Impact of project Fruitful Learning in Note-Taking (FLINT) on learners’ performance in senior high school classes
Keywords:
Action Research, Cornell Note-Taking Method, Learner's Performance, Senior High School EducationAbstract
This classroom-based action research was conducted to act on improving the learning performance of students in Senior High School (SHS) classes with the implementation of Project FLINT (Fruitful Learning in Note-Taking) which carried out the utilization of Cornell Note-Taking Method (CNTM) to serve as the intervening teaching-learning strategy. Employing a combination of qualitative and quantitative designs, this study involved purposively sampled 98 SHS students. They answered content-based quizzes, which served as the primary quantitative research instrument administered every after accomplishing Cornell notes and surveys and reflections as supporting qualitative research tools. Consonant to the problems set, it was ascertained that Cornell Note-Taking impacts learners' performance positively. Noise, lack of English comprehension skills, and multitasking emerged as the top 3 problems in Cornell Note-Taking. Further, the learners' performance, which was observed to improve in the duration of the research, significantly relates to learners' Cornell Note-Taking skills. Project FLINT had undoubtedly provided a 'spark' for students as they have shown remarkable improvement in their learning. Hence, when such a learning experience is sustained, a 'fire' in learning or more positive results are expected.
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