i

INTERACTIVE SCIENCE NOTEBOOK AND ACADEMIC

PERFORMANCE OF GRADE 11 ABM STUDENTS IN

BESTLINK COLLEGE OF THE PHILIPPINES

A Thesis
Presented to the Faculty of the
College of Teacher Education
Bestlink College of the Philippines

In Partial fulfillment of
the Requirement of the Degree
Bachelor of Science in Secondary Education
Major in Science

RAIZALYN PAULA A. BATALLA

JHUANA MARIE C. CRIS

EVAN NICOLE S. CUNANAN

LYSANDER SASING

DENZEL B. SORIANO

October 2024
 ii

APPROVAL SHEET

This thesis entitled INTERACTIVE SCIENCE NOTEBOOK AND

ACADEMIC PERFORMANCE OF GRADE 11 ABM STUDENTS IN
BESTLINK COLLEGE OF THE PHILIPPINES prepared and submitted
by Raizalyn Paula A. Batalla, Jhuana Marie C. Cris, Evan Nicole S.
Cunanan, Lysander Sasing, and Denzel B. Soriano in partial fulfilment
of the requirements for the degree of Bachelor of Science in Secondary
Education, Major in Science has been examined and is recommended for
acceptance and approval for Oral Defense.

ROBIN S. RAMOS, Ph. D

Adviser

THESIS REVIEW PANEL

Approved by the Committee on Oral Examination with a grade of: 1.50

RANDY R. BINAG, MATS ELVIN A. JANSOL, MATS

Member Member

JOY EVELYN A. IGNACIO, Ph. D

Chairperson
Accepted and approved in partial fulfilment of the requirements for

the degree of Bachelor of Secondary Education, Major in Science.

MILAGROS O. LUANG, Ed. D

Dean, College of Teacher Education

Date of Final Defense: October 2024

 iii

ACKNOWLEDGEMENT

The researchers would like to express their heartfelt thanks and

gratitude to the following persons who one way or another has

contributed much, and extended willingness and support needed make

this research possible:

Dr. Maria M. Vicente, President/CEO of Bestlink College of the

Philippines, for her generosity and a kind heart in founding this university

and providing opportunity for underprivileged students to complete their

studies and pursue their ambitions;

Ms. Edith M. Vicente, Executive Vice President, for giving the

information required to perform this research;

Dr. Charlie I. Cariño, Vice President for Academic Affairs, for his

assistance and encouragement in order to complete this thesis;

Engr. Diosdado T. Lleno, Vice President for Administration and

Finance, for his words of encouragement and wisdom;

Dr. Milagros O. Luang, Dean of College of Teacher Education, for

her thorough evaluation and extremely important comments that

benefited the study process;

Dr. Robin S. Ramos, thesis adviser, for his patient guidance in

leading the researchers through the writing of this manuscript;

 iv

Mr. Reynold R. Bangalisan, the statistician, for his suggestions

and recommendations for our statistical tools and the utilization of our

formula.

Ms. Helen G. Balinas, the grammarian, for her expertise in the

English medium that made our research grammatically correct.

Respondents, who collaborated and spent time filling

questionnaires, making this research feasible;

Families and Friends for all the financial and spiritual support that

has allowed the researchers to overcome obstacles and problems during

times of crisis, which serves as our inspiration to complete this study;

Panelists, Ms. Joy Evelyn A. Ignacio, Mr. Randy R. Binag, and

Mr. Elvin A. Jansol who put in the effort and time to critique our research

thesis and share their knowledge with us to expand and broaden our

needed information; and

Above all, to our Almighty God, for the strengths and knowledge

to conduct this research.

THE RESEARCHERS
 v

DEDICATION

This study is wholeheartedly dedicated first and foremost to the

researchers, for executing dedication, time, effort, motivation, sacrifices,

and courage to make this conducting study fruitful and successful piece

of work.

To our parents who have been an inspiration and gave us strength

when we thought of giving up, which continually provide their moral,

spiritual, emotional, and financial support.

To each sibling and circle of friends who shared their words of

advice and encouragement to finish this study.

To the research advisers and professors, for extending help giving

guidance, supervision, time and wisdom to the researchers in conducting

this study.

And lastly, above all, to our Almighty God, for giving guidance,

strength, power of mind, protection, skills, and for giving us healthy life.

All of these we offer to you

THE RESERCHERS
 vi

ABSTRACT

Title: INTERACTIVE SCIENCE NOTEBOOK AND

ACADEMIC PERFORMANCE OF GRADE 11 ABM

STUDENTS IN BESTLINK COLLEGE OF THE

PHILIPPINES

Authors: Batalla, Raizalyn Paula A

Cris, Jhuana Marie C.

Cunanan, Evan Nicole S.

Sasing, Lysander

Soriano, Denzel B.

Degree: Bachelor of Science in Secondary Education

Major: Science

Date of Completion: October 2024

This study explores the relationship between the use of Interactive

Science Notebooks (ISNs) and the academic performance of the Grade

11 ABM students at Bestlink College of the Philippines. The research

employs a descriptive-correlational design to evaluate how ISNs impact

 vii

various academic outcomes, including retention, creative thinking, and

critical thinking. Data was collected from 37 student respondents through

survey questionnaires and analysis were conducted using tools such as

frequency, mean, Pearson R, ranking, and Z-tests. to assess their

experiences with ISNs.

This study explored the relationship between Interactive Science

Notebooks (ISNs) and the academic performance of Grade 11 ABM

students at Bestlink College of the Philippines. Findings revealed that

most students are familiar with ISNs, with 78.38% understanding their

purpose and 75.68% confident in their usage. ISNs positively impacted

key areas of learning, including retention, creative thinking, and critical

thinking. Students link new knowledge to prior lessons and use ISNs as

effective study tools. Retention scores (mean: 4.08) demonstrated that

students effectively recalled concepts and used ISNs for test preparation.

In creative thinking (mean: 3.91), students personalized their notebooks

with drawings and analogies, fostering innovative learning strategies.

Critical thinking also improved (mean: 3.91) as students analyzed data

and formulated questions, though argumentation skills require further

development.

Academically, ISNs enhanced students’ written output (mean: 4.05), with

clear organization and strong subject comprehension. Classroom

 viii

engagement (mean: 4.04) was high, marked by active participation and

collaboration. Periodical exam performance (mean: 3.99) benefited from

effective study habits and retention of critical concepts. A strong positive

correlation (r = 0.7445) between ISN usage and academic performance

confirmed their effectiveness in promoting better learning outcomes.

However, challenges were identified, such as difficulty maintaining

consistency, poor organization, and a lack of understanding of ISNs’

benefits. Students face difficulties in maintaining consistency,

understanding ISN benefits, and organizing notebooks effectively.

Technical issues and the complexity of the notebook format further

hindered their utility. To address these challenges, the study

recommended targeted training, simplified templates, and support

sessions to improve ISN usage. Additionally, integrating ISNs across

subjects, providing teacher training, and focusing on activities that are

enhance critical and creative thinking were suggested to maximize their

impact.

Overall, ISNs proved to be an effective educational tool, promoting

retention, creativity, critical thinking, and academic success. Despite

some challenges, addressing these through targeted interventions can

enhance the benefits of ISNs, making them a valuable resource for

improving student learning experiences and outcomes.

 ix

TABLE OF CONTENTS

PAGE

TITLE i

APPROVAL SHEET ii

ACKNOWLWDGEMENT iii

DEDICATION v

ABSTRACT vi

TABLE OF CONTENTS ix

LIST OF TABLES xi

LIST OF FIGURES xiii

LIST OF APPENDICES xiv

Chapter

1 INTRODUCTION
Introduction 1

Background of the Study 3

Review of Related Literature and Studies 5

Conceptual Framework 11

Statement of the Problem 12

Hypothesis 13
 x

Significance of the Study 14

Scope and Delimitation 15

Definition of Terms 16

2 METHODS

Research Design 18

Respondents 19

Sampling Technique 19

Instruments 20

Construction and Validation of Instrument 22

Administration and Retrieval of Instruments 22

Statistical Treatment 23

3 RESULT

Result 26

4 DISCUSSION

Summary of findings 57

Conclusion 67

Recommendation 71

REFERENCES

APPENDICES

CURRICULUM VITAE
 xi

LIST OF TABLES

Table Page

1. Assessment on Students knowledge about ISN 27

2. Effects of Interactive Science Notebook in 29

terms of retention

3. Effects of Interactive Science Notebook in 32

terms of Creative thinking

4. Effects of Interactive Science Notebook in terms 35

of Critical thinking

5. Summary of effect of Interactive 37

Science Notebook

6. Level of Academic performance in terms of 39

written output
 xii

7. Level of Academic performance in terms of 42

Classroom engagement

8. Level of Academic performance in terms of 45

periodical examination

9. Summary of level of Academic performance 47

10. Test Relationship between Interactive Science 49

Notebook and Academic Performance

11. Analysis of difficulties encountered by the 51

the students
 xiii

LIST OF FIGURES

Figure Page

1. Conceptual Framework 11
 xiv

LIST OF APPENDICES

Appendix A Letter Permits to Gather Data

Appendix B Letter to the Respondents

Appendix C Letter to the Strand Head

Appendix D Letter to the Principal

Appendix E The Survey Questionnaire

Appendix F Documented Photos

Appendix G Documented Photos During the Data Gathering

Appendix H Certificate of English Editing

Appendix I Grammarian’s Curriculum Vitae

Appendix J Statistician’s Certification

Appendix K Statistician’s Curriculum Vitae

Appendix L Research Adviser’s Curriculum Vitae

 xv

Appendix M Researchers’ Curriculum Vitae

 1

Chapter 1

INTRODUCTION

An interactive science notebook (ISN) is an educational tool

designed to help students actively engage with and organize their science

learning. Unlike traditional notebooks, which may primarily serve as a

place for writing and note-taking, an interactive science notebook

incorporates a variety of interactive elements that encourage hands-on

learning and critical thinking.

Typically, an ISN combines traditional note-taking with creative and

analytical activities. This might include:

 Foldables and Pop-Ups: These are three-dimensional elements

that students create and use to organize information in a visually

engaging way.

 Diagrams and Charts: Students can draw and label diagrams,

creating visual representations of scientific concepts.

 Graphic Organizers: These tools help students structure

information and make connections between different ideas.

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 Hands-On Activities: Space for recording observations from

experiments or interactive simulations.

The purpose of an ISN is to make science learning more dynamic and

personalized. By actively constructing their notebooks, students can

better understand and retain scientific concepts. It also provides a

valuable reference that they can revisit and add to over time. Overall,

interactive science notebooks foster a deeper engagement with the

subject matter, making science more accessible and enjoyable.

Interactive science notebooks (ISNs) support students' learning

and academic performance by fostering active engagement and reflective

practice. Recent studies have shown that ISNs help students internalize

scientific concepts more effectively through hands-on activities and visual

organization (Ponce, 2022). By integrating interactive elements such as

foldables and graphic organizers, ISNs cater to various learning styles

and encourage students to take ownership of their learning process,

which enhances both comprehension and retention (Smith & Davis,

2021). Additionally, the iterative nature of ISNs, where students

continuously update and review their notes, promotes deeper

understanding and long-term memory (Johnson et al., 2023). This active

learning approach not only improves academic outcomes but also

increases student motivation and engagement in science (Lee, 2023

 3

Background of the Study

The global advancement of technology demands countries to

enhance different aspects of society. Countries have been encouraged to

improve and enhance their educational system to keep up with this fast-

changing state of affairs. Creating a well-established and science-literate

society that can face the challenge of science-based future careers is

ideal for achieving development. However, some countries are struggling

to cope with these changes. In the recent assessment conducted by PISA

2022 ( OECD PISA 2022 Results Factsheet ), Filipino learners aged 15

years old were assessed about their knowledge and skill in mathematics,

reading, and science. The scores show no significant improvement from

the country's performance in 2018, exhibiting low proficiency in the

categories.

The role of teachers is essential in the success of acquiring

knowledge. Bartmann and Bartmann (2023) emphasize the benefit of

teaching with a positive attitude, influencing students to cope with daily

challenges, and motivating and encouraging students to be more

enthusiastic in learning by setting attainable goals. Despite that, being

equipped with different pedagogical approaches that suit the student's

learning style and appropriate use of assessment. The learning facilities

 4

and learning environment that the teacher establishes is also vital to the

student's success in acquiring knowledge (Fajardo et al., 2019).

It is undeniable that note-taking is very useful in the learning

process. The Interactive Science Notebook took some acknowledgment

due to its effects on the learning process. The Learning Accelerator 2021

has enlisted the reasons to utilize Interactive Notebooks and explains why

it is beneficial for students and teachers to use Interactive notebooks.

Unlike regular notebooks, the different sides of the notebooks

serve different purposes. The right side of the notebook contains the

teacher's input that the student wrote, and the left side is for

the students wherein they can illustrate, interpret, and administer

scientific concepts based on their understanding. In that way,

students are expected to extend their knowledge and boost their interest

in learning different science concepts.

The research entitled " Interactive Science Notebook and

Academic Performance of Grade 11 ABM Students in Bestlink College of

the Philippines " aims to identify the significant relationship between the

Interactive Science Notebook and the Academic Performance of Grade

11 ABM students in Bestlink College of the Philippines and to sully

utilize the study and formulate guidelines that help improve the academic
 5

performance of the Grade 11 ABM students in Bestlink College of the

Philippines.

