The relative effect of simultaneous note taking and listening to the achievement of physics students

• Main Author: Camua Manalo, Buenafe B.
• Format: text
• Language: English
• Published: Animo Repository 1985
• Subjects: Listening; Note-taking; Physics > Study and teaching; Physics
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/87
• Institution: De La Salle University

This investigates the possible interfering effects of note taking. It is specifically designed to find out if students in physics will achieve more if they listen to the lecture first and take down notes later, or if they listen and take down notes at the same time. As secondary problems, the study also aimed at finding out which of these two methods is preferred by students. Also, it aimed at finding out what per cent of the variance in physics achievement is accounted for by the following independent variables: mental ability, weighted average obtained by a student during the semester prior to his being involved in the study, and the grade of the student in his previous or prerequisite physics course. The null hypothesis raised in the study is: There is no significant difference between the achievement of physics students who listen to the lecture first and take down notes later and physics students who listen and take down notes at the same time. Six classes of 50 students each were selected from among the 40 General College Physics II classes at the Mapua Institute of Technology before the start of the first semester of the school year 1984-1985. Three of these classes were used as the experimental group, that is, the students listened to the lectures first and took down notes later. The other three classes became the control group, that is, the students were allowed to listen to the lecture and take down notes at the same time, the way they used to. To minimize teacher's effect, only the researcher taught the six classes. She faithfully duplicated her lectures in each class to the smallest details. The two groups were given the same assignment, seat works, projects and comparable quizzes. They also performed the same experiments in the accompanying laboratory classes. Observers coming from the MIT Physics Department visited each class to help ensure that the researcher is not biased in her teaching. At the end of the semester, the six classes were given the same pre-validated achievement test all at the s