Science Notebook and Student Achievement in Biological Science in a State University

AUTHORS

Veminrose A. Clariza-Samuel & Lourdes N. Morano

ABSTRACT

Writing notes by students has been greatly influenced by technology. Is
keeping notebooks still relevant to record student learning, particularly in
science classes? This study aimed to determine the students’ achievement in
biological science exposed to structured/ guided use of science notebook and
to open/free use of science notebook in one semester. Ninety-five students
comprised the two treatment groups – the structured/ guided use of science
notebook and the open/ free use of science notebook. A researcher made
Test on Animal Organ Systems determined the students’ achievement. The
pre-test scores of students exposed to structured use of science notebook and
to open use of science notebook were “average”, while both groups obtained
“above average” scores during the post-test. There were significant differences
between the pre- test scores of students exposed to structured use and open use
of science notebook. The same was true in the post-test scores of students. A
higher mean was obtained by the structured use of notebook group. Significant
differences were observed in the pre-test and post-test scores of students
exposed to each use of the science notebook. Significant mean gain was
obtained by the group with structured use of notebooks. Students’ preparation
and exposure to structured use of notebooks have enhanced achievement in
biology; hence, it could be a learning material even among college students.

 

 

 

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