Enhancement of Memory Retention Through the Usage of Red and Blue Ink in

Making Guided Notes

A Research Study Presented to the Faculty of the

Senior High School Department of
Immaculate Heart of Mary College – Parañaque

Quilang, Quincy Pauline T.

11-Liberty-STEM

May 2019

1
 Abstract

Studies have shown that the use of guided notes is better than the
traditional way of handwriting notes. Guided notes are printed notes with
blanks wherein the student would write the answer as they listen to the
teacher’s discussion. The researcher would compare the usage of blue and red
guided notes and the standard color for guided notes (black) through the use of
a t-test with Two Sample Assuming Unequal Variance. The research would not
go deeper into the academic capacity or level of the students. The lesson proper
was conducted by the researcher herself with the help of a Biology teacher in
teaching Photosynthesis to the students whilst experimenting with the two
variables. The teaching strategy used by the researcher in executing the
research study.

2
 Acknowledgement

First and foremost, I want to address the help of my General Biology

teacher, Ms. Ma. Elena Queriazon for guiding me with the planning of the
pretest and posttest and who gave her suggestions and recommendations
about the research to be executed in her class. I also acknowledge my research
adviser, Mr. Ezekiel Amponin for guiding me throughout the whole research
project. Finally, I thank our God for giving me the strength to finish my
requirements for this year.

To God be the Glory.

3
 TABLE OF CONTENTS

Acknowledgement …………………………………………………….………….. 2
Abstract …………………………………………………………………………….. 3
Chapter I: Introduction ……………………………………………………….. 5
Background of the Study ……………………………………………………… 5
Statement of the Problem …………………………………………………….. 6
Significance of the Study …………………………………………..…………. 7
Scope and Delimitations ……………………………………………………… 7
Definition of Terms …………………………………………………………….. 8
Chapter II: Review of Related Literature ………………………………… 9
Chapter III: Research Methodology ………………………………………… 12
Chapter IV: Results and Discussion ……………………………………… 15
Chapter IV: Summary, Conclusion and Recommendations ……… 18
Bibliography………………………………………………………………….……. 20
A p p e n d i c e s ………………………………………………………………………… 2 1
Appendix A: Schematic Diagram ………………………………………….. 21
Appendix B: Request Letters ……………………………………………….. 22
Appendix C: Documentation ……………………………………………….. 24
Appendix D: Detailed Computations ……………………………………… 27

4
 Chapter I
INTRODUCTION

Background of the Study

Organizing notes is an important study habit. According to Nguyen

(2016), “Note taking in education is perceived as a major component in the
learning process.” Studies show that when a learner takes down notes while
listening in class, his/her retention skills would improve, resulting to faster
memorization and deeper understanding of the topic.

There are many styles of note taking. Some students are creative enough
to add colorful designs using colored pens, water brushes, highlighters etc.
Others use the Word-Map Method where they organize their notes through
drawing lines, boxes and circles and writing the word inside it. These note-
taking techniques might be different but tantamount with its learning benefits.
The external artifact hypothesis states that having notes for review facilitates
learning: notes aid students most when they can be reviewed (Baur &
Koedinger, 2004). Have you ever experienced reading twenty pages of a book in
one night for a quiz tomorrow? It is a natural tendency for humans, specifically
undergraduates to study the night before the said exams. Notes are convenient
at times like this for the reason that it’s summarized, concise and when you
took down those notes, you tend to remember it as you practice your retention
(Baur and Koedinger, 2014)

However, Peters (1972) stated that note taking is rather a hindrance to

learning since students tend to focus more on taking down notes. To address
this, studies were conducted about guided notes wherein it was determined
that it aids the students’ needs better than taking-down notes in the lecture
proper (Iannone and Miller, 2018, Haydon 2011).

Guided Notes are printed handouts given by the teacher to the students
before starting the lesson. It is an incomplete note wherein students would fill

5
in the blanks as they listen to the lecturer. The teacher will then confirm the
right answers (Haydon, 2011).

Statement of the Problem

The study aims to know what is the correlation between the

enhancement of a student’s memory retention with the usage colored and black
ink in making guided notes. In this study, the researcher aims to identify a.) If
there is a correlation between using colored ink in making guided notes and
the enhancement of retention. In this paper, the researcher would report the
results of a simple experiment with the lesson Photosynthesis with Grade 11
STEM students of Immaculate Heart of Mary College– Parañaque, school year
2018-2019.