Review of Related Literature

This chapter presents the relevant literature studies that the

researchers considered in strengthening the claim and importance of the

present study. This research is primarily focused on the relationship

between Interactive Science Notebook and the Academic Performance of

Grade 11 ABM students at Bestlink College of the Philippines.

Interactive Science Notebook

An Interactive Notebook is an information-processing tool that

provides a framework for students to be independent critical thinkers

(AVID for Higher Education, 2018). It allows students to synthesize their

thoughts and unleash different process skills. Yeşilçelebi Bıyık, B., &

Şenel, E. A. (2019) present a study that identifies the effect of science

notebooks on academic achievement, scientific process skill, and

retention level of primary students. Associating the application of science

notebooks had a factor in developing retention of learning that allows for

storing, recalling, and organizing information in long-term memory. Tutal,

Ö (2023) exhibited results regarding academic achievement and learning

retention on investigating the impact of using Context-Based Learning on

 6

different science courses on educational levels. It showcased results in

educational levels that having personal connections to the learning

process creates good retention of the information.

With an emphasis on developing thinking skills that 21st-century

learners should possess, it is a demand for educators to seek different

pursuits that encourage higher-order thinking skills. Dakang et al. (2021)

recommend the utilization of an Interactive Notebook with a feedback

strategy as they find the capability of an Interactive notebook to enhance

process skill acquisition. Thinking skills are essential in learning as they

enable individuals to process information, learn, reflect, analyze, create,

organize experiences, and apply knowledge. In teaching science, it is

essential to develop Creative and Critical skills. According to Taher

(2022), the Interactive Science Notebook was implicit in developing

creative thinking skills by exposing insights students can construct

knowledge with the help of scaffolded learning. Taher (2022) also stated

that the integration of ISN allows the students to think critically to make

informed decisions and facilitate creative learning.

Possessing mastery of their subject matter and pedagogical

knowledge is more capable of innovatively improvising and flexibly

altering the instructions that are more suitable to the classroom

situation. This adjustment that the teachers adapt promotes effective

 7

communication in a manner that the students can comprehend easily. In

addition, Malacapay (2019) emphasizes the importance of differentiating

instructions concerning the student's learning styles, to be able for

teachers to teach more efficiently and effectively, they must first identify

the different learning styles of the students so that they can modify the

content of their lessons that is much more suitable for the students.

Differentiating instructions based on the student's learning style allows

them to obtain learning information effectively as it matches their

comprehension and other cognitive process. Their study finds that

students' learning styles have no significant relationship to their academic

achievement they identify that learners learn best when the instructions

used by the teachers match their learning styles.

Academic Performance: An Analysis of Written Output, Classroom

Engagement, and Periodical Exams

Understanding academic performance involves examining various

aspects of a student's educational experience. Three fundamental

dimensions are written output, classroom engagement, and periodical

exams. Each plays a distinct role in shaping academic success and

providing insight into a student's learning process. Recent studies have

shed light on how these dimensions interrelate and impact academic

performance.
 8

Written Output

Written output encompasses essays, research papers, and other

written assignments that reflect a student’s ability to express and apply

knowledge. Recent research emphasizes the importance of written

assignments in assessing and developing students’ analytical and

communication skills. For instance, a study by Hartley and Branthwaite

(2019) found that high-quality written output is closely linked to students'

depth of understanding and ability to organize and present ideas

coherently (Hartley & Branthwaite, 2019). Written assignments not only

evaluate comprehension but also serve as a critical tool for developing

critical thinking and writing skills.

Moreover, feedback on written assignments is crucial for academic

development. According to Carless (2020), constructive feedback helps

students understand their strengths and areas for improvement, thereby

enhancing their overall performance (Carless, 2020). The iterative

process of drafting and revising based on feedback allows students to

refine their ideas and improve their writing skills, which is vital for

academic success.

Periodical Exams
 9

Periodical exams are structured assessments that evaluate

students’ understanding of the material covered over specific periods.

They provide a standardized measure of academic performance and are

essential for tracking progress. A study by Zhang et al. (2022) found that

periodical exams serve as effective tools for assessing students' retention

and application of knowledge, emphasizing the role of regular

assessments in academic success (Zhang et al., 2022).

The performance in periodical exams often reflects a student’s

preparation, understanding, and ability to perform under timed conditions.

Effective study habits, time management, and test-taking strategies are

critical for success in these exams. According to a recent study by Kim

and Park (2023), students who develop strong study routines and

manage their time effectively are more likely to achieve higher scores on

periodical exams, which in turn contributes to their overall academic

performance (Kim & Park, 2023).

Interrelation of Dimensions

The interrelation between written output, classroom engagement,

and periodical exams is significant. Engagement in classroom activities

can enhance students' ability to produce high-quality written assignments

and perform well in exams. For instance, active participation in class

discussions often leads to a better understanding of the material, which

 10

translates into improved written output and exam performance.

Conversely, strong performance in written assignments and exams can

boost students’ confidence and engagement levels, creating a positive

feedback loop.

Recent research underscores this interconnectedness. A study by

Schraw and Moshman (2022) highlights that students who perform well in

exams and assignments are more likely to engage actively in class as

their confidence and understanding of the material grow (Schraw &

Moshman, 2022). This cyclical relationship illustrates how improvements

in one dimension can positively impact the others, leading to overall

enhanced academic performance.

Academic performance is influenced by various dimensions, including

written output, classroom engagement, and periodical exams. Each

component provides valuable insights into a student’s learning process

and academic success. Recent studies have demonstrated the significant

role each dimension plays and their interrelated nature. By understanding

and addressing these components, educators, and students can work

together to enhance academic achievement and foster a more effective

learning environment.

Interactive notebooks, particularly in science education, have

emerged as transformative tools for enhancing learning outcomes.

 11

Amoudi and Tbaishat (2023) explored the use of interactive notebooks in

graduate courses, highlighting their efficacy in fostering critical thinking

and active engagement. Their findings suggest that these notebooks

serve as structured frameworks, encouraging students to personalize

content, reflect critically, and establish deeper conceptual understandings.

Similarly, Salame et al. (2024) emphasized the role of structured note-

taking in improving memory retention and academic performance. Their

study underscores the importance of organizing information

systematically, which helps learners internalize complex ideas.

The pedagogical benefits of Interactive Science Notebooks (ISNs)

extend to promoting creativity and critical thinking. According to Taher

(2022), ISNs provide students with opportunities to construct knowledge

creatively through scaffolded activities like diagramming, questioning, and

applying scientific concepts to real-world scenarios. This interactive

approach aligns with findings by Lee (2023), who observed increased

motivation and engagement among students using ISNs due to their

ability to cater to diverse learning styles.

Moreover, ISNs are recognized for their role in retention and

academic performance. Ponce (2022) reported that the iterative nature of

ISNs allows students to revisit and reinforce concepts, aiding long-term

retention. Johnson et al. (2023) found that ISNs encourage systematic

 12

data recording and analysis, fostering critical thinking skills necessary for

scientific inquiry. These tools also contribute to academic success by

linking theoretical knowledge to practical applications, as noted by Smith

and Davis (2021), who observed improved classroom participation and

written output among students utilizing ISNs.

Challenges associated with ISN implementation, such as

maintaining consistency and understanding their benefits, were also

identified. Addressing these issues, Amoudi and Tbaishat (2023)

recommend providing clear guidelines and regular feedback to optimize

the utility of interactive notebooks. This approach ensures that students

not only engage with the material but also develop effective study habits

and organizational skills, which are crucial for academic achievement.

These studies collectively underscore the multifaceted advantages

of ISNs in fostering academic growth, critical thinking, and creativity, while

also highlighting the need for tailored interventions to address

implementation challenges.
 13

Conceptual Framework

This study is structured by a conceptual model based on the

Combo’s System Approach, which consists of three frames, the INPUT -

PROCESS - OUTPUT.

INPUT PROCESS OUTPUT

1. Grade 11 ABM students The significance in the

have knowledge about relationship of interactive
Data collection of the science notebook and
interactive science notebook
respondents academic performance of
2. Use of interactive science grade 11 students
Descriptive-correlational
notebook affect the grade 11
design Guidelines on Utilization of
ABM students in terms of ,
Interactive Science
retention, creative thinking Purposive sampling Notebook
and critical thinking technique

3. Grade 11 ABM students Instrument used: Survey

perform academically in Questionaire
terms of written output,
classroom engagement aand Statistical treatment of data
periodical examination.

4. Significant relationship
betweeen interactive
science notebook and
academic performacece of
grade 11 ABM students

5. Dificulties encountered by
the grade 11 ABM students
and solution undertaken

6. Guidelines proposed in
utilizing interactive science
notebook in improving
academice performance of
the respondents

Figure 1: Conceptual paradigm

 14

The input stage in frame 1, focuses on the basic knowledge about

Interactive Science Notebook and Review of Related Literature Studies.

The process stage in frame 2, focuses on Distribution of materials,

implementation of Interactive Science Notebook, administration of the

questionnaire and the statistical analysis and interpretation of data. This

stage mainly focuses on gathering the data of the respondents.

The output stage in frame 3, takes notice about how students can

utilize Interactive Science Notebook efficiently to enhance their academic

performance.

Statement of the Problem

This study aims to determine the Relationship of Interactive

Science Notebook and the Academic Performance of Grade 11 ABM

students in Bestlink College of the Philippines.

1. Does the Grade 11 ABM students have knowledge about what is an

Interactive Science Notebook?

2. How does the use of Interactive Science Notebook affect the Grade

11 ABM students in terms of:

2.1 retention;

2.2 creative thinking; and,

2.3 critical thinking?

 15

3. How does the Grade 11 ABM students perform academically in

terms of:

3.1 written output;

3.2 classroom engagement; and

3.3 periodical examination?

4. Is there a significant relationship between Interactive Science

Notebook and Academic Performance of Grade 11 ABM students?

5. Is there any difficulties encountered by the Grade 11 ABM students

and solution undertaken?

6. Base on the finding of the study, what guidelines may be proposed in

utilizing Interactive Science Notebook in improving Academic

Performance of the respondents?

Hypothesis

To determine the relationship of Interactive Science Notebook and

Academic performance of Grade 11 ABM students, this study tested a

hypothesis.

Hø: There is no significant relationship between the Interactive Science

Notebook and Academic Performance.

H1: There is a significant relationship between Interactive Science

Notebook and Academic Performance.

 16

Significance of the Study

This study lies on understanding the relation between Interactive

Science Notebook and Academic Performance of Grade 11 ABM students

in Bestlink College of the Philippines. This study aims to determine the

significance of its relation and its potential to enhance the student’s

academic performance by utilizing Interactive Science Notebook. This

study may be crucial to the following:

Students. This study will be most beneficial to the students, as it

allows them to explore their learning styles, scientific concepts, and

improve their performance. This study may also help the students to

further develop a study habit.

Teacher. This study may benefit the teacher in terms of keeping

the student’s own record. Also in helping the students boost their interest

in learning science topics.

Administration. They will gain more information regarding the

effectiveness of using the interactive Science Notebook as a learning

material be provided to school officials and can be implemented to

improve student’s academic performance.

 17

Future researchers. This will provide a framework for exploring

similar studies in different educational contexts and will be their guide in

conducting study.

Scope and Delimitation

The study focuses in the correlation of Interactive Science

Notebook and Academic Performance of Grade 11 Accountancy and

Business Management (ABM) students enrolled in Bestlink College of the

Philippines. Statistical analysis will be conducted to determine the relation

of Interactive Science Notebook and Academic Performance.

The respondents are the Grade 11 ABM students in Bestlink

College of the Philippines, both male and female students during the

school year 2024-2025. The school is located at Lot 762 Cor. Topaz St.

and Sapphire St., Millionaire’s Village, San Agustin, Novaliches, Quezon

City

Utilization of Interactive Science Notebook incorporates variety of

concepts and learning styles of the students. The researchers will

evaluate the relation of Interactive Science Notebook and the Students

Academic Performance in terms of engagement, retention, critical

thinking, creative thinking, written output and periodical exam and their
 18

difficulties. Data collection involves a survey checklist to identify their

understanding and experiences.

This study is limited to other educational institutions, programs, or

geographical locations. The study will solely include Grade 11 ABM

students in Bestlink College of the Philippines. The data collection will be

conducted within a specific time frame determined by the researcher,

which limits the study's scope to a particular time. The study will be

conducted in English, which may limit the participation of students with

language barriers hence, the cultural language of the Philippines will be

considered.

Definition of Term

Here are some operational definitions of the words to help you

better understand the study:

Academic Performance: This refers to students' overall

achievement in academic tasks such as written assignments, classroom

participation, and performance on periodical exams. In the context of

ISNs, academic performance is influenced by how well students engage

with and utilize the interactive elements to understand and retain scientific

concepts.
 19

Creative Thinking: involves personalizing an Interactive Science

Notebook to match the learner's style, including visual aids like mind

maps and illustrations, and using creative layouts and color-coding. This

approach encourages critical self-exploration, visualization, and

innovative problem-solving, demonstrating the student's ability to adapt

content and engage with the material.

Critical Thinking: Emphasizes the importance of critical thinking

in scientific research. It highlights the use of a notebook to record and

scrutinize data from experiments, formulate questions to challenge

assumptions, analyze outcomes, and identify connections between

scientific processes or events. This approach helps in forming thoughtful

conclusions and improving future tasks, demonstrating the ability to think

about interrelated concepts.

