Liceo de Cagayan University Senior High School Department Page 1

Chapter 1

THE PROBLEM AND ITS SCOPE

Introduction

Note-taking is one of the most important activities for students. There are variety of

reasons for it but we only want to highlight the most important one here, taking notes will

help you recall information that would otherwise be lost. (GoodNotes Blog, Nov. 28). And

we all know how crucial that can be when we’re preparing for an exam. Note-taking is to

the rescue. But taking-notes right way isn’t as easy as it sounds, it isn’t simply about jotting

down everything that you hear. Taking note is about summarizing core concepts as precisely

as possible in your own words. One thing that most of the successful students have in

common is that they use a note-taking method.

On the contrary, Boyle (2001) describes what teachers can do before, during, and

after the lecture to help students become better note takers. Students with mild disabilities

have a difficult time recording notes from lectures. Accurate note taking is important

because it helps students understand the content from lectures and notes serve as a document

for later review. While normal students easily grasp and listen to the class and take note.

Students without disabilities report strategy use with varying effectiveness, where recording
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main ideas is more effective than writing every word from a lecture down (Sutherland,

Badger, & White 2002).

A note-taking method will help you to prepare before the lecture and to review key

concepts after a class. It will help you to stay focused during the lecture to pay attention and

actively participate. It will help you to organize your notes properly so that you don’t have

to worry about losing the overview of the best note-taking method.

The Cornell method is a unique note-taking method that finds its application in a

variety of situations. What differentiates it from other methods is the page layout. The page

is divided into three sections starting from one row at the top for title and date and one at the

bottom along with two columns in the center, 30% of width should be kept in the left column

while the remaining 70% for the right column. All notes from the class got into the main

note-taking column. The smaller column on the left side is for comments, questions or hints

about the actual notes. After the lecture, you should take a moment to summarize the main

ideas of the page in the section at the bottom which will speed up your reviewing and

studying process immensely. The best part is that many people already remember and digest

the information while they write a summary like this. When you should use this note-taking

method. The Cornell method is ideal for all types of lectures or even meetings. Pros, a

quicker way to take review and organize your notes, summarizes all the information in a

systematic manner, helps in an affective learning as it enables to absorb information in

shorter time, helps you extract main ideas and cuts down time for reviewing. Cons, pages

need to be prepared before and summarizing the key concepts. (GoodNotes Blog. Nov. 28).
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Note-taking is really important especially for students because it helps in

remembering previous topics the teachers discussed. Note-taking would provides students

with direction, keeps them organized, and helps them keep up with their studies.

Lecture format is a common practice in senior high school classrooms in Liceo de

Cagayan University so, the researchers decided to chose Cornell Note-taking in Improving

Academic Performance.

The researchers conducted this study, The use of Cornell Note-taking in Improving

Academic Performance of Senior High School students in Liceo de Cagayan University,

Main Campus, focusing on the subject Community Engagement in Solidarity and

Citizenship to the selected section of Grade 12 HUMSS students.

Theoretical Framework

Schema theory provides a framework for standing how information is organized and

stored (Omrod, 2012). Schemata are interconnected categories within the memory

(McKenna & Robinson, 2009, p. 17). As an individual takes in information, schemata are

activated and this prior knowledge is used to make meaning. In order for new learning to be

retained and retrievable for later use, the material must be stored in meaningful ways.

Schemata influence how individual process information and what they learn (Eggen &

Kauchak, 2013). Because teachers have such a strong influence on how schemata are formed

and the information with which students are presented, it is important to make thoughtful
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decisions not only about how information is presented to students, but also the ways in which

they are asked to interact with the information (Huitt, 2003). Theorists describe information

processing as being comprised of three stages (Lieberman, 2000). First, information is

received by the sensory memory, and through the process of transduction converted to a

usable format, resulting in a memory (Huitt, 2003). A sensory memory is very brief and

unless it is interesting to the individual or triggers a known pattern, it will not make it to the

next stage, the short term memory. During the second the stage, the sensory memory may

be transferred to the short term memory, also known as the working memory (Orey, 2001).