The study specifically aims to answer the following questions:

1. What is/are the correlation(s) of using colored and black and white
guided notes in enhancing the retention of a student?
2. What is/are the difference(s) and similarities of using a colored and black
and white guided note?

Null Hypothesis

1. Usage of colored ink in making guided notes does not have any
correlations in the memory retention of a student
2. There is/are no difference(s) and similarities of using colored ink in
making guided notes.

Alternative Hypothesis

1. Usage of colored ink in making guided notes enhances the memory

retention of a student
2. Usage of colored or black ink in making guided notes is more efficient
and helpful than the traditional guided notes

6
Significance of the Study

The Department of Education can benefit from the study as they can
further improve the study and disseminate the research findings if the colored
and black and white guided notes are proven to have an effect to the students’
memory retention. Lecturers may also benefit from the study. It could serve as
a guide for them in handing out guided notes to students. Moreover, the study
can also benefit researchers. The study can serve as an initial research and can
be improved throughout the years.

Scope and Delimitations

There are many ways to organize notes. However, the aim of this
research paper is to compare the use of blue and red ink and the traditional
use of black ink in making guided notes per se and how effective it is when it
comes to the enhancement of memory retention of 11th grade STEM students of
Immaculate Heart of Mary College – Parañaque, school year 2018 – 2019. The
researcher did not go deeper into the academic ability of the student as it
would take time and it would not fit the timetable of the researcher.

The researcher chose to study the usage of the color red and blue ink in
making guided since these color are what students usually use in schools
when they are taking notes. Other colors will not be included in the study.

On the day when the pretest-posttest was conducted, students who

missed the class were not counted with the population mean. Since the
population mean is unequal in both variables, certain procedures are done to
analyze the data pooled.

To fit what was written on the guided notes with the lesson, the
researcher prepared a short presentation explained to the participants about
an overview of Photosynthesis. The lesson proper is simple and the researcher
did not include the teaching strategy used to teach the students in this paper.

7
 The researcher did not dwell on what the colors of the ink psychologically
mean. However, it can be reviewed as an aid for the conclusion that is to be
made. Additionally, penmanship and the ball-pen used by the participants are
not observed as the researcher believes that it would not be beneficial nor
useful with the researcher’s objectives and purpose.

Since guided notes are said to be helpful and better than traditional
note-taking, the study would want to know what is better in strengthening and
enhancing the memory retention skill of a student. Students who have
difficulty or no idea on how to organize their notes properly could use it.
Furthermore, the discussions and results to be made in this research can be
used and further enhanced by another researcher with a different knowledge
and perspective about the study.

Definition of Terms

1. Retention – “the ability to retain things in mind specifically: a

preservation of the aftereffects of experience and learning that makes
recall or recognition possible.” (Merriam Webster, 2019)
2. Traditional Note-taking – the usage of paper and pen in taking notes.

8
 Chapter II
REVIEW OF RELATED LITERATURE

Retention

Studies have proven that note-taking can enhance a student’s memory

retention (Nguyen, 2006; Santa, Abrams, J. Santa, 1979). According to
Nguyen, there are two usage of notes. One is the type of note which is to be
prepared for class. This type of note is usually thrown after class or kept for
future purposes. The other one is varied from chaotic stages and was organized
by students. These notes are then compiled by students in a folder every once a
week. The study also states that even students who prefer writing with their
computer uses paper and pen for some notes but would be thrown away after
its usage. Note-taking is recognized as a critical activity in learning contexts
(Nguyen, 2006). No two people study the same way. However, there are general
techniques that may be used by teachers. One of these techniques is note-
taking conjoined with reading. Writing down the main ideas and outlining it is
one the strategies students may use in taking down notes. They could also use
concept maps and charts. It has been proven in the study that note-taking has
a correlation with the student’s academic performance (Cadosales, 2012).

Gaines’ (2001) study focuses on the factors of retention. The article

stated that there are three types of memory that humans utilize: the sensory,
long-term and short-term memory. One factor stated in the study is colors. An
experiment has been conducted with sixth grade students wherein an average
of 7.5 of the colored words were remembered by the girls and an average of 8
were remembered by the boys while the average of the black and white words
that are remembered by boys is 6.9 while the girls remembered an average of
6.5. The study also suggested conscious effort as a factor. Taking notes and
reviewing it afterwards was pointed out as a conscious effort that needs to be
done by student to enhance their retention.

