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CHAPTER 1
INTRODUCTION
Rationale of the study

Ever since, forgetting the important things and keywords that has a big part on the
lessons and exams is one of the problem that students have been encountering.
Reviewing class notes has a big impact to the students’ academic performance
(www.mindtools.com/pages/article/newISS_05.htm). Relearning immediately the
lessons can help the students recall all immediately what students have learned.
The student’s ability to recall all the lessons without reviewing notes is not
impossible, but students would remember only few of the information. To
remember what the students have learned over the long-term students should
move information from short-term memory into long-term memory. To make this
happen, students should review what they have learned. It takes time to commit
information to long-term memory, bad reviewing class notes help students to do
this. There are some students that time and place really matters when reviewing
notes. Every students has its own way and perspective when it comes to self-
educating. Thus, students prefer some styles when reviewing information such
listening music, the time and place where to review.

Despite popular opinion, note-taking has not disappeared. For some, note taking
is an outdated concept, but its significance in learning is relentless. “Researchers
found that if important information was contained in notes, it had a 34 percent
chance of being remembered. Information not found in notes had only 5 percent
chance of being remembered” (Howe, 1970, in Longman and Atkinson, 1999).
Studies have found note taking is most effective when notes are organized and
transformed in some way or when a teacher gives example of good notes. An
effective note-taking strategy requires effort. Half of the battle with students is
helping them understand the reasons for needing to take and interact regularly
with their notes. Students often tell teachers they have excellent memorization skill
and they don’t need to take notes because they can easily recall information. The
forgetting curve theory states “Information can be lost quickly over time if there is
no strategy or effort to retain it”. (Ebbinghaus, 1895).

The purpose of this study is to determine the positive and advantages of taking
down notes and to enhance the ability of the students to retrieve information they
have learned in a long-term memory. This study also give some strategies to the
students on how to take down notes effectively. This study also helps the students
to relearn the information they have gathered and recall immediately the important
terms or information. Thus, we conducted this study to improve the learning skills
of the students and enhance their strategy/skills to recall important notes they have
gathered. Organizing and rewriting your notes is another great way to review
information. This might seem a waste of time but it could be effective method for
reinforcing what you have learned. The act of rewriting and organizing notes helps
the students to clarify their understanding.

THEORETICAL BACKGROUND
Learning Styles Theory
According to James and Blank (as cited in Cooper, S. S., 2001) identify the
differences between personality trait and learning style as two separate
dimensions of style. Style is often defined in education as describing individual
differences in the context of learning (Cooper, L.W.2001). According to James and
Blank, learning style is considered to be cognitive in nature and concerns itself with
perceiving, thinking, problem solving, and memory specific to learning situations.
In contrast, personality trait is affective in nature and concerns itself with attention,
emotion, and valuing. Unlike learning style, personality trait is consistent
throughout environments and applies to all areas of one’s' life, not just learning.
Kolbs Theory
According to Kolb's (1981b, 1984) theory examined specific features of Piaget's
theories of development, based on the philosophy that learning encompasses two
dimensions: (a) processing active versus reflective and (b) perception of
information during the experience abstract versus concrete. He created a learning
style instrument that has become widely accepted and is used mainly with adult
populations, specifically in higher education (Mainemelis, Boyatzis, & Kolb, 2002;
Truluck & Courtenay, 1999).

Lengnick Hall and Sanders Theory
According to Lengnick-Hall and Sanders (1997) believe that by matching individual
differences and learning preferences to learning environments, practitioners create
more favorable outcomes. Subsequently, their research has identified
relationships between learning environments and student outcomes in the
classroom. On the other hand, findings provided by Baguio (2000) and Patterson
(n.d.) question the validity of learning style research as it applies to performance
criteria. Their research indicates no significant difference in achievement as it
relates to specific instructional environments.
In summary, Learning Style Theory

STATEMENT OF THE PROBLEM
This study aims to know the relationship of reviewing class-notes and test scores
of the students and their preferred styles in Asian Learning School for the school
year 2019-2020. It sought to answer specific questions:
What are the styles that the respondents prefer

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CHAPTER 1

Rationale of the study

(www.mindtools.com/pages/article/newISS_05.htm). Relearning immediately the

impossible, but students would remember only few of the information. To

information to long-term memory, bad reviewing class notes help students to do

listening music, the time and place where to review.

is an outdated concept, but its significance in learning is relentless. “Researchers

found that if important information was contained in notes, it had a 34 percent

chance of being remembered” (Howe, 1970, in Longman and Atkinson, 1999).

transformed in some way or when a teacher gives example of good notes. An

no strategy or effort to retain it”. (Ebbinghaus, 1895).

the students to clarify their understanding.

Learning Styles Theory

differences between personality trait and learning style as two separate

dimensions of style. Style is often defined in education as describing individual

differences in the context of learning (Cooper, L.W.2001). According to James and

perceiving, thinking, problem solving, and memory specific to learning situations.

emotion, and valuing. Unlike learning style, personality trait is consistent

According to Kolb's (1981b, 1984) theory examined specific features of Piaget's

theories of development, based on the philosophy that learning encompasses two

dimensions: (a) processing active versus reflective and (b) perception of

information during the experience abstract versus concrete. He created a learning

populations, specifically in higher education (Mainemelis, Boyatzis, & Kolb, 2002;

Truluck & Courtenay, 1999).

According to Lengnick-Hall and Sanders (1997) believe that by matching individual

differences and learning preferences to learning environments, practitioners create

more favorable outcomes. Subsequently, their research has identified

relationships between learning environments and student outcomes in the

(n.d.) question the validity of learning style research as it applies to performance

criteria. Their research indicates no significant difference in achievement as it

relates to specific instructional environments.

In summary, Learning Style Theory

year 2019-2020. It sought to answer specific questions:

What are the styles that the respondents prefer

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