Working memory, is a kind of mental workbench where we assemble information for

particular purposes (Lieberman, 2001, p. 371). The working memory can only hold a limited

number of items, 5-9, and typically only holds these items for about 20 seconds, but items

can be held for up to 20 minutes through repeated use called rehearsal (Huitt, 2003). Then,

if there is no interference, the memory can may move into long term memory, the last of the

three stages of information processing. Long term memory is everything we know and know

how to do (Orey, 2001). This information is combined with new information, organized in

a way that it makes sense, and then stored until it is needed (Eggen & Kauchak, 2013).
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Schematic Diagram

Independent Variable Dependent Variable

CORNELL NOTE- ACADEMIC

TAKING STRATEGY PERFORMANCE

Figure 1. Schematic Diagram showing the relationships of the independent and

dependent variables of the study.

Statement of the Problem

This study aims to know the use of Cornell Note-taking in Improving Academic
Performance of grade 12 HUMSS students in the subject Community Engagement in
Solidarity and Citizenship. The researchers intend to answer the following questions.

1. What is the level of students’ academic performance?

2. Is there a significant difference of the students’ academic performance before and after
the intervention?
3. Is there a significant difference of the students’ rating increment after the intervention?
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HYPOTHESES:

Problem 1 is hypothesis free.

Hypothesis 2: There is no significant difference of the students’ academic

performance before and after the intervention

Hypothesis 3: there is no significant difference of the students rating increment

after the intervention

Scope and Delimitations of the Study

This study is exclusive to the chosen section of grade 12 HUMSS students of Liceo

de Cagayan University Main Campus. This study comprises the use of Cornell Note-taking

in Improving Academic Performance in the subject Community Engagement in Solidarity

and Citizenship. Notes can serve as a summary of the material gained through listening and

observing during the lecture and note-taking can also facilitate comprehension through

intend connections made during the lecture (Faber et.al., 2000; Kiewa et.al.,1991, Piolat,

Olive & Kelloga, 2014).

Significance of the Study

This study is conducted in the hope that findings would be more useful to the

following
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STUDENTS- This will be a guide on how the students will improve and apply the

Cornell method on their academic performance and make note-taking simple and faster.

TEACHERS - They can introduce this note-taking strategy to their students to help

them improve their academic performance. They can also use this in outlining their lessons

and make it organize in teaching.

SCHOOL ADMINISTRATOR- The school administrator will know the Cornell

note-taking in improving academic performance. The purpose of this is that the administrator

will tell teachers to advice the students to use Cornell note-taking during their lectures

FUTURE RESEARCHERS- This will serve as their guide if they will make

research about using Cornell Note-taking in Improving Academic Performance

Definition of Terms

STUDENT – a person who attends school, college or university.

CORNELL NOTE-TAKING - The Cornell note-taking provides systematic format

for condensing and organizing notes. This system of taking notes is designed for a high
school or college level students.

SCHOOL ADMINISTRATOR- Officers oversee the daily operations of school,

administrators are an important link between students and local communities.
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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

+

This chapter gives an overview of the relevant literature of the study. This study

explores the extent to which note-taking strategy would enhance the academic performance

of the students.

Note-taking is the process of note-taking notes from reading, lecture, or class lessons

(Seldita, 2010). On the other hand, Cornell notes have been touted as being “well suited for

taking notes from print sources and as being one of the best “Use of information methods”

(Darrow, 2005).

In 2010, Boyle stated that traditional education is often based on effective listening

and note-taking and students of all ages and in all content areas are expected to be

responsible for the knowledge shared through lectures. Teachers play importance on the

skills of note-taking and listening, and believe that students should have these skill to be

successful in class. Marzano and Pollock (2001) articulates the one goal of education is the

retention of for lifelong learning and for assessment, note taking can help students as they

reach this goal. According to Pauk (2001) stated that memory is fragile and information can

be forgotten very quickly if it is not transferred to long term memory. Titsworth (2001)

agreed the statement of Pauk (2001) that it is when note-taking can help. Students who take

notes typically retain more information than those who don’t, which has a positive effect on
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learning. Notes can serve permanent record of the information from the lecture, and

complete notes are best for students to use in review (Boyle, 2010). In 2000, Faber et al.,

stated that the Cornell Method note-taking method is a two column system; the left column

is one third of the page and the right column is two thirds of the page. The right column is

where the students take notes during lecture while the left column is filled in later with

questions matching the main point (Pauk, 2001).

