [\$\$s = | | | | \\sqrt{\\frac{26}{3}} | | | | \$\$]{.math | | | |.display}\ | | | | | | | | \ | | | | [\$\$s = | | | | \\sqrt{8.7}\$\$]{.mat | | | | h | | | |.display}\ | | | | | | | | \ | | | | [**s** **=** **2.95** | | | | ]{.math | | | |.display}\ | | | +-----------------------+-----------------------+-----------------------+ 3. +-----------------------+-----------------------+-----------------------+ | **x** | **(x-**[\$\\overline{ | **(x-**[**x)**^**2**^ | | | \\mathbf{x}}\$]{.math | ]{.math | | |.inline}**)** |.inline} | +=======================+=======================+=======================+ | 17 | -3 | 9 | +-----------------------+-----------------------+-----------------------+ | 28 | 8 | 64 | +-----------------------+-----------------------+-----------------------+ | 15 | -5 | 25 | +-----------------------+-----------------------+-----------------------+ | Solution: | | | | | | | | \ | | | | [\$\$s = | | | | \\sqrt{\\frac{98}{3}} | | | | \$\$]{.math | | | |.display}\ | | | | | | | | \ | | | | [\$\$s = | | | | \\sqrt{32.7}\$\$]{.ma | | | | th | | | |.display}\ | | | | | | | | \ | | | | [**s** **=** **5.72** | | | | ]{.math | | | |.display}\ | | | +-----------------------+-----------------------+-----------------------+ 4. +-----------------------+-----------------------+-----------------------+ | **x** | **(x-**[\$\\overline{ | **(x-**[**x)**^**2**^ | | | \\mathbf{x}}\$]{.math | ]{.math | | |.inline}**)** |.inline} | +=======================+=======================+=======================+ | 8 | -12 | 144 | +-----------------------+-----------------------+-----------------------+ | 23 | 3 | 9 | +-----------------------+-----------------------+-----------------------+ | 22 | 2 | 4 | +-----------------------+-----------------------+-----------------------+ | 7 | -13 | 169 | +-----------------------+-----------------------+-----------------------+ | 0 | -20 | 400 | +-----------------------+-----------------------+-----------------------+ | Solution: | | | | | | | | \ | | | | [\$\$s = | | | | \\sqrt{\\frac{726}{5} | | | | }\$\$]{.math | | | |.display}\ | | | | | | | | \ | | | | [\$\$s = | | | | \\sqrt{145.2}\$\$]{.m | | | | ath | | | |.display}\ | | | | | | | | \ | | | | [**s** **=** **12.05* | | | | *]{.math | | | |.display}\ | | | +-----------------------+-----------------------+-----------------------+ 5. +-----------------------+-----------------------+-----------------------+ | **x** | **(x-**[\$\\overline{ | **(x-**[**x)**^**2**^ | | | \\mathbf{x}}\$]{.math | ]{.math | | |.inline}**)** |.inline} | +=======================+=======================+=======================+ | 10 | -10 | 100 | +-----------------------+-----------------------+-----------------------+ | 16 | -4 | 16 | +-----------------------+-----------------------+-----------------------+ | 15 | -5 | 25 | +-----------------------+-----------------------+-----------------------+ | 18 | -2 | 4 | +-----------------------+-----------------------+-----------------------+ | 1 | -19 | 361 | +-----------------------+-----------------------+-----------------------+ | Solution: | | | | | | | | \ | | | | [\$\$s = | | | | \\sqrt{\\frac{506}{5} | | | | }\$\$]{.math | | | |.display}\ | | | | | | | | \ | | | | [\$\$s = | | | | \\sqrt{101.2}\$\$]{.m | | | | ath | | | |.display}\ | | | | | | | | \ | | | | [**s** **=** **10.05* | | | | *]{.math | | | |.display}\ | | | +-----------------------+-----------------------+-----------------------+ 6. +-----------------------+-----------------------+-----------------------+ | **x** | **(x-**[\$\\overline{ | **(x-**[**x)**^**2**^ | | | \\mathbf{x}}\$]{.math | ]{.math | | |.inline}**)** |.inline} | +=======================+=======================+=======================+ | 14 | -6 | 36 | +-----------------------+-----------------------+-----------------------+ | 24 | 4 | 16 | +-----------------------+-----------------------+-----------------------+ | 19 | -1 | 1 | +-----------------------+-----------------------+-----------------------+ | 3 | -17 | 289 | +-----------------------+-----------------------+-----------------------+ | 0 | -20 | 400 | +-----------------------+-----------------------+-----------------------+ | Solution: | | | | | | | | \ | | | | [\$\$s = | | | | \\sqrt{\\frac{742}{5} | | | | }\$\$]{.math | | | |.display}\ | | | | | | | | \ | | | | [\$\$s = | | | | \\sqrt{148.4}\$\$]{.m | | | | ath | | | |.display}\ | | | | | | | | \ | | | | [**s** **=** **12.18* | | | | *]{.math | | | |.display}\ | | | +-----------------------+-----------------------+-----------------------+ 7. +-----------------------+-----------------------+-----------------------+ | **x** | **(x-**[\$\\overline{ | **(x-**[**x)**^**2**^ | | | \\mathbf{x}}\$]{.math | ]{.math | | |.inline}**)** |.inline} | +=======================+=======================+=======================+ | 8 | -12 | 144 | +-----------------------+-----------------------+-----------------------+ | 20 | 0 | 0 | +-----------------------+-----------------------+-----------------------+ | 24 | 4 | 16 | +-----------------------+-----------------------+-----------------------+ | 6 | -14 | 196 | +-----------------------+-----------------------+-----------------------+ | 2 | -18 | 324 | +-----------------------+-----------------------+-----------------------+ | Solution: | | | | | | | | \ | | | | [\$\$s = | | | | \\sqrt{\\frac{680}{5} | | | | }\$\$]{.math | | | |.display}\ | | | | | | | | \ | | | | [\$\$s = | | | | \\sqrt{136}\$\$]{.mat | | | | h | | | |.display}\ | | | | | | | | \ | | | | [**s** **=** **11.66* | | | | *]{.math | | | |.display}\ | | | +-----------------------+-----------------------+-----------------------+ 8. +-----------------------+-----------------------+-----------------------+ | **x** | **(x-**[\$\\overline{ | **(x-**[**x)**^**2**^ | | | \\mathbf{x}}\$]{.math | ]{.math | | |.inline}**)** |.inline} | +=======================+=======================+=======================+ | 22 | 0.3 | 0,09 | +-----------------------+-----------------------+-----------------------+ | 33 | 11.3 | 127.69 | +-----------------------+-----------------------+-----------------------+ | 21 | -0.7 | 0.49 | +-----------------------+-----------------------+-----------------------+ | 22 | 0.3 | 0.09 | +-----------------------+-----------------------+-----------------------+ | 27 | 5.3 | 28.09 | +-----------------------+-----------------------+-----------------------+ | 2 | -19.7 | 388.09 | +-----------------------+-----------------------+-----------------------+ | Solution: | | | | | | | | \ | | | | [\$\$s = | | | | \\sqrt{\\frac{544.54} | | | | {6}}\$\$]{.math | | | |.display}\ | | | | | | | | \ | | | | [\$\$s = | | | | \\sqrt{90.76}\$\$]{.m | | | | ath | | | |.display}\ | | | | | | | | \ | | | | [**s** **=** **9.53** | | | | ]{.math | | | |.display}\ | | | +-----------------------+-----------------------+-----------------------+ **APPENDIX C: Survey Questionnaires**  DIOCESE OF MAASIN **Holy Rosary Academy of Hinunangan, Inc.** Arellano St., Poblacion, Hinunangan, Southern Leyte **THE IMPACT OF DIGITAL NOTE-TAKING ON ACADEMIC PERFORMANCE OF HIGH SCHOOL STUDENTS** **Name(optional): \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Grade & Section: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_** **Age:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Gender: Female Male** **Directions: Answer by checking/highlighting the box.