Utilization of iNOTE in Science Classroom

The study aimed to obtain observational data demonstrating the influence of the iNOTE note-taking strategy on students’ academic development. An experimental study was used as the research method and a quasi-experimental study as the research design. In carrying on quasi-experimental research, the researcher assigned the experimental and control treatments to the two classes. The classes were taught using a different strategy. The experiment class was treated by using the iNOTE as a note-taking strategy and the control class was taught using traditional notes. The research population was involving 60 students in the ninth grade of the SPA Curricular Program, in which purposive sampling was used to determine the sample. The class Shakespeare and Longfellow was determined as the research sample which consisted of 30 students from each class. The class Shakespeare was chosen as the experimental class because the mean score of its pre-test (9.67) was a little bit lower than class Longfellow’s score (10.47). A multiple-choice test was utilized as the research instrument, in which pre-test and post-test were conducted to gain data. The hypothesis analysis revealed that the p-value is 0.001, which means it rejected the Ho (Null Hypothesis) and accepted the Ha (Alternative Hypothesis). All the evidence implied that using the iNote note-taking strategy was effective or has an impact on the academic performance in the science of the ninth grade of the SPA Curriculum of the Jacinto P. Elpa National High School.