Classroom Management: refers to the individual actively

participates in class discussions, asks questions, and shares ideas,

demonstrating active involvement in the learning process. They remain

focused during lectures, group activities, and presentations,

demonstrating strong interpersonal and cooperative skills. They

frequently ask for clarification and actively participate in classroom

activities, demonstrating a high level of engagement with the curriculum.

 20

Diagrams and Charts: Visual tools students use within ISNs to

represent and label scientific concepts, aiding in the understanding and

retention of complex ideas.

Foldables and Pop-Ups: Three-dimensional elements in an ISN

that students create to organize information visually, making learning

more interactive and engaging.

Hands-On Activities: Practical exercises or experiments where

students record their observations and findings in their ISN, reinforcing

the learning through direct experience.

Interactive Science Notebook (ISN): An educational tool that

integrates traditional note-taking with interactive, creative, and analytical

activities to enhance student engagement and understanding of science

concepts. ISNs use elements such as foldables, diagrams, graphic

organizers, and space for hands-on experiment reflections to make

science learning dynamic and personalized.

Periodical Exam: The individual demonstrates strong retention of

important concepts in a periodical exam, demonstrating critical thinking

and higher-order cognitive skills. They also demonstrate good long-term

memory and effective study habits, resulting in better results and effective

time management. Regular review, homework completion, and active

study practices contribute to their success.

 21

Retention: refers to the ability to remember and apply key

concepts, terms, and ideas from past lessons. It involves effectively using

notes to condense and explain information, linking new knowledge to

prior learning, and regularly reviewing materials, such as an Interactive

Science Notebook, to reinforce understanding and minimize the need for

reteaching.

Written Output: refers to importance of clear, logical, and

coherent written output that demonstrates a solid understanding of the

subject matter, includes accurate information, detailed explanations, and

incorporates evidence. They emphasize the importance of proper

grammar, spelling, punctuation, and adherence to formatting guidelines,

and consistently fulfill the requirements of written tasks.

 22

Chapter 2

METHODS

This chapter discusses the research methods and procedures

adhered to by the researcher to systematically answer the specific

problems posed for investigation. Specifically, the research method,

population and samples, research instrument, data gathering procedure,

and statistical treatment of the data used for accurate `data analysis and

interpretation were explained in this chapter.

Research Design

This study will employ a descriptive-correlational research design

to explore the relationship between the use of Interactive Science

Notebooks (ISNs) and the academic performance of Grade 11 ABM

students at Bestlink College of the Philippines. The descriptive aspect of

the study aims to assess students’ knowledge of ISNs, how these

notebooks are utilized in the learning process, and their influence on

academic performance in terms of retention, creative thinking, and critical

thinking. The correlational aspect will examine the degree of relationship

between ISN utilization and students’ academic outcomes, which include

written output, classroom engagement, and periodical exams.

 23

Data will be gathered from students using a survey questionnaire

that evaluates their experience and engagement with ISNs. This will

provide insights into how interactive elements such as foldables,

diagrams, and hands-on activities enhance the students’ learning

process. The ISNs will be integrated into the students’ science learning,

and their academic performance will be tracked and analyzed. A statistical

treatment will be conducted to determine the significance of the

relationship between ISN usage and academic performance.

This research aims to provide valuable insights into the potential of

ISNs to improve students’ learning experiences, ultimately proposing

guidelines for educators on the effective use of ISNs to boost academic

achievement.

Respondents

The chosen respondents of this study were the grade 11

Accountancy, Business and Management students in Bestlink College of

the Philippines. The population size of the grade 11 ABM students is 37

composed of 1 section (ABM 1101), and the total number of chosen

respondents was 37 grade 11 ABM students.

Sampling Technique
 24

In this study, a purposive sampling technique will be employed to

select the respondents. Purposive sampling is a non-probability sampling

method where the researcher selects individuals based on specific

characteristics or criteria relevant to the study. The respondents, who are

Grade 11 ABM students at Bestlink College of the Philippines, were

chosen because they are directly engaged in using the Interactive

Science Notebook (ISN) as part of their science curriculum. By focusing

on this group, the study aims to gain detailed insights into the correlation

between ISN use and academic performance. Since the research seeks

to analyze how ISNs influence students’ retention, critical thinking,

creative thinking, and academic success, this specific group is ideal for

capturing relevant data. This method ensures that the selected

respondents have direct experience with ISNs, which is essential for

answering the research questions and testing the hypothesis.

Instrument
The instrument used in this study to gather data is a survey

questionnaire designed to assess the knowledge, experiences, and

academic performance of Grade 11 ABM students in relation to their use

of Interactive Science Notebooks (ISNs). The questionnaire is divided into

multiple sections:
 25

1. Student Knowledge of ISNs: This section evaluates students’

understanding of what ISNs are and how they are used in the

learning process. Questions may include multiple-choice or Likert

scale items that ask students to rate their familiarity with ISNs and

the interactive elements involved, such as foldables, diagrams, and

hands-on activities.

2. Impact on Learning and Thinking Skills: This section contains

questions related to how ISNs influence retention, critical thinking,

and creative thinking. Students are asked to reflect on whether

they believe the ISNs have helped them remember scientific

concepts, encouraged creative problem-solving, and fostered

critical thinking.

3. Academic Performance Assessment: This section measures

students' performance in three specific areas: written output,

classroom engagement, and periodical exams. Questions will

require students to self-assess their performance in these areas

and indicate whether the use of ISNs has had a positive impact.

4. Difficulties and Solutions: In this section, students are asked to

identify any challenges they encountered while using ISNs and

suggest solutions or improvements. This section aims to gather

 26

insights on areas where the integration of ISNs could be improved

for better student outcomes.

The questionnaire will serve as a key tool in understanding the

relationship between ISNs and academic performance, enabling the

researchers to draw correlations between students' engagement with

ISNs and their success in science learning.

Construction and Validation of Instruments

A survey Questionnaire consisting 4 parts was constructed by the

researcher. The researcher seek the help and assistance to their

research advisers to check the appropriateness and coherence of the

The survey questionnaire was presented to research experts:

Science Coordinator, OIC, Science Laboratory and a Science Professor

for validation to guarantee the reliability and validity of the survey

questionnaire upon its usage. Also to seek guidance with regards to the

questionnaire, questions that might be unnecessary or inappropriate were

revised.

Administration and Retrieval of Instrument

The researchers create letters that seek permission to conduct the

study and its approval. Following acceptance, the researchers promptly

 27

forward the survey questionnaire for review and clearance. After

Clearance, the researchers intervene with their class in (subject). The

researchers explain the parts of ISN and how to utilize Interactive Science

Notebook. The respondents were given 1 full month (4 weeks) before the

researchers manually distributed the survey questionnaire to the

respondents. After distribution, researcher explains first the directions and

parts of the survey questionnaire. They were given twenty (20) minutes to

answer the questionnaire, this follows the retrieval of the Survey

Questionnaire. Lastly, the Data gathered from the respondents will be

examined by the researchers

Statistical Treatment

In this study, statistical treatment plays a critical role in analyzing

the data gathered from Grade 11 ABM students at Bestlink College of the

Philippines, with the primary aim of determining the relationship between

the use of Interactive Science Notebooks (ISNs) and students’ academic

performance. The data from the survey questionnaire will be subjected to

descriptive and inferential statistical analysis.

1. Descriptive Statistics will be applied to summarize the general

findings from the respondents, providing measures of central

tendency such as the mean, median, and mode, as well as

 28

variability (standard deviation). This will allow the researcher to

present an overview of students' familiarity with ISNs, how they

utilize them, and how they perceive the notebooks’ impact on

retention, creative thinking, and critical thinking. Descriptive

statistics will also be used to profile academic performance

outcomes, such as written output, classroom engagement, and

periodical exam scores.

2. Inferential Statistics will be employed to examine the relationship

between ISN use and academic performance. A Pearson

Correlation Coefficient will be used to measure the degree of

association between the independent variable (ISN usage) and the

dependent variables (students' academic performance in written

output, classroom engagement, and exams). The correlation will

provide insights into whether a significant positive or negative

relationship exists, along with the strength of this relationship.

3. To test the significance of the correlation, a z-test for correlation

will be used to assess whether the observed correlation is

statistically significant at a predetermined alpha level (e.g., 0.05).

This will help determine if ISN utilization has a meaningful effect on

academic outcomes.
 29

4. Additionally, a regression analysis may be conducted to predict

academic performance based on the level of engagement with

ISNs, allowing the researcher to quantify how much variance in

academic performance can be explained by ISN use. This will

provide deeper insights into the practical impact of ISNs on student

learning.

These statistical methods will ensure the reliability of the conclusions

drawn and will help in determining whether ISNs significantly improve

academic performance, thereby guiding future educational practices in

the use of interactive learning tools.

 30

Chapter 3
RESULTS

This chapter deals on the presentation, analysis, and interpretation

of data. The data were presented in tables, analyzed, and interpreted

using the descriptive rating of data. They are as follows:

Sub-problem number 1: Does the Grade 11 ABM students

have knowledge about what is an Interactive Science Notebook?

Table 1: Assessment on Students knowledge about ISN

(f) %

YES NO YES NO
1. I am able to condense and 24 13 64.57% 35.43%
explain key concepts from
past lessons using my notes.

2. I am able to remember 29 8 78.38% 21.61%

important terms and ideas
from previous lessons.
 31

3. I demonstrate retention by 25 `12 67.57% 32.42%

linking new information to past
lessons, using my notebook as
a reference to make
connections

4. I regularly refer to my 25 12 67.57% 32.42%

Interactive Science Notebook
for reviewing and preparing for
tests.

5. I read fewer reviews or 28 9 75.68% 24.32%

reteaching of older material,
as my notes help me retain
information over time without
frequent reminders.

The data provides valuable insights into students' familiarity and

understanding of Interactive Science Notebooks (ISNs) within their

learning environment. A majority of students, 64.57%, reported having

used an ISN in class, suggesting a significant level of exposure to this

educational tool. Furthermore, a strong 78.38% of students indicated that

they understand the purpose of the ISN in enhancing their learning

experience, highlighting its perceived value in the educational process.

Studies have shown that ISNs significantly enhance student engagement

and retention. Ponce (2022) emphasizes that the iterative nature of ISNs

supports long-term retention by allowing students to revisit and reinforce

concepts regularly. Similarly, Yeşilçelebi Bıyık and Şenel (2019) found

that science notebooks aid in developing scientific process skills and

 32

retention by enabling students to store and organize information

systematically. This aligns with the current findings, where 67.57% of

students acknowledged familiarity with ISN components, indicating

awareness of its structural aspects.

Moreover, ISNs' ability to cater to diverse learning styles has been

highlighted as a key benefit. Smith and Davis (2021) argue that the use of

foldables, diagrams, and graphic organizers within ISNs fosters

personalized learning, which enhances comprehension and critical

thinking. This is corroborated by Taher (2022), who observed that ISNs

encourage creativity by integrating scaffolded activities like diagramming

and problem-solving. The study’s data supports this, as 75.68% of

students expressed confidence in maximizing ISN usage, showcasing a

proactive approach to leveraging this resource effectively.

Overall, the findings and supporting literature underscore that ISNs

are a valuable educational tool for promoting engagement, retention, and

critical thinking. However, as noted by Johnson et al. (2023), addressing

challenges such as inconsistent use and technical issues is essential to

maximize their impact, providing educators with an opportunity to

enhance ISN integration in the learning process.

 33

Sub-problem number 2: How does the use of Interactive

Science Notebook affect the Grade 11 ABM students in terms of:

2.1 retention;

2.2 creative thinking; and

2.3 critical thinking?

Table 2. Effects of Interactive Science Notebook in terms of retention

x̄ Interpretatio
Point Value Mean Scale n
Verbal Interpretation
1. I personalize
5 my Interactive
4.21 – 5.00Science Strongly Agree
Notebook
4 by adapting the content
3.41 – 4.20 to 4.11Agree Agree
match my own learning style, such as
3 2.61 – 3.40 Somewhat
adding drawings, creating stories, or
2 1.81 – 2.60
developing analogies to better
Disagree
1
understand 1.00information
and retain – 1.80 Strongly Disagree
2. I include my own thoughts,
reflections, or questions alongside 4.14 Agree
my notes, indicating a creative
engagement with the material and
critical self-exploration.
3. I creatively represent concepts
through visual tools like mind maps, 4.19 Agree
charts, or illustrations, showing my
ability to visualize and interpret
information in varied ways.
4. I use creative layouts, diagrams, and
color-coding in my notebook, 4.16 Agree
reflecting my ability to think creatively
in organizing content.
5. I apply the information in my
notebook to come up with innovative 3.81 Agree
ideas, new approaches, or alternative
solutions to problems during class
activities or projects.

COMPOSITE MEAN 4.08 Agree

 34

The data reflects a positive assessment of students' ability to

effectively utilize their Interactive Science Notebooks (ISNs) as a learning

tool. With a score of 4.11, students demonstrate a solid capability to

condense and explain key concepts from past lessons, indicating they

can distill information meaningfully. This is further supported by a score of

4.14, showing that students are able to remember important terms and

ideas from previous lessons, which is essential for continuous learning. A

strong score of 4.19 illustrates that students successfully link new

information to prior lessons, using their notebooks as references to create

connections between concepts. This ability to make associations signifies

deeper cognitive processing and understanding of the material.

Additionally, with a score of 4.16, students regularly refer to their ISNs

when reviewing and preparing for tests, highlighting the notebook's role in

their study practices and test preparation.