On the other hand, a study of Hartley (2002) stated that the use of note-taking to store

the transmitted information often underlies another important role: reflection. He added that

note-taking is an effective information- processing tool that is commonly used both in daily

life and in many professions. Consequently, it contributes to the carrying out of range of

intellectual processes, such as making judgments, resolving issues, and making decisions, in

2011 Bohay et al., demonstrated that notes are self generated memory cuse which help to

remind a person of verbal or textual information that no longer exist. Additionally, they

found that reviewing notes can serve a second chance to study the material which in turn can

improves the memory performance. They also stressed that review provide another

opportunity for deeper processing and elaboration. Despite the benefits of the review, Bohay

et., (2001) also found that the act of note-taking can aid later performance even without later

review since it serves as an active engagement with the content that is recorded. In meta-

analysis of 57 studies, the study found that the overall effect of note-taking compared with

no note-taking was positive but moderate (Kobayashi, 2005).

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Researchers Marzano et al.,(2001) explain in their book, Classroom Instruction That

Works, several instructional strategies that are most likely to improve student achievement.

On strategy explained is the note-taking system. Based on his research, taking more notes is

better for learning than taking fewer notes. However, students sometimes do not have time

to take verbatim notes in order to process the information. On the other hand, Marzano et

al., (2001) determined that teachers can enhance student learning by using teacher-prepared

notes or sticking to a format for notes.

Middle school students, regardless of their previous training or competency, are

expected to take complete and accurate notes while listening to a lecture. Providing

opportunities for note-taking in middle school is a means of preparing students for secondary

education where the lecture method predominates and note-taking proficiency is not only

expected, but is also correlated with academic achievement (Anderson & Ambruster, 1948;

Faber et al., 2000). Linksman (2000) also revealed that note-taking skills help one to pay

better attention to an oral presentation or written document because they keep the individual

active.

During lectures, teachers also expect students to discern important from unimportant

information, record notes in sync with the lecture, and use notes as a method of learning content

(Badger, White, Sutherland, & Haggis, 2001; Bakunas & Holley, 2001; Suritsky & Hughes, 1996).

Note taking provides students an opportunity to engage in higher order cognitive

activities. Students become actively engaged in the lecture; they need to track the teacher's
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speech, select important information in the lecture, and paraphrase this information into their

own words before recording it in notes (Steimle, Brdiczka, & Mühlhäuser,

2009).

During the past fifteen years on student note-taking, much of it experimental has

yielded an interesting array of concepts, methods, and issues related to student learning.

While some of these studies have conceptual or methodological overlap, there is still in need

for exploration and hypothesizing in testing the effects of note-taking as “Knowledge

contraction tool” (Castello & Monereo, 2005).

The literature shows that people retain materials that they have generated themselves

(I,e., personal notes). Piolat et al., (2005) demonstrated that students actually begin to learn

and memorize the material during note-taking, particularly when they are engaged in deep

comprehension together with, William & Eggert (2002).

Ambruster (2009), argued together with Kiewra et al., (1991) and Piolat & Boch

(2004). They argued that although note-taking is frequently used in situations where the

transmission of information is crucial, as in academic contexts, the function of notes is not

only to provide a record of information. In this respect, Hartley (2002) confirmed that note-

taking is also frequent in everyday life and in many professional contexts.

According to Haydon et al., (2011) said that students used note-taking as a process

of encoding and storage. The process requires students to use multiple skills at once, such

as, listening, synthesizing, organizing, and writing.

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In 2015, Davoudi investigate the Impact of Cornell note-taking method instruction

on grammar learning of Iranian EFL learners. The aim of the said study was to investigate

how effective Cornell note-taking instruction and use could be in language grammar in

learning process. The variable of gender was taken into consideration. Groups took a pre-

test the experiment group received special training on how to take Cornell notes. When the

examination was over a series of t-test clearly depicted that the experimental had out

performed the control one of the conclusion were further discussed and use to develop some

practical applications of the study.