** **1. How do you primarily take notes in class?** - Digital (e.g., phone, tablet, laptop) - Handwritten - A combination of both **2. How effective do you find digital note-taking compared to traditional methods?** - More effective - Less effective - About the same **3. How familiar are you with digital note-taking tools and applications?** - Very familiar - Somewhat familiar - Not very familiar **4. How effective do you believe digital note-taking could be for improving academic performance?** - Very effective - Somewhat effective - Neutral - Not very effective - Not effective at all **5.** **In your opinion, how convenient is digital note-taking compared to traditional (paper) note-taking?** - Much more convenient - More convenient - About the same - Slightly less convenient - Much less convenient **6.** **Do you think digital note-taking provides an advantage by allowing students to access and review notes anytime, anywhere, and by helping to organize information more effectively?** - Strongly agree - Agree - Neutral - Disagree - Strongly disagree **7.** **How often do you believe digital note-taking tools should be available and encouraged in school settings?** - Always - Often - Sometimes - Rarely - Never **8.** **What are your primary concerns, if any, about using digital note-taking? (Select all that apply)** - Limited access to devices or reliable internet - Distraction from other apps - Eye strain from screens - Concern about reliance on technology over traditional methods - Unfair for students without tech access - No concerns  **CURRICULUM VITAE** **Yvonne Grace T. Dumagat** **Salvacion, Hinunangan Southern Leyte** **Contact Number: 09764495259** **Email: yvecedgt\@gmail.com** **Personal Information** Nickname : Von Age : 17 Date of Birth : March 2, 2007 Place of Birth : Hinunangan Religion : Roman Catholic Nationality : Filipino **Educational Background** August 2023 -- Present June 2019 -- June 2023 June 2013 -- March 2019 **CURRICULUM VITAE**  **Kristina Concepcion M. Legalig** **Otama, Hinunangan Southern Leyte** **Contact Number: 09150685773** **Email: kclegalig5\@gmail.com** **Personal Information** Nickname : Keysi Age : 17 Date of Birth : November 23, 2006 Place of Birth : Anahawan Religion : Roman Catholic Nationality : Filipino **Educational Background** August 2023 -- Present June 2019 -- June 2023 June 2013 -- March 2019 **CURRICULUM VITAE** **Andrea Louise T. Gabbac** **Talisay, Hinunangan Southern Leyte** **Contact Number: 09469497918** **Email: andrealouisegabbac875\@gmail.com** **Personal Information** Nickname : Andeng Age : 17 Date of Birth : August 31, 2007 Place of Birth : Makati City Religion : Roman Catholic Nationality : Filipino **Educational Background** August 2023 -- Present June 2019 -- June 2023 June 2013 -- March 2019 **CURRICULUM VITAE** **Melrich Faith N. Cruz** **Panalaron, Hinunangan Southern Leyte** **Contact Number: 09955042841** **Email: melrichfaithc\@gmail.com** **Personal Information** Nickname : Mel Age : 17 Date of Birth : September 18, 2007 Place of Birth : Albay, Bicol Religion : Roman Catholic Nationality : Filipino **Educational Background** August 2023 -- Present June 2019 -- June 2023 June 2013 -- March 2019 **CURRICULUM VITAE** **Princess P. Haganas** **Calayugan, Hinunangan Southern Leyte** **Contact Number: 09513704544** **Email: togononcess09\@gmail.com** **Personal Information** Nickname : Cess Age : 17 Date of Birth : November 28, 2006 Place of Birth : Calayugan Religion : Roman Catholic Nationality : Filipino **Educational Background** August 2023 -- Present June 2019 -- June 2023 June 2013 -- April 2019