9
 However, a study by Peters (1972) states that note-taking is not helpful
in learning and rather, a hindrance to the performance of the student. Matre,
Nicholas and Carter (1975) Encoding Hypotheses which suggests that note-
taking itself helps the notetaker her/himself in remembering the notes; and the
External Storage Hypotheses which implies that it is not the note-taking action
that helped the notetaker remember but rather, notes are for future references
and preserving information for future uses like reviewing for exams. The
researchers’ study indicated a great support to the External Storage
Hypotheses and came to a conclusion that it is better not to take notes if it
would not be reviewed.

One teaching strategy can’t fit all types of learners. Traditional teaching
method may help one and confuse the other. Hence, the teacher should
carefully prepare lessons and various teaching strategies to satisfy all learners.
According to San Jose (2018), utilization of tools, techniques and strategies
should be with the comprehension of meanings. Moreover, teaching strategies
rely partly and wholly on the teacher’s expertise. A syllabus needs to be revised
or improved often to fit all type of learners.

Usage of Colored and Black and White

In the United States, teachers need to know the correlation of colors to

the enhancement of student’s learning. Color has the ability to impact
students’ attention, achievements and behavior. Moreover, over-stimulating
colors creates sensory overload and under-stimulation is just as harmful.
However, the study as a whole determined that in order to facilitate learning,
colors should be balanced (Gaines and Curry, 2011). Dr. Olurinola and Dr.
Tayo (2015) also stated that Color is a powerful tool for education. It can be
used for attention, enhancement of clarity, establish a code, label things in
nature and to differentiate items. Teachers use different colored chalks so as to
make the differences prominent. The study determined that colors increase the
chance of environmental stimuli to be stored, encoded and retrieved

10
successfully. This means that color was proven to enhance the memory of a
student with the right choice of colors.

Guided Notes

Students have to acquire the ability to take effective notes (Campana,

2009). Haydon (2011) stated that guided notes involve filling a black from the
paper with a key term. To be able to fill in the blacks from the guided notes, the
students should listen to the teacher. The students may answer beforehand
and the teacher will confirm if their answer is right. One of the researchers’
given example is “A ______ is the very smallest unit of living matter,” The
students will then listen to the lecturer and will soon write the word cell. The
researchers determined that guided notes are better than the traditional note-
taking because of the improved accuracy and improved test scores. Students
were more satisfied with guided notes than the traditional note-taking. A Math
Professor in a university in UK: Dr. Nicholas teaches students in a non-
traditional way. Instead of the traditional way of teaching, Dr. Nicholas gives
out guided notes for his students. Usually, guided notes are pre-prepared notes
which was given by the teacher to his students where there are gaps for them
to fill while the professor is carrying on with the lesson. Dr. Nicholas pointed
out that guided notes allowed students to focus on the lesson itself and he does
not have to wait for them to finish writing. The researchers found out that most
of the students preferred chalk talk, accompanied with guided notes since it
helped them have more organized notes. Additionally, the participants felt that
guided notes helped them from the burden of focusing on their note-taking.
The guided notes gave students time to write down extra comments by the
lecturers. It engaged the students in the lecture. However, the study also
showed that it did not improve the students’ understanding of the lesson.
(Iannone and Miller, 2018)

As claimed by Campana (2009), students have to acquire the ability to

take effective notes. Guided notes can be used to teach students how to take

11
notes properly. There are many ways to improve the learning ability of
students. Researchers have developed may learning strategy throughout the
year. One of these is the lecture format. It has said to be effective but not with
everyone. Many students find it monotonous. However, when it was conjugated
with guided notes, it has been remarkably effective in enhancing the student’s
academic ability. When using completed guided notes allowed the students to
have accurate notes from the lesson but there is a little interaction. The
students realized that most of the lecture was printed in the guided notes, thus
giving them time to listen to the teacher’s discussion.

Larwin (2012) conducted a research about the impact of guided notes to

K-12 students and students under special education. The researchers of the
study stated “Guided notes offer cues to students and are prepared by the
teacher ahead of time.” Furthermore, considering Individuals with Disabilities
Education Act, guided notes can be individualized in accordance with the
ability level of the student. The direct comparison between elementary, middle
school and high school determined that there is a strong significant impact on
the students. The study also indicated that there are no differences between
the three grade categories. However, it was seen in the study that the greatest
impact was from the elementary students from special education.

