Comparison Of Memory Retention In Note-Taking Practices Of Grade 12 Students From Dr Yanga's Colleges Inc.

This study examined the differences in short-term memory retention between handwritten and digital note-taking among Grade 12 students of Dr. Yanga’s Colleges, Inc. Using a quasi-experimental design, 25 purposively selected students were divided into two groups: handwritten note-taking (n = 14) and digital note-taking (n = 11). Participants viewed the same standardized instructional video and completed an immediate free-recall retention test. Data were analyzed using descriptive statistics, the Mann–Whitney U test, and Pearson correlation. Findings revealed that students who used digital note-taking obtained higher mean retention scores (M = 16.27) and greater recall accuracy (81%) compared to those who used handwritten notes (M = 11.43; 57%). Statistical analysis showed a significant difference in immediate retention between the two groups (U = 27.5, p = 0.003), indicating that digital note-taking was more effective for short-term recall. Furthermore, a very strong positive correlation (r = 0.83) was found between note quality and retention scores, suggesting that well-organized and comprehensive notes enhance memory retention regardless of modality. The findings highlight the importance of effective note-taking strategies and suggest that digital note-taking may provide advantages in immediate academic recall among senior high school students.