While students scored 3.81 regarding the necessity for fewer

reviews or reteaching of older material, this still reflects a positive

outcome, as their notes aid in retaining information over time without the

need for frequent reminders. The composite mean of 4.08 indicates a

 35

strong overall agreement that students effectively use their ISNs to

enhance learning, suggesting that these notebooks play a significant role

in promoting retention, comprehension, and independent study skills.

Studies have shown that Interactive Science Notebooks significantly

contribute to academic achievement and long-term retention by facilitating

the organization and retrieval of information (Yeşilçelebi Bıyık & Şenel,

2019). This finding is further supported by Ponce (2022), who observed

that the iterative and structured nature of ISNs fosters systematic learning

and reinforces key scientific concepts. Moreover, the incorporation of

creative and critical thinking elements, such as diagrams and reflections,

not only enhances engagement but also supports deeper understanding,

as noted by Taher (2022) and Lee (2023). These elements underscore

the importance of ISNs in developing students' ability to integrate and

apply knowledge effectively, contributing to their overall academic

success

Table 3: Effects of Interactive Science Notebook in terms of Creative

thinking

INDICATOR x̄ Interpretation
1. I utilize my notebook to systematically
record and scrutinize data from 4.38 Strongly Agree
experiments, leading to more accurate
and insightful interpretations.
2. I use my notebook to formulate
questions that challenge assumptions 4.16 Agree
or explore new areas of inquiry,
demonstrating critical thinking by
engaging deeply with the material and
 36

thinking beyond surface-level content.

3. I analyze the outcomes of experiments
or activities, discussing what worked, 4.00 Agree
what didn’t, and why, leading to more
thoughtful conclusions and
improvements for future tasks.
4. I identify and explain connections
between scientific processes or events, 4.30 Strongly Agree
showing my ability to think about how
various concepts are interrelated
5. I identify and explain connections
between scientific processes or events, 4.05 Agree
showing my ability to think about how
various concepts are interrelated

COMPOSITE MEAN 3.91 Agree

The data indicates a high level of creativity and personalization

among students in their use of Interactive Science Notebooks (ISNs),

reflecting their engagement with the material. With a score of 4.38,

students strongly agree that they personalize their notebooks by adapting

the content to fit their unique learning styles, such as incorporating

drawings, crafting stories, or developing analogies. This suggests that

they are actively taking ownership of their learning process and

employing strategies that enhance their understanding and retention of

information.

Additionally, students scored 4.16 for including their own thoughts,

reflections, or questions alongside their notes, demonstrating a

commitment to critical self-exploration and creative engagement with the

 37

subject matter. The ability to visually represent concepts is evident, as

indicated by a score of 4.00, showing that students effectively use tools

like mind maps, charts, or illustrations to visualize and interpret

information in diverse ways.

Furthermore, the score of 4.30 highlights students’ use of creative

layouts, diagrams, and color-coding, indicating their capability to organize

content innovatively. They also scored 4.05 for applying the information in

their notebooks to generate innovative ideas or alternative solutions

during class activities, showcasing their ability to think critically and

creatively in practical contexts.

The composite mean of 3.91 reflects a general agreement on the

effectiveness of ISNs in fostering creative thinking among students.

Overall, the data reveals that students are not only engaged in the

material but also actively use creative strategies to personalize their

learning, which ultimately supports their academic success.

Taher (2022) highlights the effectiveness of Interactive Science

Notebooks (ISNs) in enhancing creative thinking, particularly among

younger students. His research demonstrates that ISNs foster a more

inventive and critical approach to learning, as students engage with

scientific concepts through creative layouts, visual tools, and reflective

thinking. The interactive and personalized nature of ISNs encourages

 38

students to explore and apply new ideas, leading to improved academic

performance and problem-solving abilities. This finding complements the

current study's results, where students are seen adapting their ISNs in

creative ways, such as incorporating diagrams and personal reflections,

ultimately supporting their understanding and retention of information.

Table 4: Effects of Interactive Science Notebook in terms of Critical

thinking
INDICATOR x̄ Interpretation
1. I present my thoughts and concepts clearly,
structuring my written work in a logical and 3.95 Agree
coherent manner.
2. The content of my written output
demonstrates a solid understanding of the 3.92 Agree
subject matter, with accurate information
and detailed explanations
3. I effectively incorporate evidence, data, or
real-world examples to back up my claims 4.19 Agree
or ideas in my written work
4. My written work is polished, with proper
grammar, spelling, punctuation, and 3.81 Agree
adherence to formatting guidelines,
reflecting my attention to detail and
academic rigor.
5. I consistently fulfill the requirements of
written tasks, following instructions and 3.70 Agree
meeting the specific objectives of the
assignments.
 39

COMPOSITE MEAN 3.91 Agree

The data reveals that students are effectively utilizing their

Interactive Science Notebooks (ISNs) to enhance their understanding of

scientific concepts through systematic data recording and analysis. With a

score of 3.95, students generally agree that they use their notebooks to

carefully document and scrutinize data from experiments, which fosters

more accurate and insightful interpretations. This practice highlights their

ability to engage in scientific inquiry and reinforces their analytical skills.

Additionally, the score of 3.92 indicates that students utilize their

notebooks to formulate questions that challenge assumptions and explore

new areas of inquiry, reflecting a commitment to critical thinking and a

desire to delve deeper into the material. This deeper engagement is

further supported by the score of 4.19, which shows that students actively

analyze the outcomes of experiments, discussing what worked, what

didn’t, and the reasons behind these results. This analytical approach

leads to more thoughtful conclusions and improvements in their future

tasks.

Students also scored 3.81 for their ability to identify and explain

connections between various scientific processes or events,

 40

demonstrating their capacity for interrelating concepts. However, the

score of 3.70 indicates some room for growth in developing coherent

arguments and critically assessing the validity of their claims. Overall, the

composite mean of 3.91 suggests a solid level of agreement that students

are actively engaging with their ISNs to enhance their critical thinking and

analytical skills in science, though there remain opportunities for further

development in their argumentation abilities. Malacapay (2019)

emphasizes the importance of tailoring instruction to accommodate

different learning styles, which supports the diverse ways students

engage with their studies. This aligns with the findings in this study, where

students utilize Interactive Science Notebooks (ISNs) not only to

document and analyze scientific data but also to adapt their learning

processes to suit individual preferences. By incorporating differentiated

instruction principles, ISNs allow students to engage critically with

scientific content, enhancing their ability to question assumptions, explore

new areas, and analyze experiment outcomes. This personalized

approach mirrors the benefits of differentiated instruction in fostering

deeper learning and critical thinking, as noted by Malacapay (2019),

reinforcing the idea that students' unique approaches to using ISNs

contribute to their overall academic success

Table 5: Summary of effect of Interactive Science Notebook

 41

Variables x Interpretation
Concept Retention 4.08 Agree
Creative Thinking 4.18 Agree
Critical Thinking 3.91 Agree
Overall Weighted Mean 4.06 Agree

The data presents a favorable assessment of students'

engagement in key learning areas, namely retention, creative thinking,

and critical thinking, as indicated by their respective means. With a

retention score of 4.08, students generally agree that they effectively

retain and recall information, which is crucial for their academic success.

According to Yeşilçelebi Bıyık and Şenel (2019), tools such as interactive

notebooks significantly improve retention by enabling students to

organize and recall information effectively, supporting long-term memory

retention. Similarly, the creative thinking mean of 4.18 reflects strong

agreement among students that they are actively engaging in creative

approaches to learning. Taher (2022) underscores the role of interactive

notebooks in fostering creativity, as students use visualization and

personalized strategies like diagrams and analogies to enhance

understanding and engagement. The critical thinking score of 3.91, while

slightly lower than the other two indicators, still indicates agreement that

students are engaged in analytical thinking and problem-solving. Johnson

 42

et al. (2023) highlight how iterative practices in interactive notebooks,

such as analyzing experimental outcomes, contribute to critical thinking

and informed decision-making. The overall weighted mean of 4.06

reinforces the positive trend observed across all variables, indicating a

strong consensus among students regarding their engagement and

effectiveness in retention, creative thinking, and critical thinking. These

findings align with the broader literature on the effectiveness of interactive

notebooks in promoting intellectual growth and active learning.

Sub-problem number 3: How does the Grade 11 ABM students

perform academically in terms of:

3.1 written output;

3.2 classroom engagement; and

3.3 periodical examination?

Table 6. Level of Academic performance in terms of written output

INDICATOR x̄ Interpretation
1. I regularly contribute to class
discussions, ask questions, and share 4.35 Strongly Agree
my ideas, demonstrating active
involvement in the learning process.
2. I remain focused and attentive during
lectures, group activities, and 4.03 Agree
presentations, showing consistent
engagement with the material..
 43

3. I actively engage in group work,

collaborate with classmates, and 3.92 Agree
contribute to team projects, indicating
strong interpersonal and cooperative
skills..

4. I frequently ask for clarification or

additional information when I don't 4.14 Agree
understand a concept, showing a
proactive approach to learning.
5. I enthusiastically take part in
classroom activities, experiments, and 3.81 Agree
other hands-on learning opportunities,
reflecting a high level of engagement
with the curriculum.

COMPOSITE MEAN 4.05 Agree

The data indicates a strong positive trend in students’ writing skills

and their ability to effectively communicate their thoughts and concepts.

With a score of 4.35, students strongly agree that they present their

ideas clearly and structure their written work in a logical manner. This

suggests that they are capable of organizing their thoughts effectively,

which is essential for producing coherent written outputs.

Additionally, the score of 4.03 indicates that students demonstrate

a solid understanding of the subject matter in their written work,

showcasing accurate information and detailed explanations. This level of

comprehension is crucial for ensuring that their writing is not only

coherent but also meaningful and informative.

 44

Furthermore, a score of 3.92 reflects that students effectively

incorporate evidence, data, or real-world examples to support their

claims, enhancing the credibility and depth of their arguments. Their

written work also scores 4.14 for being polished, which includes proper

grammar, spelling, punctuation, and adherence to formatting guidelines.

This attention to detail signifies a commitment to academic rigor.

Lastly, although students scored 3.81 for consistently fulfilling the

requirements of written tasks, which indicates some room for

improvement, the overall composite mean of 4.05 suggests a general

agreement that students are performing well in their written

communication. Overall, the data reflects a strong foundation in writing

skills among students, indicating their ability to articulate their

understanding effectively while adhering to academic standards.

Hartley and Branthwaite (2019) emphasize the importance of clear

organization and logical structure in effective academic writing, which

aligns with the strong writing skills demonstrated by students in this study.

Their ability to present well-supported arguments, incorporate evidence,

and maintain academic rigor reflects the standards outlined by Hartley

and Branthwaite, further showcasing the students’ commitment to

producing coherent and polished written work.

 45

Table 7. Level of Academic performance in terms of classroom

engagement

INDICATOR x̄ Interpretation
1. I demonstrate a strong ability to
comprehend and retain important 4.00 Agree
concepts taught throughout the term.
This retention is critical, as periodical
exams typically assess a broad range
of topics learned over time
2. I can apply my understanding to new
or unfamiliar problems on the exam, 4.19 Agree
showing critical thinking and higher-
order cognitive skills, which are
important aspects of academic
success.
3. I demonstrate strong retention of
previously learned material, which 4.08 Agree
helps me perform better, indicating
good long-term memory and effective
 46

study habits.
4. My strong exam performance often
reflects good study habits and time 3.95 Agree
management skills. By regularly
reviewing my notes, completing
homework, and engaging in active
study practices, I am able to achieve
better results on exams.
5. I manage test-related stress and time
constraints effectively, which 3.97 Agree
contributes to my success on
periodical exams.

COMPOSITE MEAN 4.04 Agree

Table 7. Level of Academic performance in terms of classroom

engagement

The data illustrates a commendable level of student engagement

and participation in the classroom, reflected by their responses across

various indicators. With a score of 4.00, students agree that they regularly

contribute to class discussions, ask questions, and share ideas, indicating

an active involvement in the learning process. This active participation is

a critical aspect of fostering a dynamic classroom environment, where

students feel comfortable expressing their thoughts. As Ponce (2022)

highlights, tools like Interactive Science Notebooks (ISNs) encourage

active learning and participation by allowing students to personalize and

engage deeply with the content.

 47

The score of 4.19 suggests that students remain focused and

attentive during lectures, group activities, and presentations,

demonstrating consistent engagement with the material being taught.

According to Lee (2023), such attentiveness is bolstered by interactive

and student-centered approaches, which promote higher engagement

levels. Moreover, with a score of 4.08, students actively engage in group

work and collaborate with classmates, showcasing their strong

interpersonal and cooperative skills. Collaborative activities, as discussed

by Smith and Davis (2021), enhance not only learning experiences but

also essential teamwork abilities that students can carry beyond the

classroom.

Students also scored 3.95 for frequently asking for clarification or

additional information, reflecting a proactive approach to learning and a

willingness to deepen their understanding. This aligns with findings from

Amoudi and Tbaishat (2023), who emphasize the importance of

structured feedback and guidance in reinforcing student inquiry and

comprehension. While the score of 3.97 indicates that students

enthusiastically participate in hands-on activities and experiments,

reinforcing their engagement with the curriculum, it also highlights the

importance of experiential learning in enhancing their educational

experience, as demonstrated in studies like Taher (2022).

 48

The overall composite mean of 4.04 further underscores the

positive trend in student engagement, indicating a strong agreement that

students are actively involved in their learning journey. This data suggests

that the classroom environment is fostering participation, focus, and

collaboration, contributing to a rich educational experience for the

students.