12
 Chapter III
METHODOLOGY

Research Design

The research design used in the study is Experimental as the said study
will compare the ability to enhance the retention of a student using colored and
black & white guided notes with 11th grade Science, Technology, Engineering
and Mathematics students of Immaculate Heart of Mary College Paranaque
S.Y. 2018 - 2019. There are two groups: the treatment group and the control
group. The colored guided notes was distributed to the treatment group while
the black & white guided notes was given to the control group.

Preparation of Materials

The research adopted an Experimental approach. There are twenty-nine

(29) STEM students taking up General Biology in the treatment group and
twenty-four (24) in the control group. Absent students on the day when the
researcher would execute the experimentation with the participants shall not
be included in the statistical analysis.

Before the General Biology class, the students will take up a 15-item
pretest to test their prior knowledge about Photosynthesis. The 15-item test
shall be composed of fifteen (15)-item Multiple Choice. After the pretest, the
colored guided notes shall be distributed to Section Liberty and Black & White
guided notes for Section Kindness. The researcher would teach basic lessons
about Photosynthesis. The participants will fill out the blanks in the guided
notes whilst listening to the researcher for answers. The students will keep the
guided notes given to them for future references. After the class, the
participants will answer a posttest.

The results of the pretest and posttest were computed for the research
analysis through the use of t-Test: Two-Sample Assuming Unequal Variances.

13
Data Gathering

Primary data will be gathered from the pretest and posttest results of
each Grade 11 Science, Technology, Engineering and Mathematics students of
Immaculate Heart of Mary College – Paranaque. Secondary data shall be
accumulated from pre-existing published scholarly articles.

Statistical Analysis

The researcher will use t-Test: Two-Sample Assuming Unequal Variances

to analyze the primary data to be gathered. T-test is “an inferential statistical
procedure for determining the probability level of rejecting the null hypothesis
that two means are the same” (McMilan and Schumacher). Through the t-test
the researcher can analyze the pretest-posttest results from the two groups.
The researcher used Microsoft Excel 2016 to execute the statistical analysis
with the help of Analysis Toolpak.

14
 Chapter IV
Presentation, Analysis and Interpretation of Data

In this chapter, the researcher will present the analysis and the
interpretation of the data pooled from the two groups of Grade 11 STEM
students of Immaculate Heart of Mary College – Paranaque. The data was
collected from the Pretest-Posttest results of two groups.

Students from each group answered a 15-item Pretest and a 15-item

Posttest with an approximately 30-minute lesson proper about Photosynthesis
and a 10-minute break after the lesson.

Table 1.1 Treatment Group Pretest-Posttest Result

Cases Pre-test Post-test Difference

S01 5 11 6 S14 13 13 0

S02 10 11 1 S15 6 6 0

S03 9 9 0 S16 6 8 2

S04 8 9 1 S17 7 4 -3

S05 6 12 6 S18 7 8 1

S06 6 10 4 S19 8 12 4

S07 6 10 4 S20 9 7 -2

S08 6 8 2 S21 7 11 6

S09 4 8 4 S22 4 7 3

S10 6 9 3 S23 9 10 1

S11 5 8 3 S24 9 14 5

S12 7 11 6 S25 4 10 6

S13 4 10 6

15
 Student no. 14 had the highest score in the pretest of the treatment
group with a score of 13/15 while student no. 24 with a score of 14/15 got the
highest score in the posttest. The highest difference (x-y) in the treatment
group was 6 and the lowest difference made was -3.

Table 1.2: Control Group Pretest-Posttest Results

Cases Pretest Posttest d

S01 7 10 3
S15 9 12 3
S02 10 9 1
S16 8 10 2
S03 10 7 3
S17 7 9 2
S04 8 13 5
S18 4 12 8
S05 6 8 2
S19 8 13 5
S06 7 13 6
S20 9 10 1
S07 5 6 1
S21 7 11 4
S08 6 9 3
S22 7 9 2
S09 11 13 2
S23 7 11 4
S10 7 12 5
S11 9 13 4
S12 8 8 0
S13 12 13 1
S14 11 10 -1

The highest score rendered in the pretest of the controlled group is

12/15 while the highest score in the posttest was 13/15. The highest difference
(x-y) in the controlled group was 8 and the lowest difference made was -1.