Kiewra (2002) further discussed how to embed note-taking strategies. Teachers must

first introduce a proven strategy to students, then sell the strategy, generalize the strategy,

and perfect it. While Marzano et al., (2001) posited summarizing and note-taking as “two of

the most powerful skills students can cultivate”.

Another study was conducted by Kalb in (2009), entitled the effects of using Cornell

note while reading advance placement history textbooks. The aim of the said study was to

help them recall specific detail that will help them distinguish between similar answer on

multiple choice questions. (1). How does the use of this strategy affect their ability to support

their essay statement with facts. (2). How does the use of Cornell notes impact to students

attitudes towards the effectiveness of their study time and their rest taking capabilities.

Haghverdi et al., (2010). Explored through a survey study the attitude of four

hundred Iranian professors and students towards the effect of teaching note-taking strategies

on the students academic achievement. On the other hand, in a study of Abraham et al.,
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(2010). At Melaka Manipal Medical College in India, High test scores were associated with

allowing the students to take notes during lectures.

Their study revealed that note-taking during lectures facilities students learning by

helping them to recall better, and keep them alert in class. In an experimental study, Rahmani

& Sadegi (2011) investigated the effects of note-taking strategy training on Iranian EFL

learners comprehension and retention of written material. The study showed that the

experimental group performed significantly better on both comprehension and recall tests.

Analysis of written recalls also showed that experimental group remembered more important

ideas, and better identified the relationships between ideas resulted from the training on how

to take notes.

According to Williams (2004) research, students worked on Cornell note-taking

strategy and the data was collected through interviewing. The results of the research showed

that students believed in the importance of note taking and they thought Cornell method was

a beneficial tool to organize the information. Faber, Morris and Lieberman (2000) found out

that Cornell note-taking method is an effective note-taking method and instruction of this

strategy has a significant effect on students’ comprehension when taking some teacher-made

objective tests based on texts. Teachers place importance on the skills of note-taking and

listening, and believe that students should have these skills to be successful in class (Boyle,

2010).
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Historically, as referred to by Castello and Monereo (2005), there are different eras

of note-taking research. In the sixties and seventies, researchers mostly focused on the

effects of note taking and note writing on attention, memory, comprehension, and so on.

They tried to investigate how note taking and note writing can affect cognitive variables,

such as the ones aforementioned. In the eighties and nineties, the focus shifted to establishing

a relationship between quality of notes and significance of learning. More specifically, these

studies analyzed whether the use of different note-taking procedures improved the learning

of some information. More recently, prompting certain note-taking forms and what really

happens in the classroom when the teacher does so has drawn attention and taken over other

interests in the field.

One of the most significant models of note taking is Cornell method. The Cornell

method provides a systematic format for condensing and organizing notes without laborious

recopying and are necessary adjuncts to other kinds of research in this area (Dunkel & Davy,

1989). In the same vein, Badger, White and Sutherland, (2001) suggests that the aim of

taking notes is to recall the content of the lecture as much as possible. The process aids

concentration in the lectures and the product provides material for review.

Considering Cornell note taking, in particular, there have been a number of studies

as well. However,, Quintus, Borr, Duffield, Napoleon, & Welch (2012) showed that there

was not a significant difference in students’ performance between those who had taken

Cornell notes and those who had used a note-taking method by their own choice that gave
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them the freedom not to take notes at all, hence affecting the results of the study unfavorably.

Cornell note-taking system has been used in many environments with a varietyof

subject matters. Broe (2013) investigated the effects of Cornell Method on mathematic

students’ achievement, concluding that it is a beneficial method. Zorn (2007) used the

method to show its effect on American History and Language Arts, showing that student’

test scores improved substantially, by an average of 24.5% in History and 20.4% in

Language Arts.

Future research should examine the relationship between immediate and delayed

effects of note-taking, similar to work by Titsworth (2001). Additionally, future studies

should seek to discern listening skills from note-taking skills. First, since most students are

assessed a few days or weeks after notes were taken in a typical classroom, a more realistic

assessment of the effects of note-taking would be to assess students using a delayed test. It

would be interesting to examine the effects on note-taking among students with and without

disabilities to see how the delay affects these different groups of students.

