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Effect of Note Taking on Grade 12 Students' Academic Performance in Filipino Writing?

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Effect of Note Taking on Grade 12 Students' Academic Performance in Filipino Writing

Examining how different note-taking styles impact the academic performance of grade 12 students in Filipino writing. Uncover the preferred styles, resources used, and challenges faced.

1. What is your preferred style of note taking?

2. Which of the following resources do you use for note taking? (Select all that apply)

3. How often do you review your notes?

4. How confident are you in your note-taking skills?

5. Which of the following note-taking strategies do you employ? (Select all that apply)

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6. On average, how much time do you spend taking notes per study session?

7. How organized are your notes?

8. How often do you refer back to your notes when studying?

9. Which factors influence your choice of note-taking style? (Select all that apply)

10. Do you find that taking notes helps you understand the subject matter better?

11. Which of the following challenges do you encounter when taking notes? (Select all that apply)

12. How often do you review your notes before exams or assessments?

13. Which type of note-taking style do you believe is the most effective for your learning?

14. Do you believe that your note-taking habits have an impact on your academic performance?

15. How often do you seek clarification from the teacher or classmates regarding unclear or confusing notes?

16. Which of the following benefits do you associate with note taking? (Select all that apply)

17. How often do you update and revise your notes after class?

18. What motivates you to take detailed and organized notes?

19. How often do you use abbreviations or symbols in your notes?

20. Please share any additional comments or insights regarding note-taking in your Filipino writing class.

How Note Taking Impacts Academic Performance of Grade 12 Students in Pagsulat sa Filipino sa Piling Larangan

Note taking is often seen as a mundane task, but its importance cannot be underestimated. In the context of Filipino writing, effective note-taking techniques can significantly impact a grade 12 student's academic performance.

The survey titled 'Effect of Note Taking on Grade 12 Students' Academic Performance in Filipino Writing' aims to explore the relationship between note-taking styles and their influence on academic success.

To understand the preferences and habits of grade 12 students, the survey questionnaire utilizes a Likert scale to categorize responses. The Likert scale provides a range of options for participants to indicate their level of agreement or disagreement with various statements.

The survey begins by inquiring about the preferred style of note taking. Participants can choose from options such as the Cornell Method, Outline Method, Charting Method, Mind Mapping, and Sentence Method. This categorization allows for better analysis and comparison of results.

The questionnaire also delves into the resources used for note taking. Students are asked to select all applicable choices from a list that includes textbooks, lecture slides, handouts, online articles, and class discussions. This will help identify the primary sources of information for students when preparing their notes.

An essential aspect of note taking is the frequency of reviewing notes. This survey addresses this aspect, asking students to indicate how often they review their notes. Options range from 'never' to 'always,' providing a comprehensive understanding of student practices.

Confidence in note-taking skills is another factor that may influence academic performance. Participants are asked to rate their confidence level, which falls under categories like 'not confident at all' to 'extremely confident.'

Different note-taking strategies play a role in the learning process. Options such as highlighting important information, summarizing key points, drawing diagrams or visuals, using color coding, and creating flashcards are included in the survey. This categorization allows students to select the strategies they employ during note taking.

Time allocation for note taking is another aspect explored in the questionnaire. Students can indicate the average time spent taking notes per study session, ranging from less than 10 minutes to more than 45 minutes.

To measure the organization of notes, participants rate their note-taking organization level on a scale ranging from 'very disorganized' to 'extremely organized.' This will help determine if organized notes have an impact on academic performance.

Frequency of referring back to notes during study sessions is another crucial factor to consider. The options 'never,' 'rarely,' 'sometimes,' 'often,' and 'always' allow for an analysis of note utilization.

Various factors influence the choice of note-taking style, and students are asked to select all applicable factors from a list. These factors may include personal preference, the type of content being taught, teacher's recommendation, previous success with a particular style, and classroom environment.

The survey also addresses the perception of note-taking's impact on understanding the subject matter. Students are asked to rate their agreement with the statement, ranging from 'strongly disagree' to 'strongly agree.' This will determine the correlation between note-taking and subject comprehension.

Challenges faced during note taking are another aspect explored in the questionnaire. Students can select multiple challenges they encounter, such as fast-paced lectures, difficulty in prioritizing important information, improper or incomplete note-taking techniques, lack of focus during class, and handwriting speed.

The importance of reviewing notes before exams or assessments is highlighted in the survey. Participants can select from options ranging from 'never' to 'always' to indicate their review frequency.

A subjective question asks students to choose the note-taking style they perceive as the most effective for their learning. Options are the same as the earlier question on preferred note-taking style, allowing for a comparison between personal preference and perceived effectiveness.

Students are also asked to express their belief in the impact of note taking on academic performance, ranging from 'strongly disagree' to 'strongly agree.' This will help determine if students recognize the significance of their note-taking habits.

Clarification-seeking behavior is important, especially when notes are unclear or confusing. Students are asked to rate their frequency of seeking clarification from teachers or classmates, ranging from 'never' to 'always.'

The benefits associated with note taking are explored in the survey, with options like improved memory retention, enhanced understanding of concepts, better organization of thoughts, effective review for exams, and improved critical thinking skills. Students can select all applicable benefits.

The frequency of updating and revising notes after class is addressed in the questionnaire. Options range from 'never' to 'always,' providing insights into students' revision habits.

Motivation behind taking detailed and organized notes is another aspect explored. Students can select their motivation from options like the expectation of good grades, desire to understand the subject matter thoroughly, belief in the importance of effective note-taking, goal of creating a comprehensive study resource, and recognition of the value of reviewing notes.

Abbreviations and symbols are often used in notes, and the survey gauges the frequency of their usage by offering options ranging from 'never' to 'always.'

Finally, the survey allows students to provide any additional comments or insights they may have regarding note-taking in their Filipino writing class.

The survey findings will shed light on the relationship between note-taking styles and academic performance of grade 12 students in Pagsulat sa Filipino sa Piling Larangan. The insights gained from this research can guide educators and students in developing more effective note-taking strategies and enhancing academic success.