Digital note-taking: An effective self-regulation tool in increasing academic achievement of Filipino students in a business mathematics online learning course

Abstract

Online learning is a relatively new but emerging approach in Philippine education. The approach's rise in popularity warrants an emphasis on self-regulated learning (SRL). Hence, the current study aimed to propose and assess an intervention using a digital note-taking application as an SRL tool for Business Math. Data collection included the administration of a pre-test and a post-test and weekly ratings of digital notebook usage. Two-way ANCOVA results suggest that skillful self-regulators consistently achieved more than naïve self-regulators. Hierarchal regression analysis results imply that learners with better digital notebooks are likelier to achieve more in the course. These results demonstrate the effectiveness of the SRL intervention used in the study. Furthermore, repeated measures of ANOVA results suggest that different groups of learners use their SRL tools differently. Despite the effect of SRL tools on achievement, higher achievers are not certainly better self-regulators than lower achievers.