This measure might also be used to assess the broader effects of the process of note

taking/studying, since students often record notes to not only learn during lectures, but also

use the same notes to prepare to tests and quizzes. Second, re-searchers should examine the

effects of note-taking over multiple lectures, again to assess the effects of notes in more

realistic situations and to examine the cumulative effect of notes over time.
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In conclusion, as students move from elementary grades to secondary grades,

classroom lecture with note-taking become more common and teachers rely upon students

to have good note-taking skills to learn content (Fulp, 2002a, 2002b).

Teachers should consider embedding note-taking skills within the curriculum

(Evans, Pelham, & Grudberg, 1995). For example, when teacher’s present cued lecture

points, they should also tell students to highlight or start that content, and since it is deemed

important by the teacher, they should also explain why that particular lecture content is

important. In this way, students can begin to learn that certain lecture points are more

important than others and can begin to understand why certain lecture content is essential to

record in notes and learn.

Moreover, teachers themselves should have a set of model notes that students could

compare to their own notes in order to see the differences between expert notes versus their

own notes. In this way, students can begin to learn what good notes look like. These students

are often ill equipped with academic support skills (e.g., note-taking, writing, reading) to

fully access the content and materials in their classes.

In turn, poor note-taking skills of SWLD are associated with poor test scores in

content-area classes (Boyle & Forchelli, 2014). Despite lacking note-taking skills and

strategies, once taught these strategies, SWLD often can achieve at similar levels as peers

without disabilities in terms of notes recorded and test scores (Boyle, 2010a & 2010b).
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These notes are designed to increase active student engagement and, in turn, increase

academic performance and facilitate success in school. Note taking isn't often taught and

students have been found to be poor note takers (Boyle & Forchelli, 2014).

Guided notes help remediate this situation by providing students with teacher-

prepared materials that guide them through a lecture.

Kiewra (cited in Rickards et al., 1997, p.511) compared the performance of the

students who took notes with those who did not take notes. Her findings showed that those

who reviewed their notes performed higher than those who did not review the notes.

However, he conducted 24 studies but in 8 of 24 studies, it was seen that there was no

significant difference between those who reviewed and those who did not. However, in her

study, she did not touch upon the possible reasons why two different results were found; but

there might be some factors that affect the results. These factors might be memory or the

level of proficiency of the participants.

Hayati and Jalilifar (2009), conducting a research with three groups namely

uninstructed note-takers (UNTG), Cornell note-takers (CNTG), and non note-takers

(NNTG), found a clear link between note-taking strategy and listening comprehension

ability. The results showed that students who were instructed based on Cornell Method

performed better than the UNTG. However, the mean difference between NNTG and CNTG

was not statistically significant. They concluded that the reason for UNTG low performance

in with the CNTG was thought to have originated in some keys such as writing in sentences
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rather than in phrases, using full words instead of using the symbols and abbreviations,

interfering with listening while note-taking, and lack of concentration, comprehension, and

retention. In a similar vein, Killikaya and Kokal-Kardas (2009) compared the performance

of the students who were allowed to take notes with those who were not allowed to take

notes. The findings of this study, which was conducted with 44 Turkish EFL students,

showed that participants who were allowed to take notes outperformed their counterparts

who were not allowed to do so while listening to lectures.

Teachers can improve the note-taking skills of students with mild disabilities by

either modifying their presentation during lectures or teaching students how to use note-

taking techniques (Boyle, 2001). The teacher can make changes in his or her presentation of

information that can greatly aid students' notes. First, the teacher can slow down the pace of

the lecture and rate of speaking. When pace slows down, students can better decide which

lecture points are important to record, and rather than record notes verbatim, students can

think about or process lecture information. Second, during lectures, the teacher can cue

students about important lecture points.

According to Suritsky and Hughes, students can be alerted to prominent information

through two types of cues: emphasis cues and organizational cues. Emphasis cues alert

students to pertinent lecture information through intentional statements or acts, such as

teacher statements like, "This point is really important to remember" or prolonged pauses

that indicate to students that they should record the information that was just stated.