16
Fig 1.1 Average Scores

Average Scores
12 10.48
9.44
10
7.96
8 6.84
6
4 2.47 2.76
2
0
Contolled Group Treatment Group

Pretest Posttest difference

Table 2.1: T-test results

The t Stat < t Critical two-tail which means that the null hypotheses
shall not be rejected. In addition, the mean of the Treatment Group and the
Controlled Group does not differ much from each other (2.625 – 2.863636).
This may imply that there is little to none correlation between the enhancement
of retention and the color of the guided notes for the grade 11 STEM students
of IHMC-P school year 2018-2019.

17
 Chapter V

SUMMARY, CONCLUSION, AND RECOMMENDATIONS

Summary of the Study

The study aims to find out the correlation of colors in making guided
notes as studies have proven that color enhances memory retention. The
researcher conducted an experiment with two groups of Grade 11 STEM
student. The students are grouped into two: the treatment group where there
are 25 participants and the control group with 23 students. The data analysis
tool used is t-Test: Two-Sample Assuming Unequal Variances. The mean of
each group does not differ much from each other and the average scores from
the pretest-posttest does not have a significant difference.

Conclusions

Based on the findings of the study, the following conclusions were drawn:

1. What is/are the correlation(s) of using red and blue from black and white
guided notes in enhancing the retention of a student?

The study showed that there is/are correlation(s) of using colored guided
notes in enhancing a student’s memory retention. The t-test implied that there
are no significant differences in the mean. The t-test rejected the alternative
hypothesis, which states that colored guided notes enhances the memory
retention of a student.

2. What is/are the difference(s) and similarities of using a colored and

black and white guided note?

There is no significant difference in the means of two groups and the

researcher accepts the null hypothesis. However, the use of guided notes aided
the students’ need in their Biology class nevertheless if it was colored or not.

18
Recommendations

Based on the summary of findings and conclusions, the researcher

suggests future researchers who will work on this study the following:

1. Inclusion of analysis about the colors of the ink used in making guided
notes should be looked upon by the future researcher.

2. It is highly recommended to study the usage of a different color in

making guided notes.

3. Since the study was conducted within a small group, the researcher
highly suggests to experiment with a larger sample size and more groups.

4. The experiment was done through pretest and posttest and the value of
scores have been the main concern of this study. However, the
researcher recommends the use of survey forms to know how the student
feels or think towards idea of using the guided note provided.

5. The researcher suggests to address the shortcomings of this study and

all the things the researcher failed to do because of the timetable and
limited scope.

19
Bibliography

Cadosales, Maria Nancy. (2013). The Study Skills of First Year Education Students and Their Academic
Performance. IAMURE International Journal of Education. 6. 10.7718/iamure.ije.v6i1.494.

Campana, John N. (2009) The Effectiveness of Using Guided Notes in a High School Physics Classroom.
School of Arts and Sciences. St. John Fisher Sciences

Gaines, K. S., & Curry, Z. D. (2011). The Inclusive Classroom: The Effects of Color on Learning and
Behavior. Journal of Family & Consumer Sciences Education, 29(1).

Gaines, Marcellius (2001) What Factors Effect Retention in the Classroom? Wakefield High School
Arlington County (VA) Public Schools

Haydon, Todd & Mancil, Richmond & Kroeger, Stephen & Mcleskey, James & Jenny Lin, Wan-Yu. (2011).
A Review of the Effectiveness of Guided Notes for Students who Struggle Learning Academic Content.
Preventing School Failure: Alternative Education for Children and Youth.

IANNONE, P. and MILLER, D., 2019. Guided notes for university mathematics and their impact on
students' note taking behaviour. Educational Studies in Mathematics

Larwin, K. H., Dawson, D., Erickson, M., & Larwin, D. A. (2012). Impact of Guided Notes on Achievement
in K-12 and Special Education Students. International Journal of Special Education, 27(3), 108-119.

Olurinola, O., & Tayo, O. (2015). Colour in Learning: Its Effect on the Retention Rate of Graduate
Students. Journal of Education and Practice, 6(14), 1-5.

Phan, Ngoc & Nguyen, Hong. (2006). Note Taking and Sharing with Digital Pen and Paper. Designing for
Practice Based Teacher Education.

San Jose, Ariel. (2015). Strategies in Teaching Literature: Students in Focus. International Journal of
Education and Research. 3. 41-50.

Van Matre, N. H., & Carter, J. F. (1975). The Effects of Note-Taking and Review on Retention of
Information Presented by Lecture.