Table 8. Level of Academic performance in terms of periodical

examination

INDICATOR x̄ Interpretation
1. Students who perform well
demonstrate a strong ability to 4.11 Agree
comprehend and retain important
concepts taught throughout the term.
This retention is critical, as periodical
exams typically assess a broad range
 49

of topics learned over time.

2. Students who can apply their

understanding to new or unfamiliar 3.81 Agree
problems on the exam show critical
thinking and higher-order cognitive
skills, which are important aspects of
academic success.

3. Students who demonstrate strong

retention of previously learned 4.11 Agree
material typically perform better,
indicating good long-term memory
and effective study habits.

4. Strong exam performance often

indicates good study habits and time 3.97 Agree
management skills. Students who
regularly review their notes, complete
homework, and engage in active
study practices tend to perform better
on exams.

5. Students who perform well on

periodical exams tend to manage 3.95 Agree
test-related stress and time
constraints effectively.

COMPOSITE MEAN 3.99 Agree

The data highlights important insights into the factors contributing

to student performance in periodical exams. With a score of 4.11,

students agree that those who perform well exhibit a strong ability to

comprehend and retain critical concepts taught throughout the term. This

retention is essential, as it allows students to tackle a broad range of

topics during assessments. Additionally, students scored 3.81 for their

ability to apply understanding to new or unfamiliar problems, reflecting

 50

their development of critical thinking and higher-order cognitive skills—

key elements of academic success.

The repeated score of 4.11 reinforces the idea that strong retention

of previously learned material is associated with better performance,

suggesting that effective study habits and long-term memory play a

significant role in student success. Furthermore, a score of 3.97 indicates

that good exam performance is often linked to positive study habits and

time management skills; students who consistently review their notes,

complete homework, and engage in active study practices tend to excel in

their assessments.

Finally, the score of 3.95 suggests that students who perform well on

exams also demonstrate effective management of test-related stress and

time constraints, which are crucial for maintaining focus and clarity during

assessments. The overall composite mean of 3.99 indicates a general

agreement that various factors—including comprehension, application of

knowledge, retention, study habits, and stress management—contribute

to successful academic performance. This data underscores the

importance of developing these skills to enhance student outcomes in

their examinations

Zhang, Wang, and Zhang (2022) emphasize the critical role of

retention and comprehension in student performance on periodical

 51

exams. The findings in this study reflect that students' ability to grasp and

retain essential concepts significantly impacts their exam outcomes, as

shown by the high score of 4.11. Additionally, the association between

effective study habits, time management, and strong exam performance

underscores the importance of these skills in achieving academic

success. The data suggests that students who engage in active review

and manage stress effectively are better equipped to excel in

assessments, highlighting the multifaceted nature of academic

achievement (Zhang et al., 2022)

Table 9: Summary of level of Academic performance

Variables x Interpretation
Written Output 4.05 Agree
Classroom Engagement 4.04 Agree
Periodical Exam 3.99 Agree
Overall Weighted Mean 4.03 Agree

The data presents a positive outlook on key aspects of student

performance and engagement in the classroom, as evidenced by the

mean scores for written output, classroom engagement, and periodical

exam performance. With a score of 4.05, students agree that their written

output reflects a solid understanding of the subject matter and

demonstrates clarity in communication. This indicates that students are

effectively expressing their ideas and knowledge through writing, which is

essential for academic success. Studies by Hartley and Branthwaite

 52

(2019) confirm that high-quality written output is closely linked to a deeper

understanding and the ability to present ideas coherently, highlighting the

importance of structured writing in education.

Classroom engagement also receives a high score of 4.04,

suggesting that students are actively participating in discussions and

activities, thereby enhancing their learning experience. The iterative and

interactive nature of educational tools, as noted by Ponce (2022),

encourages student participation, ultimately improving engagement and

comprehension. This level of engagement is crucial for fostering a

dynamic and interactive classroom environment where students can

thrive.

The mean score of 3.99 for periodical exams indicates that

students are performing well on assessments, which is an encouraging

sign of their comprehension and retention of material. Zhang et al. (2022)

emphasize the critical role of retention and effective study habits in

achieving strong exam performance, aligning with the data's implication

that preparation significantly influences student success. While this score

is slightly lower than those for written output and classroom engagement,

it still reflects a strong agreement that students are adequately preparing

for and succeeding in their examinations.

 53

The overall weighted mean of 4.03 further emphasizes the positive

correlation among these variables, suggesting that effective written

communication, active classroom engagement, and solid exam

performance are interconnected components of a successful educational

experience. The findings by Johnson et al. (2023), which demonstrate the

role of systematic tools like ISNs in promoting comprehension and long-

term memory, underscore the importance of fostering these elements to

enhance overall student achievement and learning outcomes.

Sub-problem number 4: Is there a significant relationship

between Interactive Science Notebook and Academic Performance

of Grade 11 ABM students?

Table 10. Test Relationship between Interactive Science Notebook

and Academic Performance

Variables r-value p-value Decision Remarks

(two-tailed),
p<.05
interactive science 0.7445 .00001 Reject Ho High Positive
notebook Correlation / Significant
academic performance
Legend:
r-values Interpretation
±1.00 Perfect positive/negative correlation
±.90 to ±.99 Very high positive/negative correlation
±.60 to ±.89 High positive/negative correlation
±.40 to ±.59 Moderate positive/negative correlation
±.20 to ±.39 Low positive/negative correlation
±.00 to ±.19 Negligible positive/negative correlation
 54

The investigation into the relationship between the use of

Interactive Science Notebooks and the academic performance of Grade

11 ABM students yields significant results. The correlation coefficient (r-

value) of 0.7445 indicates a high positive correlation between the two

variables, suggesting that as students engage more with their Interactive

Science Notebooks, their academic performance tends to improve. The p-

value of 0.00001 is well below the significance threshold of 0.05, allowing

us to confidently reject the null hypothesis (Ho). This finding suggests that

there is a statistically significant relationship between the use of

Interactive Science Notebooks and students' academic performance. The

results imply that implementing Interactive Science Notebooks can be a

beneficial strategy to enhance student learning outcomes in the

classroom, highlighting their potential role as effective educational tools.

These findings resonate with existing literature emphasizing the

benefits of ISNs. For instance, Ponce (2022) highlights that ISNs facilitate

active engagement and allow students to connect new information to prior

lessons, thereby improving retention and comprehension. Similarly, Taher

(2022) underscores the role of ISNs in developing creative and critical

thinking skills through scaffolded activities like diagramming and

analyzing experiments. Furthermore, Yeşilçelebi and Şenel (2019) found

that ISNs contribute to better retention and organization of knowledge by

 55

fostering long-term memory through interactive and personalized learning

methods. Lee (2023) adds that ISNs increase motivation and

engagement by aligning with diverse learning styles. These studies

collectively reinforce the conclusion that ISNs are valuable for fostering

creativity, critical thinking, and academic achievement, as observed in the

positive outcomes of this research.

Sub-problem number 5: Is there any difficulties encountered by

the Grade 11 ABM students and solution undertaken?

DIFFICULTIES f RANK

1. 2. I enthusiastically take part in classroom activities, 8 12

experiments, and other hands-on learning opportunities,
reflecting a high level of engagement with the curriculum.
2. 3. I may struggle to keep up with the regular updates and 13 11
entries required for maintaining my notebook, especially
when balancing other academic responsibilities.
4. 5. Inconsistent use of my notebook can lead to gaps in my 14 10
learning, making it harder for me to prepare for exams or
complete assignments effectively.
6. Poor organization in my notebook can result in confusion
and difficulty when reviewing material, reducing its
effectiveness as a learning aid.

7. 8. I may see the Interactive Science Notebook as extra work 15 9

and may not feel motivated to regularly update or interact
with it meaningfully.
9. 10. I might not have access to the materials needed to maintain 15 9
a well-organized notebook.

11. 12. The complexity of the Interactive Science Notebook format, 16 8

such as inputting reflections, diagrams, charts, and data,
might overwhelm me if I am not used to such an approach.
13. I might focus too much on the format rather than the 16 8
content, leading to a decrease in content comprehension
and academic performance.

14. 15. I may struggle to see the connection between maintaining 18 7

my Interactive Science Notebook and how it relates to my
assessments and overall grades.
16. 17. If I don’t recognize the notebook’s role in my academic 20 6
success, I may neglect it, leading to gaps in my knowledge
 56

and preparation for exams, quizzes, or projects.

18. 19. I may struggle to allocate enough time to maintain my 21 5
notebook due to competing responsibilities, such as other
subjects, extracurricular activities, or personal commitments.
20. 21. I may not always receive timely or detailed feedback from 22 4
my teacher on how I am using my notebook, leaving me
unsure if I am on the right track.
22. 23. Technical issues can hinder my ability to complete notebook 24 3
tasks on time and reduce my engagement, leading to
missed learning opportunities.
24. 25. I may not always receive timely or detailed feedback from 30 2
my teacher on how I am using my notebook, leaving me
unsure if I am on the right track.
26. I may fail to deepen my understanding of the material,
resulting in lower comprehension and weaker performance 31 1
in exams and assignments

Table 11. Analysis of difficulties encountered by the students

The data highlights several difficulties students encounter while

using the Interactive Science Notebook (ISN), which can hinder their

academic performance and overall learning experience. A significant

concern is that students may struggle to keep up with the regular updates

and entries required to maintain their notebooks, especially when

balancing other academic responsibilities, as indicated by the highest

rank of 31. This finding aligns with Salame et al. (2024), who emphasized

that while ISNs are beneficial for organizing information systematically,

they can become overwhelming if students are not supported with

structured guidance. Similarly, poor organization within the notebook can

lead to confusion and difficulty when reviewing material, as highlighted by

 57

Taher (2022), who noted that scaffolding and clear templates are crucial

for ISN effectiveness.

Moreover, many students may not fully understand the notebook's

role in their academic success, which can result in neglect and create

gaps in knowledge and preparation for exams, quizzes, or projects, as

emphasized by Amoudi and Tbaishat (2023). They argued that regular

feedback and reinforcement from teachers are essential to demonstrate

the ISN's value to students. Additionally, technical issues such as limited

access to materials or challenges with the notebook's format (rank 15)

can hinder engagement, echoing the concerns of Yeşilçelebi Bıyık and

Şenel (2019), who found that resource constraints could negatively

impact ISN utilization.

Despite these challenges, students demonstrated enthusiasm for

hands-on activities and experiments, showing high levels of engagement

with the curriculum (Salame et al., 2024). Addressing the issues through

better support systems, teacher training, and simplified templates, as

recommended by Johnson et al. (2023), could significantly enhance the

effective use of ISNs, thereby improving student learning outcomes.

Sub-problem number 6: Base on the finding of the study, what

are the guidelines that may be proposed on utilizing Interactive

 58

Science Notebook that might help to improve Academic

Performance of the respondents?

The proposed guidelines for utilizing Interactive Science Notebooks

(ISNs) to improve the academic performance of Grade 11 ABM students

at Bestlink College of the Philippines should align with the findings from

the study. Here's a summarized version of the guidelines based on the

document:

1. Understanding the Purpose of ISNs

o Clearly explain the educational role of ISNs in fostering

retention, critical thinking, and creativity.

o Highlight how ISNs serve as dynamic tools for learning and

reference.

2. Encouraging Personalization

o Promote student ownership by allowing customization of

their ISNs.

o Encourage adding creative elements like drawings,

diagrams, and personalized notes.

 59

3. Incorporating Collaborative Learning

o Use ISNs in group projects to promote peer learning and

collaboration.

o Facilitate student-led discussions using ISNs to explain

concepts.

4. Providing Feedback and Assessment

o Regularly assest ISNs for content, organization, and

creativity.

o Offer constructive feedback to guide improvements.

5. Integrating ISNs with Curriculum

 Align ISN activities with class objectives and

practical applications.

o Incorporate hands-on experiments and reflections in ISNs.

6. Addressing Challenges

o Simplify notebook requirements to manage complexity.

o Offer workshops or guides for efficient ISN management.

7. Encouraging Reflection
 60

o Dedicate sections for students to evaluate their learning

journey.

o Promote critical and metacognitive thinking through

reflective prompts.

8. Tracking Progress and Adjustments

o Monitor academic outcomes like test scores and

participation.

o Adjust ISN strategies based on performance data and

student feedback.

By implementing these guidelines, educators can optimize the use of

ISNs, making them more effective in enhancing learning and academic

performance.

Chapter 4

DISCUSSION
 61

This chapter presented the summary and conclusions derived in

the conduct of this study which aimed to determine the relationship

between Interactive Science Notebook and Academic Performance of

Grade 11 ABM Students in Bestlink College of the Philippines.

It also presents the results of the data analysis. The data were

collected and then processed in response to the statement of the problem

posed in Chapter 1 of this research. The data were gathered by means of

Statistical tools like frequency, mean, Pearson R, ranking and Z-test.

Summary of findings

Base on the data gathered, the findings of the study were

summarized according to the statement of the problems stated in Chapter

1. Does the Grade 11 ABM students have knowledge about what

is an Interactive Science Notebook?

The findings from the survey of Grade 11 ABM students reveal a

strong familiarity and understanding of Interactive Science Notebooks

(ISNs) among most respondents. Specifically, 64.57% of students have

used an ISN in their classes, indicating significant exposure. An even

higher percentage, 78.38%, understand the purpose of ISNs in enhancing

their learning experience, demonstrating its perceived educational value.

