Effects of structured note-taking on concept retention in Grade 11 Physics: A quasi-
experimental study
email: jan_delrosario@basc.edu.ph
A B S T R A C T
Retaining Physics concepts continues to be a challenge for many learners because the discipline requires understanding abstract ideas, mathematical relationships, and interconnected principles. Students often experience difficulty sustaining understanding of foundational principles without structured instructional support. This study evaluated the effectiveness of structured note-taking as an instructional strategy in improving concept retention among Grade 11 students in Physical Science. A quasi-experimental design was utilized in which two intact classes were randomly designated as the experimental and control groups. Both groups underwent a validated assessment before and after a four week instructional period. The experimental group used note-taking templates incorporating graphic organizers, guided analytical formats, and structured summary components, whereas the control group participated in regular instructional practices. Analysis indicated both groups had comparable levels of performance prior to implementation of the strategy. Following the four-week instructional period, the experimental group exhibited substantial gains in concept retention, and post-test performance was significantly higher compared to the control group. The magnitude of the observed effects suggests a meaningful instructional benefit. The findings suggest that structured note-taking may support improved retention of Physics concepts in secondary classrooms. As a classroom-based and low-cost instructional strategy, structured note taking shows potential as a practical scaffold for strengthening students’ consolidation and retrieval of complex scientific content.