Impact of Note-Taking Mediums on Memory Recognition
DOI:
https://doi.org/10.47611/jsrhs.v11i4.3148Keywords:
Notes, Technology, Education, Pandemic, Notetaking, Psychology, Social science, Learning, Cognitive, Students, high school, classroom setting, taking notes, writing, typingAbstract
Note-taking has been the key mechanism for information keeping and an integral part of academic success. Given the benefits of note-taking in learning, it is very important to identify the most effective technique. Past research conducted on college students and adults have underlined some of the key methods commonly used to take down notes, such as digital note-taking or hand written note-taking, but the conclusions are insufficient in reference to the wider age group and digital redesign of the learning system.
A sample size of 33 students, between the ages 13-18 and enrolled in at least two of the advanced courses at a high school, were selected to watch a video and randomly assigned to use one of the three options of note-taking mediums—typing, handwriting or no-note taking at all. After the video, a distractor task of multiplication problems, an assessment, and a post-experimental survey were administered. A one way ANOVA test was conducted using the students’ assessment scores. The results revealed that typing notes was the most efficient note-taking medium, with the highest memory retention of the material.
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