Regarding knowledge of ISN components, 67.57% of students are

familiar with its elements, and the same percentage recognizes the
 62

benefits of using ISNs in their studies. Additionally, 75.68% of students

know how to maximize the use of the ISN, reflecting confidence in

effectively utilizing this resource. However, a smaller portion of students,

ranging from 21.61% to 35.43%, may need further instruction or support

to fully grasp its purpose, components, and benefits. This suggests that

while the majority have a solid understanding, there is room to provide

additional guidance to ensure all students can effectively benefit from

ISNs.

3. How does the use of Interactive Science Notebook affect the

Grade 11 ABM students in terms of:

2.1 retention;

The findings from Table 2 demonstrate that Interactive Science

Notebooks (ISNs) have a positive impact on student retention. With a

composite mean of 4.08, students generally agree that ISNs help them

effectively engage with and retain lesson content. Specifically, students

agree that they can condense and explain key concepts from past

lessons, as shown by a score of 4.11, and remember important terms

and ideas from previous lessons, with a score of 4.14. Furthermore, a

high score of 4.19 indicates that students successfully link new

information to prior lessons, using their ISNs to make meaningful

connections between concepts. This deepens their understanding and

reinforces learning.
 63

In terms of practical application, a score of 4.16 shows that

students regularly use their ISNs for reviewing and preparing for tests,

reflecting the notebook's importance in study habits. Although students

scored slightly lower (3.81) on requiring fewer reviews or reteaching of

older material, this still reflects a positive outcome, suggesting that their

notes help them retain information over time without frequent reminders.

Overall, the results indicate that ISNs are an effective tool in enhancing

retention, comprehension, and independent study skills among students.

2.2 creative thinking; and,

The findings from Table 3 reveal that Interactive Science

Notebooks (ISNs) significantly foster creative thinking among students,

with a composite mean of 3.91, indicating general agreement. Students

strongly agree (4.38) that they personalize their ISNs by adapting content

to match their learning styles, such as adding drawings, crafting stories,

or developing analogies, which enhances their understanding and

retention. Furthermore, students agree (4.16) that they include personal

thoughts, reflections, or questions alongside their notes, demonstrating

creative engagement and critical self-exploration.

Students also show their ability to visualize and interpret

information through creative tools like mind maps, charts, and

illustrations, as reflected by a score of 4.00. The use of creative layouts,

diagrams, and color-coding in organizing content received a strong score

 64

of 4.30, highlighting their capacity for innovative organization. Additionally,

students agree (4.05) that they apply the information in their ISNs to

generate new ideas, approaches, or alternative solutions during class

activities.

Overall, the data indicates that ISNs effectively promote creativity

and personalization in students' learning, encouraging them to take

ownership of the material and apply creative strategies to enhance their

academic success.

2.3. critical thinking

The findings from Table 4 indicate that Interactive Science Notebooks

(ISNs) play a positive role in enhancing students' critical thinking abilities,

with a composite mean of 3.91. Students agree (3.95) that they use their

notebooks to systematically record and scrutinize data from experiments,

leading to more accurate interpretations. This practice fosters scientific

inquiry and analytical skills. Additionally, a score of 3.92 reflects that

students formulate questions challenging assumptions and exploring new

areas of inquiry, demonstrating deeper critical thinking.

The highest score (4.19) shows that students analyze experiment

outcomes, discussing successes, failures, and reasons behind them,

which supports thoughtful conclusions and improvements. Students also

agree (3.81) that they can identify and explain connections between

scientific processes, indicating their ability to interrelate concepts.

 65

However, with a score of 3.70, there is room for growth in developing

coherent arguments and critically assessing claims.

Overall, the data suggests that ISNs are effective tools in fostering

critical thinking and analysis, although students could benefit from

additional support in argumentation skills.

The summary of findings indicates that the use of Interactive

Science Notebooks (ISNs) has a positive impact on students'

engagement in key learning areas, particularly retention, creative thinking,

and critical thinking. With a mean score of 4.08 for retention, students

generally agree that they effectively retain and recall information,

demonstrating a strong foundation for academic success. The creative

thinking score of 4.18 shows that students are actively employing creative

strategies, such as personalization and innovative representations, to

enhance their understanding, promoting an environment of exploration

and originality.

Although the critical thinking score of 3.91 is slightly lower, it

still reflects agreement that students are engaging in analytical thinking

and problem-solving, indicating progress in developing critical evaluation

skills. The overall weighted mean of 4.06 underscores the positive

engagement in all areas, suggesting that ISNs are effectively promoting

active learning and intellectual growth. However, there may be

 66

opportunities to further enhance critical thinking skills to maximize student

outcomes.

4. How does the Grade 11 ABM students perform academically in

terms of:

3.1 written output;

The findings from Table 6 show a positive assessment of students'

written output, with a composite mean of 4.05, indicating strong

performance. Students strongly agree (4.35) that they present their

thoughts and concepts clearly, organizing their written work in a logical

and coherent manner. This highlights their ability to effectively structure

their ideas. A score of 4.03 suggests that students demonstrate a solid

understanding of the subject matter, providing accurate information and

detailed explanations, which is essential for meaningful written

communication.

Additionally, students agree (3.92) that they incorporate evidence,

data, or real-world examples to support their claims, enhancing the depth

and credibility of their arguments. Their written work is also polished, as

indicated by a score of 4.14, reflecting proper grammar, spelling,

punctuation, and adherence to formatting guidelines, which shows

attention to academic rigor. Although students scored slightly lower (3.81)

on consistently fulfilling the requirements of written tasks, this still reflects

a generally positive outcome.

 67

Overall, the data suggests that students are performing well in their

written communication, effectively articulating their understanding of the

material while maintaining academic standards. However, there is room

for improvement in consistently meeting assignment objectives.

3.2 classroom engagement; and

The findings from Table 7 demonstrate a high level of student

engagement in classroom activities, with an overall composite mean of

4.04. Students generally agree (4.00) that they regularly contribute to

class discussions, ask questions, and share ideas, showing active

involvement in the learning process. This level of participation fosters a

dynamic classroom environment. Additionally, students remain focused

and attentive during lectures and group activities, as reflected by a strong

score of 4.19, indicating their consistent engagement with the material

being taught.

A score of 4.08 highlights students’ active participation in group

work, showcasing their collaborative and interpersonal skills, which are

essential for both academic and personal development. Moreover,

students agree (3.95) that they frequently seek clarification or additional

information, demonstrating a proactive approach to deepening their

understanding. Hands-on activities and experiments also received a

 68

positive score (3.97), emphasizing the importance of experiential learning

in maintaining student interest and engagement.

Overall, the positive trend in student engagement suggests that the

classroom environment supports active participation, focus, and

collaboration, contributing to a rich and effective learning experience for

students.

3.3 periodical examination

The findings from Table 8 provide valuable insights into the factors

contributing to student performance in periodical exams. With a score of

4.11, students agree that strong comprehension and retention of critical

concepts are key to performing well in assessments, as these abilities

enable students to cover a broad range of topics effectively. Additionally, a

score of 3.81 reflects students' ability to apply their understanding to

unfamiliar problems, indicating the development of critical thinking and

higher-order cognitive skills.

The repeated score of 4.11 emphasizes that long-term retention

and effective study habits are crucial to academic success. Moreover, a

score of 3.97 suggests that students with good exam performance tend to

have positive study habits and time management skills, such as

consistently reviewing notes, completing homework, and engaging in

active study practices. Students also scored 3.95 for effectively managing
 69

test-related stress and time constraints, which are vital for maintaining

focus during exams.

The overall composite mean of 3.99 shows a general agreement

that factors like comprehension, retention, application of knowledge,

study habits, and stress management significantly contribute to

successful academic performance. These findings highlight the

importance of fostering these skills to improve student outcomes in

periodical exams.

5. Is there a significant relationship between Interactive Science

Notebook and Academic Performance of Grade 11 ABM

students?

The findings from Table 10 reveal a significant relationship between

the use of Interactive Science Notebooks (ISNs) and the academic

performance of Grade 11 ABM students. With a correlation coefficient (r-

value) of 0.7445, the data demonstrates a high positive correlation,

meaning that increased engagement with ISNs is strongly associated with

better academic performance. The p-value of 0.00001, far below the 0.05

threshold, confirms the statistical significance of this relationship, leading

to the rejection of the null hypothesis. These results suggest that ISNs are

an effective educational tool that can positively influence students'

learning outcomes. The strong correlation highlights the potential benefits

 70

of integrating ISNs into teaching strategies to enhance student

performance.

6. Is there any difficulties encountered by the Grade 11 ABM

students and solution undertaken?

The data from Table 11 identifies several difficulties that students face

when using the Interactive Science Notebook (ISN), which may negatively

affect their academic performance and learning experience. The most

significant challenge, ranked highest at 31, is the struggle to keep up with

regular updates and entries in the ISN, as students often find it difficult to

balance this task with other academic responsibilities. This inconsistency

can undermine the notebook's effectiveness as a learning tool. Another

notable difficulty, ranked 24, is the lack of understanding among students

about the notebook’s role in their academic success, leading to neglect

and reduced preparation for assessments. Poor organization within the

notebook also emerges as a key issue, creating confusion during study

sessions and diminishing its usefulness as a study aid.

Additionally, the complexity of the ISN format, ranked at 21, can

overwhelm students who may not be familiar with incorporating

reflections, diagrams, and charts into their learning process. Technical

challenges, ranked at 15, further complicate students’ ability to complete

 71

notebook tasks on time, leading to missed learning opportunities. Despite

these difficulties, students remain enthusiastic about hands-on activities

and experiments, indicating a high level of engagement with the

curriculum. However, inconsistent use of the ISN and a greater focus on

format rather than content weakens comprehension and academic

performance. Addressing these challenges through improved support and

resources could significantly enhance students’ ability to use the ISN

effectively and boost their academic success.

Conclusion

The researchers came to the following conclusions after carefully

examining the results:

1. The researcher concludes that Grade 11 ABM students possess a

strong familiarity and understanding of Interactive Science Notebooks

(ISNs). A significant portion of the respondents has used an ISN in their

classes, highlighting substantial exposure to this educational tool.

Moreover, a considerable percentage recognize the purpose of ISNs in

enhancing their learning experience, showcasing the perceived value of

this resource in their education. Many students are also aware of the

components and benefits of ISNs, which further reflects their

understanding of how to effectively utilize this tool for their studies.

However, there remains a smaller segment of students who may require

 72

additional instruction or support to fully comprehend the ISN's purpose

and advantages. This indicates that while most students are well-versed

in the ISN, targeted guidance could help ensure that all learners can

maximize its benefits in their academic endeavors.

2. The researchers concludes that the use of Interactive Science

Notebooks (ISNs) significantly benefits Grade 11 ABM students in several

key areas, including retention, creative thinking, and critical thinking.

Students demonstrate a strong ability to retain and recall lesson content,

effectively linking new information to prior knowledge and utilizing their

ISNs as essential study tools. This indicates that ISNs enhance students'

comprehension and independent study skills. Additionally, the notebooks

foster creative thinking by allowing students to personalize their learning

experiences through innovative layouts, reflections, and visual tools. This

engagement encourages ownership of the material and supports the

development of original ideas and solutions. Furthermore, ISNs positively

impact critical thinking skills, as students systematically analyze data,

pose challenging questions, and identify connections between concepts.

While students are progressing in their critical thinking abilities, there is

still potential for further improvement in developing coherent arguments.

Overall, the use of ISNs promotes active learning and intellectual growth

among students, although additional support in critical thinking could

further optimize their academic outcomes.

 73

3. The researchers concludes that Grade 11 ABM students perform

positively across various academic dimensions, including written output,

classroom engagement, and periodical examinations. In terms of written

communication, students effectively articulate their thoughts and structure

their work coherently, demonstrating a solid understanding of the subject

matter and maintaining high standards of grammar and organization. This

strong performance underscores their ability to convey complex ideas

clearly, although there remains room for improvement in consistently

meeting assignment requirements.

Regarding classroom engagement, students exhibit a

commendable level of participation, actively contributing to discussions

and collaborating with peers. Their focus and attentiveness during

lessons foster a vibrant learning environment, essential for enhancing

their overall academic experience. Moreover, students' proactive

approach to seeking clarification and their enthusiasm for hands-on

activities reflect their commitment to deepening their understanding of the

material.

In relation to periodical examinations, students recognize that

comprehension and retention of core concepts are vital for success. Their

ability to apply knowledge to unfamiliar problems demonstrates the

development of critical thinking skills. Strong study habits and effective

stress management further support their performance, highlighting the

 74

interconnectedness of these skills in achieving academic success.

Overall, the findings reveal that students are well-positioned for academic

achievement, though continued emphasis on refining their skills in

specific areas will further enhance their outcomes.

4. The researchers concludes that a significant relationship between the

use of Interactive Science Notebooks (ISNs) and the academic

performance of Grade 11 ABM students. The data reveals a strong

positive correlation, suggesting that students who engage more with their

ISNs tend to achieve better academic results. This relationship is

statistically significant, reinforcing the notion that ISNs are effective

educational tools capable of positively impacting students' learning

outcomes. The strong correlation emphasizes the potential advantages of

incorporating ISNs into teaching strategies, as they can enhance student

performance and foster a more interactive and engaging learning

environment. Overall, these results advocate for the broader

implementation of ISNs as a means to improve educational experiences

and outcomes for students.

