This study investigated which among conventional, structured and "camera-captured" notes, could enhance students` conceptual understanding on direct circuits. The study employed a quasi-experimental approach with pretest-posttest design. The purposive sampling method was used to select 99 senior high school participants. These participants were categorized into three groups: conventional, structured, and "camera-captured" note-taking groups. Pretest and posttest were administered before and after the experiment. Furthermore, participants were tasked to create reflective journals to substantiate the results. One-way ANOVA results revealed that the posttest performance of the groups was non-significant, implying that the note-taking methods have comparable effect towards student performance. This indicates that no method is more effective over the other. Moreover, dependent t-test showed that all of the groups registered significant gains from pretest to posttest. This further indicates that note-taking, in whichever method utilized, could enhance conceptual understanding of students towards direct circuits.
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