Similarly, the teacher can use organizational cues such as, "There are six parts to a cell,"
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prompting students to categorize this topic in their notes with six recorded components.

Boyle (2001) said that as the sender can improve the message that is sent, the receiver can

also improve his or her skills at better understanding, recording, and remembering the

message. Because students are seldom taught note-taking skills in school, the simple act of

instructing students in how to record notes can prove helpful.

By using these metacognitive skills, students not only become more actively

involved in the learning task, but as a result, improve their comprehension of the lecture

(Boyle, 2001). Existing studies of how note-taking tools affect student learning typically

find that students who choose to take notes on a computer perform worse on assessments

than students who take notes on paper (Artz, B., et al., 2017).

Kiewra (2002) further discussed how to embed note-taking strategies. Teachers must

first introduce a proven strategy to student’s, then sell the strategy, generalize the strategy,

and perfect it.

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Chapter 3

METHODOLOGY

This chapter presents the discussion on the research methodology of the study, the

subjects, sampling procedure, research instruments, and procedure of data gathering that will

be used for accurate data analysis and interpretation.

Research Setting

This study will be conducted in Liceo de Cagayan University Senior High School
Main Campus, Academic year 2019-2020.

Research Design

This study uses the descriptive and comparative method of research which describes

and determines the use of Cornell Note-taking in Improving Academic Performance.

Liceo de Cagayan University Senior High School Department Page 21

Respondents

The respondents of this research are the Grade 12- HUMSS five and six with a total

of 94 students.

Sampling Procedure

The researchers will use the purposive sampling procedure to get the fair treatment

to the students as they choose the respondents. Purposive sampling, also known as

judgmental, selective, o subjective sampling, is a form of non-probability sampling in which

researchers rely on their own judgment when choosing members of the population to

participate in their study.

Research Instruments

The researchers will use the Tally sheets. Tally sheets are also called check sheets,
is used as a form for collecting information through observation and counting. It is used to
count how often something has happened or will happen or to count items. Tally sheets can
be as simple as using a sheet of paper and pencil, or as complex as a computerized program.

Research Protocol

To ensure the quality and reliability of research findings, the High School student
researchers shall observe the following University Research Protocol.
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1. The researchers will seek approval from the adviser after careful assessment and
review of the research paper/ investigatory project manuscript.
2. The Grade school/High School Principal will approve the schedule for the defense
of the research proposal/investigatory project proposal after thorough assessment
and review of the final manuscript.
3. After the proposal defense, the researchers will accomplish the research ethics
Application Form and submit it to the Office of the Vice President for Research
Publication, and extension together with the approved research proposal.
4. The associate Director of the Research and Publication Office reviews the proposal
and Research Ethics form for completeness and for compliance with the University
format and guidelines. The research ethics form shall be forwarded to the Vice
President for Research, Publication, and Extension for further review and approval
of the Research Ethics Committee.
5. The researchers will write letters to secure permission from the College
Dean/Principal/Department Chairman/Director or Head of the Office where the
researchers plan to conduct study.
6. The researchers will secure the respondents’ will be assured that all their responses
would be treated with utmost confidentiality.
7. Provision of the final manuscript. The researchers will provide the adviser the copy
or the manuscript for assessment and review of the quality and relevance of the
paper prior to the scheduling of the final research presentation.
8. Once the paper is approved by the adviser, it will be forwarded to the research
coordinator for further review of the completeness of the paper. The coordinator
then meets with the principal for the scheduling of the paper presentation.
9. After the final paper presentation, the researchers shall incorporate all the
corrections and suggestions of the research panel. It will be reviewed by the adviser
and the panel members.
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10. After the paper is approved by the panel, it will be submitted to the office of the
Vice President for research, publication, and Extension for Plagiarism and
Grammarly Tests.
11. The researchers will forward the final paper to their assigned editor. After
incorporating all the corrections, the researchers shall submit the final paper to the
adviser and Research Panel for signature and approval for binding.
12. The researchers shall submit the soft bond copies and electronic copy of their final
paper of the Research Teacher/Adviser. The Research Teacher/Adviser shall
endorse the copies to the research coordinator.

