Enhancing Academic Performance Through a Combined Note-Taking Strategy in Science Instruction

Education

This study explored the effectiveness of a Combined Note-Taking Strategy (CNTS), which integrates the Cornell Note-Taking Method and Sketch Note-Taking, in improving the academic performance and knowledge retention of ninth-grade Science, Technology, and Engineering (STE) students. Utilizing a quasi-experimental design, the research involved 60 students from Jacinto P. Elpa National High School, divided equally into a control group (traditional note-taking) and an experimental group (CNTS). Pre-tests and post-tests, each consisting of 30 multiple-choice questions focused on Organic Compounds, were administered to assess learning outcomes before and after the intervention. The results revealed that the experimental group demonstrated a significantly higher post-test mean score and more consistent performance compared to the control group. The findings affirm that CNTS enhances students’ comprehension and retention by combining structured textual learning with visual elements, effectively catering to various cognitive styles. This strategy supports higher-order thinking, creative engagement, and improved metacognition, making it a valuable tool for teaching complex scientific concepts. The study suggests that integrating Cornell and sketch note-taking strategies can lead to more equitable and effective science instruction. These results contribute to the existing literature by addressing gaps in note-taking proficiency and highlighting the benefits of combining multiple note-taking strategies in secondary education. Educators are encouraged to incorporate CNTS into classroom practice to foster deeper learning and standardized achievement among diverse student populations. Future research may expand on these findings across different subjects and grade levels.

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