5. The researchers concludes that several difficulties Grade 11 ABM

students encounter while using Interactive Science Notebooks (ISNs),

which can adversely affect their academic performance and overall

learning experience. A primary challenge is the struggle to maintain

regular updates and entries, as students often find it hard to balance this
 75

task with other academic commitments, leading to inconsistencies in

notebook usage. Additionally, many students lack a clear understanding

of the ISN's role in their academic success, resulting in neglect and

inadequate preparation for assessments. Poor organization within the

notebooks further complicates their utility as effective study aids, creating

confusion during review sessions. The complexity of the ISN format can

also be overwhelming for students unaccustomed to integrating

reflections, diagrams, and charts into their learning. Furthermore,

technical issues can hinder timely completion of notebook tasks,

contributing to missed learning opportunities. Despite these challenges,

students show enthusiasm for hands-on activities, reflecting their

engagement with the curriculum. However, the inconsistency in ISN

usage and a tendency to prioritize format over content can hinder

comprehension and academic performance. To enhance the effective use

of ISNs and improve academic outcomes, addressing these challenges

through targeted support and resources is essential.

Recommendation

To optimize the academic and personal growth of students, it is

recommended that educators integrate Interactive Science Notebooks

(ISNs) into their teaching strategies across subjects. By doing so,

 76

students can enhance their retention, creativity, and critical thinking skills.

To maximize these benefits, educators should:

1. Provide Targeted Instructional Support: At the beginning of the

academic year, educators should conduct workshops or seminars

that explain the purpose and advantages of ISNs. These sessions

can include practical demonstrations on how to effectively use

ISNs for various learning activities, such as summarizing lessons

or analyzing experiments.

2. Foster a Collaborative Environment: Establish mentorship

programs where experienced students guide their peers in using

ISNs. This peer-assisted learning approach can build a sense of

community while enhancing understanding and collaboration

among students.

3. Incorporate Creative and Analytical Activities: Teachers should

design classroom activities that challenge students to use ISNs in

creating coherent arguments and exploring alternative solutions to

problems. These exercises can include group projects and

individual assignments that require innovative thinking.

4. Enhance Feedback Mechanisms: Implement structured rubrics

that clarify assignment expectations. Peer-review sessions and

 77

teacher feedback can help students refine their notebook entries

and critical thinking skills.

5. Simplify and Standardize Notebook Management: Providing

clear templates and organizational guidelines will help students

maintain their ISNs consistently. Regular check-ins and feedback

sessions can ensure students stay on track and alleviate any

confusion.

6. Promote Self-Reflection and Improvement: Encourage students

to reflect on their learning experiences through ISNs. Sections

dedicated to personal insights and learning goals can promote

metacognitive skills and a deeper understanding of the material.

7. Assess and Adapt: Conduct regular assessments to evaluate the

effectiveness of ISNs on academic performance. Use these

insights to adjust teaching methods and provide additional support

where necessary.

By focusing on these areas, students will not only improve academically

but also develop valuable skills such as organization, creative problem-

solving, and independent thinking, preparing them for success in and

beyond the classroom.

 78

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skills and their achievement in science. MaǧAllaẗ Kulliyyaẗ Al-

Tarbiyyaẗ Bil-ManṣŪRaẗ,119(4),125–148.

https://doi.org/10.21608/maed.2022.288893

Tutal, Ö (2023). Does Context-Based Learning Increase Academic

Achievement and Learning Retention?: A Review based on Meta-

Analysis. Journal of Practical Studies in Education, 4(5), 1-16 DOI:

https://doi.org/10.46809/jpse.v4i5.71

Yeşilçelebi Bıyık, B., & Şenel, E. A. (2019). Science Notebook Practice

for Science Lesson: A Research on Fourth Grades. Cukurova

University Faculty of Education Journal, 48(2), 1367-1399.

https://doi.org/10.14812/cuefd.442805

Zhang, X., Wang, Y., & Zhang, X. (2022). The role of periodical exams in

academic achievement: Evidence from a longitudinal study.

Assessment & Evaluation in Higher Education, 47(1), 115-130.

 81

B. Books

Hartley, J., & Branthwaite, A. (2019). Effective academic writing: A guide

for students. Palgrave Macmillan.

C. Unpublished Materials/Thesis/Dissertations

Organisation for Economic Co-operation and Development. (2022).

PISA 2022 results: Factsheet.

https://www.oecd.org/publication/pisa-2022-results/webbooks/dyna

mic/pisa-country-notes/a0882a2d/pdf/philippines.pdf

The Learning Accelerator. (2021, June 10). 7 reasons to use interactive

notebooks. Resources & Guidance From the Learning Accelerator.

https://practices.learningaccelerator.org/artifacts/7-reasons-to-use-

interactive-notebooks#:~:text=Interactive%20notebooks

%20accommodate%20multiple%20learning,their

%20understanding%20of%20the%20subject
 82

APPENDICES

APPENDIX A
LETTER PERMIT TO CONDUCT THE STUDY

BESTLINK COLLEGE OF THE PHILIPPINES

#1071 Bgy. Kaligayahan, Quirino Hi-Way, Novaliches, Quezon City
COLLEGE OF TEACHER EDUCATION
 83

September 20, 2024

Dr. MILAGROS O. LUANG

Dean of College of Teacher Education

Greetings Ma’am,

The undersigned are the Fourth year ( 4th ) college students taking up
Bachelor of Science in Secondary Education, Major in Science at Bestlink
College if the Philippines. They are currently conducting research entitled
“Interactive Science Notebook and Academic Performance of Grade 11
ABM students in Bestlink College of the Philippines.” In partial fulfillment of
their chosen program.

The undersigned aims to identify the correlation of integrating the use of

Interactive Science Notebook to the Grade 11 ABM students and their Academic
Performance. In relation to this, the undersigned humbly ask for your wisdom,
knowledge, support, and guidance. They believe that you are with them in their
enthusiasm to finish this requirement as compliance to their chosen program.

Your presence with regards to this humble matter would is highly valued
and well appreciated by the researchers, Thank you.

Respectfully yours, Noted by:

Batalla, Raizalyn Paula A.
Cris, Jhuana Marie C. ROBIN S. RAMOS, Ph. D.
Cunanan, Evan Nicole S. Adviser
Sasing, Lysander
Sorriano, Denzel B. ROMEO L. FERNANDEZ, Ed, D.
RESEARCHERS BSED/BPED Program Head and SHS Principal
Received by:
MILAGROS O. LUANG, Ed. D.
Dean of College of Teacher Education

BESTLINK COLLEGE OF THE PHILIPPINES

#1071 Bgy. Kaligayahan, Quirino Hi-Way, Novaliches, Quezon City
COLLEGE OF TEACHER EDUCATION
September 20, 2024
Greetings Ma’am/Sir,
 84

The undersigned are bona fide students of Bachelor of Science in

Seconadary Education Major in Science; currently conducting research entitled
“Interactive Science Notebook and Academic Performance of Grade 11
ABM Students in Bestlink College of the Philippines.” This is a part of the
academic program and partial fulfillment of the degree they are conferred on.

Regards to this, they are writing to formally request your assistance in validating
the instrument in their Research. They believe that an additional validation
process overseen by your expertise would enhance the credibility and rigor of
their research.

Your guidance throughout these stages would be greatly appreciated.

Cordially Yours,

Batalla, Raizalyn Paula A

Cris, Jhuana Marie C.

Cunanan, Evan Nicole S.

Sasing, Lysander :

Soriano, Denzel B.

Researchers
Recommending Approval: Name of Validator:

ROBIN S. RAMOS, PH. D ANGELITA V. QUINTO

Research Adviser Professor, CTE Science Coordinator

HELEN G BALINAS MAT ENG

Research Coordinator

BESTLINK COLLEGE OF THE PHILIPPINES

#1071 Bgy. Kaligayahan, Quirino Hi-Way, Novaliches, Quezon City
COLLEGE OF TEACHER EDUCATION
September 20, 2024
Greetings Ma’am/Sir,
 85

The undersigned are bona fide students of Bachelor of Science in

Seconadary Education Major in Science; currently conducting research entitled
“Interactive Science Notebook and Academic Performance of Grade 11
ABM Students in Bestlink College of the Philippines.” This is a part of the
academic program and partial fulfillment of the degree they are conferred on.

Regards to this, they are writing to formally request your assistance in validating
the instrument in their Research. They believe that an additional validation
process overseen by your expertise would enhance the credibility and rigor of
their research.

Your guidance throughout these stages would be greatly appreciated.

Cordially Yours,

Batalla, Raizalyn Paula A

Cris, Jhuana Marie C.

Cunanan, Evan Nicole S.

Sasing, Lysander :

Soriano, Denzel B.

Researchers
Recommending Approval: Name of Validator:

ROBIN S. RAMOS, PH. D SONIA A. REYES

Research Adviser Professor, CTE OIC, Science Laboratory

HELEN G BALINAS MAT ENG

Research Coordinator

BESTLINK COLLEGE OF THE PHILIPPINES

#1071 Bgy. Kaligayahan, Quirino Hi-Way, Novaliches, Quezon City
COLLEGE OF TEACHER EDUCATION
September 20, 2024
Greetings Ma’am/Sir,
 86

The undersigned are bona fide students of Bachelor of Science in

Seconadary Education Major in Science; currently conducting research entitled
“Interactive Science Notebook and Academic Performance of Grade 11
ABM Students in Bestlink College of the Philippines.” This is a part of the
academic program and partial fulfillment of the degree they are conferred on.

Regards to this, they are writing to formally request your assistance in validating
the instrument in their Research. They believe that an additional validation
process overseen by your expertise would enhance the credibility and rigor of
their research.

Your guidance throughout these stages would be greatly appreciated.

Cordially Yours,

Batalla, Raizalyn Paula A

Cris, Jhuana Marie C.

Cunanan, Evan Nicole S.

Sasing, Lysander :

Soriano, Denzel B.

Researchers
Recommending Approval: Name of Validator:

ROBIN S. RAMOS, PH. D DOMINADOR RILON, LPT

Research Adviser Professor, CTE Professor, CTE

HELEN G BALINAS MAT ENG

Research Coordinator
APPENDIX B
LETTER TO THE RESPONDENTS
BESTLINK COLLEGE OF THE PHILIPPINES
#1071 Bgy. Kaligayahan, Quirino Hi-Way, Novaliches, Quezon City
COLLEGE OF TEACHER EDUCATION
Dear Respondents,
 87

The undersigned are currently conducting a research entitled

“Interactive Science Notebook and Academic Performance of Grade 11
ABM students in Bestlink College of the Philippines.” In partial fulfillment of
the degree Bachelor of Science in Secondary Education, Major in Science.

In this regard, you are unanimously chosen as one of our respondents.

We believe to your unquestionable integrity and cooperation to us. Please
answer questions that pertains to you and rest assured that all of the
information and data gather during data collection will remain confidential and
will not in any way affect you or your position. Also all of the data and information
will only be used on academic purposes only.

Your Participation and cooperation on conducting this study is highly

appreciated, Thank you.

Yours truly,

Batalla, Raizalyn Paula A.

Cris, Jhuana Marie C.

Cunanan, Evan Nicole S.

Sasing, Lysander

Sorriano, Denzel B.

APPENDIX C
LETTER TO THE STRAND HEAD
BESTLINK COLLEGE OF THE PHILIPPINES
#1071 Bgy. Kaligayahan, Quirino Hi-Way, Novaliches, Quezon City
COLLEGE OF TEACHER EDUCATION
September 20, 2024
Engr. Joel R. Cajipe
Assistant Principal
 88

Greetings Sir,

The undersigned are currently conducting research entitled “Interactive

Science Notebook and Academic Performance of Grade 11 ABM students
in Bestlink College of the Philippines.” In partial fulfillment of the requirement
for the degree bachelor of Science in Secondary Education, Major in Science.

In connection to this, they are requesting to allow them conduct their

study and intervene with some section specifically ABM 1. This will help them
make their research valid and reliable with regards to the needed information
and data collection.

Your approval to conduct this study is highly valued and well appreciated,
Thank you.

Respectfully yours
Batalla, Raizalyn Paula A.
Cris, Jhuana Marie C.
Cunanan, Evan Nicole S.
Sasing, Lysander
Sorriano, Denzel B.
RESEARCHERS

Approved by: Noted by:

ROMEO L. FERNANDEZ, Ed, D. Engr. Joel R. Cajipe

BSED/BPED Program Head and SHS Principal Assistant Principal
APPENDIX D
LETTER TO THE PRINCIPAL
BESTLINK COLLEGE OF THE PHILIPPINES
#1071 Bgy. Kaligayahan, Quirino Hi-Way, Novaliches, Quezon City
COLLEGE OF TEACHER EDUCATION
September 20, 2024
Dr. ROMEO L. FERNANDEZ
Principal, Senior High School
 89

Greetings Sir,

The undersigned are currently conducting research entitled “Interactive

Science Notebook and Academic Performance of Grade 11 ABM students
in Bestlink College of the Philippines.” In partial fulfillment of the
requirements for the degree of Bachelor of Science in Secondary Education,
Major in Science.

In relation to this, we would like to ask your good office a permission to allow
us conduct the study and gather data to the 40 students. Rest assured that the
data gather will remain absolutely confidential and to be used on academic
purposes only.