Data Gathering Procedure

The researchers will write a letter and let it sign by the principal Select the 40 students
in each chosen sections of grade 12 HUMSS students’. Give them the tally sheets and let
them answer it .Gather all the questionnaires and make a graph showing a result.

Statistical Treatment

In statement of the problem number one, descriptive statistics will be used such as
the mean, standard deviation, frequency and percentage. For problem number two and three
will be the T-test.
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References:

Davoudi, M. (2015, May 28). The Impact of Cornell Note Taking Method
Instruction on Grammar Learning of Iranian EFL Learners. Retrieved from
https://pdfs.semanticscholar.org/8f56/ab830ec31e79c363e7bdade1293176c3c979.pdf

Borr, M. et al., (2012). The Impact of Cornell Note Taking Method on Students
Performance in a High School Family and Consumer Sciences Class. Retrieved from
https://s3.amazonaws.com/academia.edu.documents/37368154/v30no1Quintus.pdf?respon
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GoodNotes Blog (2018, May 9). The Best Note-Taking Methods for College
Students. Retrieved from https://medium.goodnotes.com/the-best-note-taking-methods-for-
college-students-451f412e264e

Boyle, J.R. (2007, May 1). The Process of Note Taking: Implications for Students
with Mild Disabilities. Retrieved from
https://www.researchgate.net/publication/254350486_The_Process_of_Note_Taking_Impl
ications_for_Students_with_Mild_Disabilities
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Boyle, J.R. & Forcheli G.A. (2014, April 16). Difference in the Note Taking skills
of Students with High Achievement Average Achievement and Learning Disabilities.
Retrieved from
https://www.researchgate.net/publication/263427522_Differences_in_the_note-
taking_skills_of_students_with_high_achievement_average_achievement_and_learning_di
sabilities

Aminifard, Y. & Aminifard A. (2012, July 28). Note Taking and Listening
Comprehension of Conversations and Mini-Lectures:Any Benefit?. Retrieved from
ttps://pdfs.semanticscholar.org/ab9d/ee33f1930cf09fb552019c3ad60140087dad.pdf

Boyle, J.R. (2001). Enhancing the Note Taking Skills of Students with Mild
Disabilities. Retrieved from (http://www.ldonline.org/article/6210/.

Artz, B., et al. (2017, September 13). Taking Notes in the Digital Age: Evidence

from Classroom Random Control Trials. Retrieved from

https://ssrn.com/abstract=3036455 or http://dx.doi.org/10.2139/ssrn.3036455

Boyle J.R. (2010, June 29) Note-Taking Skills of Middle School Students With and
Without Learning Disabilities. Retrieved from
https://journals.sagepub.com/doi/10.1177/0022219410371679
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Liceo de Cagayan University Senior High School Department Page 27

Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

(Introductory Paragraph)
This chapter presents
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Problem 1. What is the…

(Presentation of Tables, Figures, Discussion and Analysis of the Study)

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Chapter 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

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Summary

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Conclusions

(Answers the objectives; judgment of the findings; implications and contribution of the
research; what was accomplished / learned)
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Recommendations

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REFERENCES
(USE APA FORMAT

(Example).

Binutu, O.A. and B.A. Lajubutu.(1994).Antimicrobial potentials of some Plants

species of the Bignoniaceae family. Afr. J. Med. Med. Sci., 23: 269-273.

Press “TAB button”

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(Author)(Year) Title…
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APPENDICES

APPENDIX A

LETTER OF CONSENT

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Scanned original document/s

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Liceo de Cagayan University Senior High School Department Page 34

APPENDIX B

FIGURES AND PLATES

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APPENDIX C

SURVEY QUESTIONNAIRES

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APPENDIX D

TIMEFRAME
(Gantt Chart)
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Liceo de Cagayan University Senior High School Department Page 39

APPENDIX F

CURRICULUM VITAE

2x2 picture

executive look

Name:

Address:

Email Address:

ORCID no.
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Name of Father:

Name of Mother:

School Graduated:
Elementary
High School
College

Membership: