Comparing the Effectiveness of Note-taking versus Photo-taking in Retaining

and Recalling Information

Christine Anne Quezaine O. Lecaros
Vince Amiel L. Linayao

CHAPTER 1
BACKGROUND OF THE STUDY

In the age of technology, students have access to various methods of capturing information, including traditional note-
taking and the modern practice of taking photos. With the proliferation of smartphones, the debate on the effectiveness
of these methods in retaining and recalling information has become increasingly relevant.

Note-taking and photo-taking are two common methods individuals use to capture and remember information. Note-
taking, as defined by the study of Peverley (2019), is a widespread and crucial practice, encompassing the act of
recording information from lectures within classroom settings, while taking photos focuses on the idea of being attentive
and engaged, particularly towards the visual elements of the experience as stated by Diehl and Zauberman (2022). As
society grapples with these methods' effectiveness, research on this topic is essential.

While note-taking is widely regarded by educators as a fundamental aspect of formal classroom learning (Stacey &
Cain, 2015), the trend of taking photos of lecture materials and presentations is on the rise. Understanding which method
is more effective is crucial for educators and students alike, as it can impact learning outcomes and study strategies.

In this context, Mogpog National Comprehensive High School (MNCHS) of Marinduque, Philippines, with its diverse
student population, becomes an ideal setting for this study, with around 800 junior and senior high school students. To
bridge this gap, this study will compare the effectiveness of note-taking versus photo-taking in retaining and recalling
information for Grade 12 students.

By conducting a quantitative analysis, this research seeks to shed light on which method proves to be more efficient
for different types of information and learners. This study aims to provide valuable insights that can inform both
educational practices within the school and contribute to the broader understanding of effective learning strategies

STATEMENT OF THE PROBLEM

This study aims to compare the effectiveness of note-taking and photo-taking in retaining and recalling information.The
findings will include the following:

1. "How effective is note taking compared to photo taking in retaining and recalling information, and vice versa?"

2. "How does the method of information acquisition, in note-taking or photo-taking, affect students' ability to recall the
learned material?"

3. "What factors influence the effectiveness of note-taking or photo-taking in retaining information, such as attention
span and engagement level?"

4. "What are the specific types of information or subjects where note-taking proves more effective than photo-taking,
and vice versa?"

SCOPE AND DELIMITATIONS

This study will focus on comparing the efficiency of note-taking and photo-taking methods in retaining and
recalling information. The main respondents of this research will be Grade 12 students enrolled during the academic
year 2023-2024 at Mogpog National Comprehensive High School, located in the city of Mogpog, Marinduque province.
The research will be taking place at Mogpog National Comprehensive High School between October and December
2023.

SIGNIFICANCE OF THE STUDY

The researcher believed that the result of this study has significance to the following:
Students, this study will enable them to determine which is the most effective way of learning by retaining and recalling
information, either by taking notes or taking pictures of the lectures.

Teachers, this study will help them encourage their students on better and effective ways of learning.

Government, this study will inform policies, aid resource allocation, and support workforce development, fostering a
knowledgeable society.

Future Researchers, this study will offer valuable information and references for future researchers in their studies.

DEFINITION OF TERMS

The following terms are further defined operationally:

Comparing- looking at how two things, note-taking and photo-taking, work differently in helping students remember
information.

Note-taking- when students write down important information during class or from books to help them remember it
better.

Photo-taking- when students take pictures of their study materials, like slides or notes, to remember the information
visually.

Retaining- keeping the information that was gathered through note-taking or photo-taking in your memory for a while.

Recalling- remembering the information you've gathered through note-taking and photo taking and learned when you
need it

Grade 12- The grade level of the respondents.

Student- The current occupation of the respondents

Mogpog National Comprehensive High School- The school that the respondents are attending.

THEORETICAL FRAMEWORK

Social Learning Theory

Incorporating Albert Bandura's social learning theory into this study offers a nuanced perspective on the underlying
learning mechanisms. Bandura's theory, which emphasizes the importance of observation and modeling in learning
processes, provides a valuable lens through which to analyze the study's findings. Within this, students are viewed as
active participants who observe and model effective note-taking and photo-taking techniques demonstrated by their
peers or educational materials. These observed behaviors, influenced by social context, impact students' choices in
learning methods, ultimately affecting their information retention and recall. Positive outcomes and reinforcement from
successful strategies, in line with Bandura's concepts, strengthen students' confidence and self-efficacy in their chosen
method. By integrating Bandura's social learning theory, the research gains depth, exploring not only the effectiveness
of different techniques but also the psychological and social factors shaping students' learning preferences and
behaviors.
 Figure 1. Social Learning Theory Model
https://images.app.goo.gl/JwUF9BeFhKhZYmru8

CONCEPTUAL FRAMEWORK

This study uses the IPO as its conceptual paradigm.