20
 Appendix A
Schematic Diagram

Enhancement of Retention Through the

Usage of Red and Blue Ink in Making Guided
notes

Experimental
Study

pretest-
posttest

Null Hypothesis t-test Alternative Hypothesis

more efficient
Two-Sample enhances the
does not have no and helpful
Assuming Unequal memory
any difference(s) than the
Variances retention of a
correlations and traditional
student
similarities guided notes

21
 Appendix B
Request Letters

Ms. Mia Dyle Magallanes

Subject Teacher

Dear Ms. Mia Dyle Magallanes,

Greetings of Peace and Goodwill!

I, Quincy Pauline T. Quilang, a Grade 11 student from the Senior High School Department of
Immaculate Heart of Mary College – Paranaque is currently taking up Research Project as part
of the curriculum requirements for STEM (Science, Technology, Engineering and Mathematics)
strand under the academic track program.

In accordance with the learning competencies for the said subject, I am currently working on
my research study title “Enhancement of Retention through the Usage of Colored and Black &
White Guided Notes”. The said study will focus on the effects to a student’s memory retention
in General Biology class using Guided Notes instead of traditional note-taking. In line with this,
I would like to seek permission to be excused for Reading and Writing class to meet Grade 11-
Kindness students to collect the data needed for the said research. The research study will only
focus on what is more effective when it comes to Guided Notes. Other factors/information such
as name, age, height, weight, gender and other will not be included in the data collection. This
is to ensure the client’s identity will be kept confidential.

If you would require any additional information or clarification, please do not hesitate to
communicate with me through the following contact information: email address
(quilangpauline22@gmail.com).

I am hoping for your favourable response regarding this matter. The assistance of your
department and institution will be greatly appreciated. Thank you and God Bless!

Sincerely,

Quincy Pauline Quilang

11-Liberty

Noted by:

Mr. Ezekiel Victor Amponin

Research Adviser

22
Ms. Elena Queriazon
Subject Teacher

Dear Ms. Queriazon,

Greetings of Peace and Goodwill!

I, Quincy Pauline T. Quilang, a Grade 11 student from the Senior High School Department of
Immaculate Heart of Mary College – Paranaque is currently taking up Research Project as part
of the curriculum requirements for STEM (Science, Technology, Engineering and Mathematics)
strand under the academic track program.

In accordance with the learning competencies for the said subject, I am currently working on
my research study title “Enhancement of Retention through the Usage of Coloured and Black &
White Guided Notes”. The said study will focus on the effects to a student’s memory retention
in General Biology class using Guided Notes instead of traditional note-taking. In line with this,
I would like to seek permission to gather data during General Biology class with Grade 11
STEM students. The research study will only focus on what is more effective when it comes to
Guided Notes. Other factors/information such as name, age, height, weight, gender and other
will not be included in the data collection. This is to ensure that the client’s identity will be
kept confidential.

If you would require any additional information or clarification, please do not hesitate to
communicate with me through the following contact information: email address
(quilangpauline22@gmail.com).

I am hoping for your favourable response regarding this matter. The assistance of your
department and institution will be greatly appreciated. Thank you and God Bless!

Sincerely,

Quincy Pauline Quilang

11-Liberty

Noted by:

Mr. Ezekiel Victor Amponin

Research Adviser

23
 Appendix C
Documentation

Lesson proper about Photosynthesis

Pretest-Posttest results

24
Name: _________________________________ Section: 11 – Kindness
Photosynthesis
 Plants use _____________ from the sun to make their own food.
 Photosynthesis occurs in the ____________. It is an anabolic process and it requires
enzymes.
 ____________ are organisms that uses sunlight to produce their own food while
___________ are organisms that cannot use the sun’s energy to produce. Instead, it gets
its energy from its food.
 ______________________ or ATP is a compound cell used to store and release energy.
It is the basic energy source of cells.
 ______________________ or ADP is a compound, similar to ATP. Unlike ATP, ADP
has 2 phosphate groups. When one of the phosphate group in ATP was broken down, it
turns into ADP. When a phosphate breaks off, through chemical reactions in a cell,
energy is released which the plant uses for cellular processes. ADP is then re-energized
during photosynthesis as the phosphate group is re-attached to the ADP, thus making it
an ATP again.

 Formula for Photosynthesis

 NADPH stands for _______________________________________________________.

