Impact of Notetaking on the Cognitive Level among BSBA Marketing Management Students at Gordon College

Aljon N. Tiqui; Joshua A. Daguro; Kymp L. Escobar; Nel Laurence W. Mendoza; Alexis R. Sarmiento; Jenny Babe O. Yalong; Joy Ann Ragasa; Roger Idos; Geraldine D. Raydanas

doi:10.55927/ajabm.v4i3.480

Authors

Aljon N. Tiqui Gordon College
Joshua A. Daguro Gordon College
Kymp L. Escobar Gordon College
Nel Laurence W. Mendoza Gordon College
Alexis R. Sarmiento Gordon College
Jenny Babe O. Yalong Gordon College
Joy Ann Ragasa Gordon College
Roger Idos Gordon College
Geraldine D. Raydanas Gordon College

DOI:

https://doi.org/10.55927/ajabm.v4i3.480

Keywords:

Notetaking, Retention, Cognitive, Comprehension, Working Memory Capacity

Abstract

This study aims to examine the impact of notetaking on cognitive level measuring through comprehension and retention among BSBA Marketing Management Students at Gordon College. The data gathered from 100 respondents were collected using a quantitative method. Stratified random sampling was used. The findings showed that while stock knowledge had a significant impact on retention, prior knowledge still strongly influenced retention. Metacognitive awareness and working memory capacity did not show substantial impacts. Although the notetaking format by itself does not ensure better cognitive outcomes, learning can be maximized by inputting strategies that increase engagement and activate past knowledge. To improve students' comprehension and memory retention in various academic settings, the study recommends incorporating interactive, structured notetaking techniques into education.

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