IMPACT OF NOTE-TAKING ON GRADE 12 HUMANITIES AND SOCIAL SCIENCES STUDENTS' CONCEPTUAL UNDERSTANDING AT IMMACULADA CONCEPCION COLLEGE

Abstract

The Impact of Note-Taking on the Conceptual Understanding of Grade 12 Humanities and Social Sciences Students

Note-taking plays a crucial role in enhancing the conceptual understanding of Grade 12 Humanities and Social Sciences (HUMSS) students. Effective strategies such as paraphrasing, organizing information, and connecting ideas contribute to better knowledge retention and academic success. Research suggests that note-taking fosters active listening, improves information processing, and enhances writing skills— all of which are essential for success in higher education and beyond. By engaging with course material through structured notes, students can develop critical thinking and comprehension skills that support long-term learning. This study aimed to examine the impact of note-taking on the conceptual understanding of Grade 12 Humanities and Social Sciences (HUMSS) students at Immaculada Concepcion College. A quantitative research approach was employed using a descriptive research design. The study involved 237 HUMSS students selected through convenience sampling. Findings revealed that note-taking had a significant positive effect on students' conceptual understanding. Participants consistently perceived note-taking as beneficial for information processing, writing performance, and the comprehension and retention of information. The weighted mean scores across these aspects ranged from 3.40 to 3.44, indicating that students "always" found note-taking helpful. The study identified a strong positive correlation (r = 0.78776, p < 0.00001) between note-taking and conceptual understanding, reinforcing the effectiveness of note-taking as a strategy for enhancing students' comprehension of complex concepts in the Humanities and Social Sciences. These findings provide empirical support for the constructivist approach to learning, highlighting the significance of active engagement and the development of critical thinking skills through structured note-taking. The findings of this study contribute to the existing body of literature on the impact of note-taking on academic performance, particularly within the context of Humanities and Social Sciences education in the Philippines. The results can help inform educational policies and teaching practices aimed at enhancing learning experiences and improving the academic achievement of HUMSS students.