It is a product of the first stage of photosynthesis. It is used to help fuel the reactions that
takes place in the 2nd phase.
 There are two stages of photosynthesis. _________________________ and
_______________________.
 In _________________________ (the first stage of photosynthesis), the chloroplast traps
light energy and converts it to chemical energy contained in NADPH and ATP. This
happens in the ___________________ of the cell.
 The ________________ is a process that plants and algae use to turn ____________
from the _______ into ___________, the food autotrophs need to grow.

25
Name: _________________________________ Section: 11 – LIBERTY
Photosynthesis
 Plants use _____________ from the sun to make their own food.
 Photosynthesis occurs in the ____________. It is an anabolic process and it requires
enzymes.
 ____________ are organisms that uses sunlight to produce their own food while
___________ are organisms that cannot use the sun’s energy to produce. Instead, it gets
its energy from its food.
 ______________________ or ATP is a compound cell used to store and release energy.
It is the basic energy source of cells.
 ______________________ or ADP is a compound, similar to ATP. Unlike ATP, ADP
has 2 phosphate groups. When one of the phosphate group in ATP was broken down, it
turns into ADP. When a phosphate breaks off, through chemical reactions in a cell,
energy is released which the plant uses for cellular processes. ADP is then re-energized
during photosynthesis as the phosphate group is re-attached to the ADP, thus making it
an ATP again.

 Formula for Photosynthesis

 NADPH stands for _______________________________________________________.

It is a product of the first stage of photosynthesis. It is used to help fuel the reactions that
takes place in the 2nd phase.
 There are two stages of photosynthesis. _________________________ and
_______________________.
 In _________________________ (the first stage of photosynthesis), the chloroplast traps
light energy and converts it to chemical energy contained in NADPH and ATP. This
happens in the ___________________ of the cell.
 The ________________ is a process that plants and algae use to turn ____________
from the _______ into ___________, the food autotrophs need to grow.

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 Appendix D
Detailed Computations

Cases Pretest Posttest d (d-db) (d-db)^2

S01 7 10 3 0.13 0.0169

S02 10 9 1 -1.87 3.4969

S03 10 7 3 0.13 0.0169

S04 8 13 5 2.13 4.5369

S05 6 8 2 -0.87 0.7569

S06 7 13 6 3.13 9.7969

S07 5 6 1 -1.87 3.4969

S08 6 9 3 0.13 0.0169

S09 11 13 2 -0.87 0.7569

S10 7 12 5 2.13 4.5369

S11 9 13 4 1.13 1.2769

S12 8 8 0 -2.87 8.2369

S13 12 13 1 -1.87 3.4969

S14 11 10 -1 -3.87 14.9769

S15 9 12 3 0.13 0.0169

S16 8 10 2 -0.87 0.7569

S17 7 9 2 -0.87 0.7569

S18 4 12 8 5.13 26.3169

S19 8 13 5 2.13 4.5369

S20 9 10 1 -1.87 3.4969

S21 7 11 4 1.13 1.2769

S22 7 9 2 -0.87 0.7569

S23 7 11 4 1.13 1.2769

mean St. Dev 2.073739438 t value 6.674418605

2.87 Sed 0.431624837 6.70

0.43 Crit. Value 2.07

Control Group

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 Cases Pre-test Post-test d d-db (d-db)^2 mean 2.76
S01 5 11 6 3.24 10.4976 St. Dev S = 2.634387974
S02 10 11 1 -1.76 3.0976 SEd = 0.526
S03 9 9 0 -2.76 7.6176 t value = 5.20754717 apx. 5.21
S04 8 9 1 -1.76 3.0976 Crit. Val 2.06
S05 6 12 6 3.24 10.4976
S06 6 10 4 1.24 1.5376
S07 6 10 4 1.24 1.5376
S08 6 8 2 -0.76 0.5776
S09 4 8 4 1.24 1.5376
S10 6 9 3 0.24 0.0576
S11 5 8 3 0.24 0.0576
S12 7 11 6 3.24 10.4976
S13 4 10 6 3.24 10.4976
S14 13 13 0 -2.76 7.6176
S15 6 6 0 -2.76 7.6176
S16 6 8 2 -0.76 0.5776
S17 7 4 -3 -5.76 33.1776
S18 7 8 1 -1.76 3.0976
S19 8 12 4 1.24 1.5376
S20 9 7 -2 -4.76 22.6576
S21 7 11 6 3.24 10.4976
S22 4 7 3 0.24 0.0576
S23 9 10 1 -1.76 3.0976
S24 9 14 5 2.24 5.0176
S25 4 10 6 3.24 10.4976
Treatment Group

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