Effect of Doodle Note-taking on Recall and Retention in Science 10
DOI:
https://doi.org/10.5281/zenodo.19255267Keywords:
doodle note taking, recall and retention, science, quasi experimentalAbstract
Doodle note-taking is a visual note-taking strategy that combines words, drawings, symbols, and colors to help learners organize and understand information effectively. It allows students to represent ideas visually, making complex concepts easier to process, analyze, and remember during learning activities. Recall and retention refer to students’ ability to remember, understand, and retrieve learned scientific concepts over time. Strengthening these abilities is essential for improving students’ academic performance, particularly in subjects like Science where understanding and remembering key ideas are important. This study examined the effect of doodle note-taking on the recall and retention of Grade 10 students in Science. A quasi-experimental research design under the quantitative approach was employed to determine whether there was a significant difference between students’ pre-test and post-test scores after the use of doodle note-taking. The respondents of the study were 35 Grade 10 students from Section Fidelity of Maguikay National High School. A researcher-made two-page test questionnaire was used to gather data on students’ recall and retention before and after the intervention. The instrument obtained a Cronbach’s Alpha of 0.72, indicating that the test was reliable for measuring students’ performance. The collected data were analyzed using the t-test to determine if there was a significant difference between the pre-test and post-test results. The findings revealed a significant improvement in students’ post-test scores compared to their pre-test scores after the implementation of doodle note-taking. Thus, doodle note-taking proved to be an effective instructional strategy that enhances students’ recall and retention in Science 10 and contributes to improved learning outcomes, deeper understanding of concepts, and more active student engagement.
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