INPUT PROCESS OUTPUT

• Comparing the • Level of
• xEffectiveness of
effectiveness of effectiveness of
note-taking
photo-taking and note-taking
compared to
note-taking in compared to
photo-taking in
retaining and photo-taking in
retaining and
recalling retaining and
recalling
information recalling
information
information and
• Analyzing how vice-versa.
• How the method
the methods
of information
(note-taking and • Method of
acquisition, in
photo-taking) information
note-taking or
affect the acquisition that
photo-taking,
students’ ability to affects the
affect students’
recall the learned student's ability to
ability to recall the
material recall the learned
learned material
material.
• Enumerating the
• Factors
factors influencing • Factors
influencing the
the effectiveness influencing the
effectiveness of
of note-taking or effectiveness of
note-taking or
photo-taking in note-taking and
photo-taking in
retaining photo-taking in
retaining
information retaining
information
information.
• Determining the
• Specific types of
specific types of • Specific types of
information or
information or information or
subjects where
subjects where subjects where
note-taking
note-taking the note-taking
proves to be more
proves to be more was proven more
effective than
effective than effective than
photo-taking, and
photo-taking, and photo-taking or
vice versa
vice versa vice versa.

Figure 2: Conceptual Paradigm of the Study

Figure 2 illustrates the study’s conceptual framework and the systematic approach demonstrated through the IPO
method. This identifies the inputs as study variables stated in the problem, outlines the processes detailing how inputs
are transformed into results and how the research questions are addressed, and presents the output, showcasing the
outcomes of the entire process.

CHAPTER 2
REVIEW OF RELATED LITERATURE

Comparing the Effectiveness of Note Taking and Photo Taking for Retaining and Recalling Information

When it comes to remembering things, some people like to write notes, while others prefer taking pictures. Writing notes
helps because it makes you think about the information and remember it better. It's like your brain gets a good workout.
Plus, you can organize your notes in a way that makes sense to you. On the other hand, taking pictures is quick and
handy, especially if you need to capture something visual, like a diagram or chart. Looking at the pictures later can help
you remember what you learned, but it might not be as effective as writing notes.
In the study conducted by Emily Litchy in May 2022, entitled: “The Effect of Note Taking on the Recall of Information,”
it found out that:

“When students were taught a note taking strategy, recall scores on a five-question quiz increased. Further, students
who took notes on paper tended to have better quiz scores than their digital note taking peers. Additionally, results of
the student perspective survey indicated that students have been taught a note taking strategy, but no longer use it.
Similarly, students revealed that they typically took notes by writing down a word-for-word definition of a new term. The
results of the study emphasize the importance of teaching students note taking skills rather than promoting encoding.”

In an article published by George Courus with the title “Taking Notes vs. Taking Picture of Notes; Which Wins?” he said
that “the ability to simply obtain information and recite it back is not necessarily learning as much as it is regurgitation.
I might better be able to retain the facts shared, but it doesn’t mean I understand them. On the other hand, if I am taking
a picture, putting it in my camera roll and doing nothing with that information, then really, what good is that? What is
important here is how you make your own connections for deep learning. Taking a picture is obviously much less time
consuming (why would not just give the information over in the first place?) than writing notes, so with the extra time,
the ability to do something with the information is where the powerful opportunities for learning happen.”

In another study conducted by researcher and Professor Annie Ditta that was published in the Journal of Applied
Research in Memory and Cognition, entitled: “What happens to memory for lecture content when students take photos
of the lecture slides?” In the first experiment, 132 university students were asked to take photographs of alternate
PowerPoint slides on their computer screens. Half took photos of the even-numbered slides; half took photos of the
odd-numbered slides. The presentations they were shown involved subjects with which it was assumed the mostly
psychology students would have little familiarity – printmaking, fencing, and cheese-making. For the 60-question fill-in-
the-blank test that followed, students were asked to recall information from both the slides and the spoken-word-only
portion of the teacher’s presentation. The first experiment found participants remembered the slide information
significantly better when they took a photo than when they did not. However, there was no difference in memory for the
spoken-word-only information.

In the second experiment, half of the 108 study participants could photograph their choice of slides, as long as they
photographed about half. The other half of participants were “yoked” to the first set of students, instructed to photograph
only the slides the others chose to photograph. Whether the students chose the slides they photographed, or whether
they were instructed to mimic others' photo-taking, both sets of students remembered slide-photographed content better
than non-photographed content. This time, however, they also experienced a benefit for remembering spoken-word-
only content.
Overall, the study found evidence for a photo-taking benefit in an online lecture and the students who take photos for
on-slide information without much cost to information that is only said.

In the end, the best method depends on what you're trying to remember. If it's something detailed or complex, writing
notes is a good bet because it helps you understand and remember better. However, if you need to capture visuals or
are short on time, taking pictures can be useful. You could even use both methods together – take pictures of visuals
and jot down a few notes to reinforce your memory. It's essential to figure out what works best for you and stick with it
to remember things more easily.

Impact of Information Acquisition Methods (Note-taking vs. Photo-taking) on Students’ Material Recall

When students acquire information through note-taking, they actively engage with the material. Writing down notes
requires them to process and understand the content, which strengthens their memory. The act of summarizing
information in their own words helps in comprehension and retention. When it's time to recall the learned material, the
mental effort invested during note-taking enhances their ability to remember key points. Retrieving information from their
handwritten notes strengthens the neural pathways, making it easier for them to recall and apply what they've learned
in various contexts.

On the other hand, when students rely on photo-taking to acquire information, the impact on their ability to recall the
material can be different. While capturing visuals can be convenient, the depth of engagement is often limited. Students
might not pay as much attention to the details when taking pictures compared to when they are actively processing
information through note-taking. When it's time to recall the learned material, relying solely on photos might make it
challenging to remember specific details or understand the context. However, if students review the photos and actively
reflect on them, it can aid in recall, although perhaps not as effectively as note-taking.

In the study conducted by Fe Ochotera, entitled: “Contemporary Use of Photographic Note-Taking Method: Support
Mechanism in the Learning Process,” she discussed and concluded that:

“Findings do suggest that the presence of mobile phones in schools should not be ignored. Findings do not discount the
possibility that mobile phones and other forms of technology could be useful in schools if their use is properly structured.
Apparently, photos might be useful as an aid for some learning styles. Students took pictures of notes because it saves
time. Some students cited that during class they like to listen to the discussion without the distraction of writing notes.
Definitely, teachers would rather have the students engaged in the lesson than busy taking notes. In fact, spending too
much time doing notes during class distracts students from grasping concepts their teacher is giving them. If the purpose
of a lecture is to engage individuals in an interaction with a teacher, who responds to their apparent ability to follow the
topic, then anything that masks over or interferes with their interactions is bound to be detrimental, that, of course,
includes other students. They also took pictures of the notes because they knew their phone was a safe place to store
material. They might lose paper, they reasoned, but they would not lose their phone. Perhaps the greatest benefit is
that digital note taking allows a student to carry all their notes around in their pocket. Undeniably, photos can be backed
up where binders and loose-leaf paper cannot. Some took photos because they wanted to capture exactly the manner
in which the teacher had noted information on the board. …. In that regard, the benefits of digital note taking are far
greater than the short-term benefits of writing notes by hand. One sure thing is that the old standby of paper and pen
is not going away any time soon, and it is also difficult to forego electronic note-taking altogether, photographic method
of note taking technique can be mixed with traditional college note taking, that is, big chunks of writing port to their cell
and smaller bits port to their pad. Possibly, the interaction of the two methods could lead to greater academic overall
performance.”

In essence, the method of information acquisition significantly influences students' ability to recall learned material.
Active engagement through note-taking enhances comprehension and strengthens memory, making it easier for
students to recall and apply the information. Photo-taking, while convenient, might require additional effort in reviewing
and reflecting to achieve similar levels of recall. Thus, encouraging active learning strategies like note-taking can
empower students to improve their ability to recall and retain the knowledge they acquire.

Factors Influencing the Effectiveness of Note-taking and Photo-taking in Retaining Information

The effectiveness of note-taking and photo-taking in retaining information is significantly influenced by factors such as
attention span and engagement level. A longer attention span benefits note-taking, allowing individuals to concentrate
on lectures or study material, capturing detailed and relevant information accurately. Actively engaging with the material
during note-taking fosters a deep understanding, enhancing retention through active processing, summarization, and
organization of information. Similarly, attention span affects photo-taking; a shorter attention span might result in hastily
captured images lacking context, making it challenging to comprehend the material later. Conversely, a longer attention
span enables individuals to frame photos effectively, ensuring that the captured images contain essential information
and serve as meaningful memory triggers during review.