We, the undersigned believe you are with us in our enthusiasm to finish our
requirement as compliance to our program and to help us develop our well-
being. We hope for your positive response on this humble matter. Your approval
to conduct this study would be highly appreciated, Thank you

Respecfully yours, Noted by:

Batalla, Raizalyn Paula A. ROBIN S. RAMOS, PH. D

Cris, Jhuana Marie C. Adviser
Cunanan, Evan Nicole S
Sasing, Lysander MILAGROS O. LUANG, Ed. D
Soriano, Denzel B. Dean of College of Teacher Education

RESEARCHERS Received by:

ROMEO L. FERNANDEZ, Ed. D
BSED/BPED Program Head and SHS Principal

APPENDIX E
THE SURVEY QUESTIONNAIRE

Survey Questionnaire
Name: Date:
Gender:
 90

I. Directions: Please put a check on the box that answer the following questions
appropriately.
A. Student’s Prior Knowledge

Yes No
1. Have the student ever used an Interactive
Science Notebook in any of your classes?
2. Do the student understand the purpose of an
Interactive Science Notebook in enhancing your
learning experience?
3. Do the student know the components of an
Interactive Science Notebook?
4. Are the students aware of the benefit of using
Interactive Science Notebook in their Studies?
5. Does the student know how to maximize the use
of Interactive Science Notebook?

Part II : Based on your own assessment, Using the scale please rate the
following by placing a check on the appropriate box in front of each statement.

Strongly Agree Somewhat Disagree Strongly

Agree (4) (3) (2) Disagree
(5) (1)

B. Use of Interactive Science Notebook

I. Retention. 5 4 3 2 1
Indicators
1. I am able to condense and explain key
concepts from past lessons using my notes.
2. I am able to remember important terms and
ideas from previous lessons.
3. I demonstrate retention by linking new
information to past lessons, using my notebook as
 91

a reference to make connections.

4. I regularly refer to my Interactive Science
Notebook for reviewing and preparing for tests.
5. I read fewer reviews or reteaching of older
material, as my notes help me retain information
over time without frequent reminders.

II. Creative Thinking 5 4 3 2 1

Indicators
1. I personalize my Interactive Science Notebook
by adapting the content to match my own
learning style, such as adding drawings, creating
stories, or developing analogies to better
understand and retain information
2. I include my own thoughts, reflections, or
questions alongside my notes, indicating a
creative engagement with the material and
critical self-exploration.
3. I creatively represent concepts through visual
tools like mind maps, charts, or illustrations,
showing my ability to visualize and interpret
information in varied ways.
4. I use creative layouts, diagrams, and color-
coding in my notebook, reflecting my ability to
think creatively in organizing content.
5. I apply the information in my notebook to come
up with innovative ideas, new approaches, or
alternative solutions to problems during class
activities or projects.

III. Critical Thinking 5 4 3 2 1

Indicators
1. I utilize my notebook to systematically record
and scrutinize data from experiments, leading to
more accurate and insightful interpretations.
2. I use my notebook to formulate questions that
challenge assumptions or explore new areas of
inquiry, demonstrating critical thinking by
engaging deeply with the material and thinking
beyond surface-level content.
3. I analyze the outcomes of experiments or
activities, discussing what worked, what didn’t,
and why, leading to more thoughtful conclusions
and improvements for future tasks.
 92

4. I identify and explain connections between

scientific processes or events, showing my ability
to think about how various concepts are
interrelated
5. I identify and explain connections between
scientific processes or events, showing my ability
to think about how various concepts are
interrelated

C. The Students Academic Performance

I. Written Output 5 4 3 2 1
Indicators
1. I present my thoughts and concepts clearly,
structuring my written work in a logical and
coherent manner.
2. The content of my written output demonstrates
a solid understanding of the subject matter, with
accurate information and detailed explanations
3. I effectively incorporate evidence, data, or real-
world examples to back up my claims or ideas in
my written work.
4. My written work is polished, with proper
grammar, spelling, punctuation, and adherence to
formatting guidelines, reflecting my attention to
detail and academic rigor.
5. I consistently fulfill the requirements of written
tasks, following instructions and meeting the
specific objectives of the assignments.

II. Classroom Engagement 5 4 3 2 1

Indicators
1. I regularly contribute to class discussions, ask
questions, and share my ideas, demonstrating
active involvement in the learning process.
2. I remain focused and attentive during lectures,
group activities, and presentations, showing
consistent engagement with the material.
3. I actively engage in group work, collaborate
with classmates, and contribute to team projects,
indicating strong interpersonal and cooperative
skills.
4. I frequently ask for clarification or additional
information when I don't understand a concept,
 93

showing a proactive approach to learning.

5. I enthusiastically take part in classroom
activities, experiments, and other hands-on
learning opportunities, reflecting a high level of
engagement with the curriculum.

III. Periodical Examination 5 4 3 2 1

Indicators
1. I demonstrate a strong ability to comprehend
and retain important concepts taught throughout
the term. This retention is critical, as periodical
exams typically assess a broad range of topics
learned over time
2. I can apply my understanding to new or
unfamiliar problems on the exam, showing critical
thinking and higher-order cognitive skills, which
are important aspects of academic success.
3. I demonstrate strong retention of previously
learned material, which helps me perform better,
indicating good long-term memory and effective
study habits.
4. My strong exam performance often reflects
good study habits and time management skills. By
regularly reviewing my notes, completing
homework, and engaging in active study
practices, I am able to achieve better results on
exams.
5. I manage test-related stress and time
constraints effectively, which contributes to my
success on periodical exams.

Part III: Please put a Check on boxes that identify your challenges or difficulties
that may encounter during Studies.

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I enthusiastically take part in classroom activities, experiments, and other hands-on
learning opportunities, reflecting a high level of engagement with the curriculum.
Unable to load the shape
I may struggle to keep up with the regular updates and entries required for
maintaining my notebook, especially when balancing other academic responsibilities.
 94

Unable to load the shape

Inconsistent use of my notebook can lead to gaps in my learning, making it harder for
me to prepare for exams or complete assignments effectively.
Unable to load the shape
Poor organization in my notebook can result in confusion and difficulty when
reviewing material, reducing its effectiveness as a learning aid.
Unable to load the shape
I may see the Interactive Science Notebook as extra work and may not feel motivated
to regularly update or interact with it meaningfully.
Unable to load the shape
I might not have access to the materials needed to maintain a well-organized
notebook.
Unable to load the shape
The complexity of the Interactive Science Notebook format, such as inputting
reflections, diagrams, charts, and data, might overwhelm me if I am not used to such an
approach.
Unable to load the shape
I might focus too much on the format rather than the content, leading to a decrease in
content comprehension and academic performance.
Unable to load the shape
I may struggle to see the connection between maintaining my Interactive Science
Notebook and how it relates to my assessments and overall grades.
Unable to load the shape
If I don’t recognize the notebook’s role in my academic success, I may neglect it,
leading to gaps in my knowledge and preparation for exams, quizzes, or projects.
Unable to load the shape
I may struggle to allocate enough time to maintain my notebook due to competing
responsibilities, such as other subjects, extracurricular activities, or personal
commitments.
Unable to load the shape
I may not always receive timely or detailed feedback from my teacher on how I am
using my notebook, leaving me unsure if I am on the right track.
Unable to load the shape
Technical issues can hinder my ability to complete notebook tasks on time and reduce
my engagement, leading to missed learning opportunities.
Unable to load the shape
 95

I may fail to deepen my understanding of the material, resulting in lower

comprehension and weaker performance in exams and assignments.

Others: (Specify additional challenges or opportunities not mentioned above).

Unable to load the shape

Unable to load the shape

Unable to load the shape

Unable to load the shape

APPENDIX F
DOCUMENTATION

Exhibit A: The researchers presenting their study to the Board of Panels

during the Pre-Oral Defense.

 96

Exhibit B: The researchers presenting their letter of approval to one of

the validators of the Research instrument.

APPENDIX G
DOCUMENTED PHOTOS DURING DATA GATHERING

Exhibit C: The researcher explaining the parts of the survey

questionnaire
 97

Exhibit D: The Subject Teacher and researchers after data gathering

APPENDIX H
CERTIFICATE OF ENGLISH EDITING

This is to certify that this Research Proposal Titled

INTERACTIVE SCIENCE NOTEBOOK AND ACADEMIC

PERFORMANCE OF GRADE 11 ABM STUDENTS IN

BESTLINK COLLEGE OF THE PHILIPPINES

submitted by its authors

RAIZALYN PAULA A. BATALLA

JHUANA MARIE C. CRIS

EVAN NICOLE S. CUNANAN

LYSANDER SASING
 98

DENZEL B. SORIANO

has been edited for language, grammar, punctuation, spelling, and

overall style. Neither the research contents nor the author's ideas were

altered during the editing process.

MS. HELEN BALINAS

Editor

OCTOBER 2024

APPENDIX I
GRAMMARIAN’S CURICULUM VITAE
99
100
101
 102

APPENDIX J
STATISTICIAN’S CERTIFICATION

This is to certify that the Research Proposal titled,

INTERACTIVE SCIENCE NOTEBOOK AND ACADEMIC

PERFORMANCE OF GRADE 11 ABM STUDENTS IN

BESTLINK COLLEGE OF THE PHILIPPINES

Submitted by its authors

RAIZALYN PAULA A. BATALLA

JHUANA MARIE C. CRIS

EVAN NICOLE S. CUNANAN

LYSANDER SASING

DENZEL B. SORIANO
has been computed and checked for the proper statistical tools

used, tabulation, presentation, analysis, and interpretation of data.

REYNOLD R. BANGALISAN, LPT

Statistician

OCTOBER 2024

APPENDIX K
 103

STATISTICIAN’S CURRICULUM VITAE

APPENDIX L
RESEARCH ADVISER’S CURRICULUM VITAE
104
105
106
 107

Appendix M

RESEARCHERS’ CURRICULUM VITAE

 108

Name: Evan Nicole S. Cunanan

Address: 0118 C. Donato st. Camalig NMeycauyan city Bulacan
Birthdate: October 4, 2002
Birthplace: Sta. Cruz Laguna
Civil Status: Single
Nationality: Filipino
Religion: Iglesia ni Cristo
Contact/Email Address: evancunanan381@gmail.com

Schools Attended:
Name of Schools Inclusive Years
Primary: Camalig Elementary 2008 - 2014
School
Secondary: Meycauayan National 2014 - 2018
High School
Senior High: Bestlink College of 2018 - 2020
the Philippines
Tertiary: Bestlink College of 2021 – Present
the Philippines
 109

Seminars Attended:

Title: College of Teacher Education

Seminar Theme: “UPSKILLING OF TEACHERS
OF TOMORROW”
Place: Teacher’s Camp, Baguio City,
Philippines
Sponsored by: Bestlink College of the
Philippines
Date: December 2023

Title: College of Teacher Education

Seminar Theme: “COMPETITIVE THROUGH
DISCIPLINE FOCUSED
RESEARCH BASED
INSTRUCTION”
Place: BCP Millionaires Village
Sponsored by: Bestlink College of the
Philippines
Date: September 2023
 110

Name: Jhuana Marie C. Cris

Address: 48 San Miguel Extention, Payatas A, Quezon City, Metro
Manila. 1121
Birthdate: December 02, 2002
Birthplace: Metro Manila, Quezon City
Civil Status: Single
Nationality: Filipino
Religion: Pentecost Christian
Contact/Email Address: jhuanamarie.cris.5@gmail.com
Schools Attended:

Name of Schools Inclusive Years

Primary: Saint Gregory 2008-2011
Learning Center
Commonwealth 2011-2015
Elementary School
Secondary: Justice Cecilia Munoz 2015-2019
Palma High School
 111

Senior High: Datamex College of 2019-2021

Saint Adeline
Tertiary: Bestlink College of 2021-Present
the Philippines

Seminar Attended:
Title: College of Teacher Education
Seminar Theme: “UPSKILLING OF TEACHERS
OF TOMORROW”
Place: Teacher’s Camp, Baguio City,
Philippines
Sponsored by: Bestlink College of the
Philippines
Date: December 2023

Title: College of Teacher Education

Seminar Theme: “COMPETITIVE THROUGH
DISCIPLINE FOCUSED
RESEARCH BASED
INSTRUCTION”
Place: BCP Millionaires Village
Sponsored by: Bestlink College of the
Philippines
Date: September 2023

Jhuana Marie C. Cris

 112

Name: Lysander Sasing

Address: 91 Molave 2 Street Novaliches, Quezon City, Metro Manila.
1125
Birthdate: June 24, 2002
Birthplace: Lucena City
Civil Status: Single
Nationality: Filipino
Religion: Catholic
Contact/Email Address: geraldsasing94@gmail.com

Schools Attended:
Name of Schools Inclusive Years
Primary: Juan Sumulong 2008 - 2014
Elementary School
Secondary: Novaliches High 2014 - 2018
School
Senior High: Novaliches High 2018 - 2020
School
Tertiary: Bestlink College of 2021 - Present
the Philippines
 113

Seminar Attended:

Title: College of Teacher Education

Seminar Theme: “UPSKILLING OF TEACHERS
OF TOMORROW”
Place: Teacher’s Camp, Baguio City,
Philippines
Sponsored by: Bestlink College of the
Philippines
Date: December 2023

Title: College of Teacher Education

Seminar Theme: “COMPETITIVE THROUGH
DISCIPLINE FOCUSED
RESEARCH BASED
INSTRUCTION”
Place: BCP Millionaires Village
Sponsored by: Bestlink College of the
Philippines
Date: September 2023
114