In the study conducted by Hamisi Mfaume, Margareth Bilinga and Rose Mgaya, entitled: "From paper and pencil to
mobile phone photo note-taking among Tanzanian university students: Extent, motives and impact on learning", they
discussed and concluded that:

"From the findings, it is obvious that mobile phone note taking is a regular occurrence among students at DUCE, with
an incremental increase from year one to third year. The study also revealed that the practice does not significantly
differ based on students’ sex. A number of reasons have been revealed on the motives behind this practice, including,
students’ laziness, the speed of the lecturers, peer influences, disability and availability of technology among others.
The study also uncovered a number of impacts associated with the practice. It was reported that the practice affects
students’ cognitive and critical thinking abilities, handwriting speed and skills, and concentration during lecture sessions.
Worse enough students reported the risk of losing all the stored materials upon the loss of the device. "

Moreover, engagement level plays a pivotal role in both methods. Active engagement during note-taking enhances
comprehension and memory by reinforcing neural pathways. Actively processing information, summarizing key points,
and organizing thoughts while taking notes create a more profound connection with the material, aiding in better
retention. Similarly, engaged photo-taking involves analyzing visual content before capturing it, ensuring that the photos
serve as effective memory cues during subsequent review. Additionally, factors such as interest and relevance to
personal experiences influence the effectiveness of both methods. People tend to retain information better when they
are genuinely interested in the subject matter, making both note-taking and photo-taking more effective in such
situations. Furthermore, incorporating multisensory learning experiences, such as combining note-taking with active
listening or photo-taking with focused observation, enhances memory and retention. Lastly, regular review and reflection
on the captured notes or photos strengthen memory, making it easier to recall the learned information over time.

According to the study Joseph Siegel entitled: Factors Affecting Notetaking Performance, published on April 18, 2022:

"Notetaking can be challenging even when listening to and taking notes in one’s L1, as the notetaking act demands,
among others aspects, concentration, listening endurance, an active aural vocabulary, some knowledge of the lecture
genre, the capacity to prioritize information, and the ability to multi-task."

By being mindful of these factors and adapting note-taking or photo-taking techniques accordingly, individuals can
significantly enhance their ability to retain and recall information effectively.

When Note-taking Prevails Over Photo-taking and Vice Versa

In the realm of learning, note-taking and photo-taking serve as distinct tools, each uniquely suited for specific types of
information and subjects. Note-taking shines when tackling complex and intricate concepts, providing students with the
ability to break down convoluted information into manageable parts. This method proves invaluable for subjects like
advanced mathematics, philosophy, and theoretical sciences, where detailed notes aid in understanding and retaining
nuanced ideas. Additionally, note-taking excels in language-based learning, allowing students to process and internalize
textual information effectively. Subjects such as literature, history, and language studies benefit from the act of writing,
enhancing students' ability to analyze, summarize, and remember key details. Moreover, note-taking is ideal for subjects
involving sequences, steps, or processes, like computer programming or historical timelines, as it enables students to
organize information chronologically for better comprehension.

The results of the studies of J. Grego and Susan B. Trickett (2001) entitled: Note-Taking for Self-Explanation
and Problem Solving, suggests that taking notes emerges as a valuable overall learning strategy. "Experiment 1
presented correlational data suggesting that participants who took notes not only performed better than those who did
not but also continued to perform better even after they stopped taking notes."

On the other hand, photo-taking excels in capturing visual and spatial information, making it indispensable for subjects
such as art, geography, and architecture. Many memory researchers, such as Ally and Budson (2007), Anderson (2009),
Brady, Konkle, Alvarez, and Oliva (2008), Mintzer and Snodgrass (1999), Nelson, Reed, and Walling (1976), Shepard
(1967), Schacter, Israel, and Racine (1999), and Standing (1973), assert that pictures are typically better remembered
than words on recognition tests. This widely observed phenomenon is explained by Paivio's Dual Code Theory (Paivio
& Csapo, 1973). According to this theory, when pictures are studied, they evoke their corresponding verbal labels,
resulting in the storage of two distinct memory codes. In contrast, words do not automatically evoke mental images,
leading to a relatively impoverished memory representation. The redundant representation for pictures enhances their
retrieval or recognition compared to stimuli studied as words. However, it's common for memory experts to recall the
general phenomenon without always recalling the specific theoretical explanation for its occurrence.

In essence, note-taking is the method of choice for breaking down complexity, language-based learning, and handling
sequential information. In contrast, photo-taking excels in capturing visual intricacies, real-world examples, and field
study experiences. By understanding the specific requirements of each subject, students can leverage the appropriate
method, ensuring effective retention and engagement with the material, and ultimately enhancing their overall learning
experience