The effect of digital note-taking apps on students’ retention of knowledge in Sokoto Central LGA, Sokoto State
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- NGN 5000
Background of the study
The advent of digital technology in education has paved the way for the widespread adoption of digital note-taking apps, which are increasingly used as tools to enhance students’ retention of knowledge. In Sokoto Central LGA, these apps have become integral to the learning process by offering organized note-taking, quick retrieval of information, and interactive features that support an engaging learning experience. Digital note-taking enables students to capture lectures, annotate key points, and integrate multimedia resources—all of which contribute to better information retention compared to traditional handwritten notes (Garcia, 2023). These apps offer flexibility, allowing students to access their notes on various devices and revisit content at their convenience. Additionally, features such as text formatting, color coding, and the inclusion of images make the study process more dynamic and tailored to individual learning styles (Harris, 2024). In Sokoto Central LGA, the adoption of digital note-taking is viewed as a modern solution to enhance academic outcomes; however, challenges such as varying levels of digital literacy, occasional technical glitches, and the initial costs associated with premium features may affect their overall effectiveness. As students transition from traditional note-taking to digital methods, understanding the impact on knowledge retention is vital for optimizing these tools. This study explores how digital note-taking apps influence retention of knowledge, examining both the benefits and challenges inherent in their usage, and aims to provide recommendations to maximize their positive impact (Ibrahim, 2025).
Statement of the problem
While digital note-taking apps are promoted for their potential to enhance knowledge retention, their effectiveness in Sokoto Central LGA remains under-examined. Students expect improved study efficiency; however, inconsistent digital literacy and technical issues such as software glitches or distractions from non-academic apps have been reported to interfere with the learning process (Omar, 2023). In some cases, the convenience of digital note-taking may lead to superficial processing of information, thereby reducing deep cognitive engagement and long-term retention (Phillips, 2024). Additionally, the cost barrier of accessing advanced features in some apps may create disparities in academic performance. Without structured guidance on how to leverage these digital tools effectively, many students fail to maximize the benefits of digital note-taking. These challenges underscore the need for a systematic investigation into the real impact of digital note-taking apps on knowledge retention. The study aims to identify factors that either facilitate or impede effective use, thereby providing educators and policymakers with strategies to optimize digital note-taking practices (Rahman, 2025).
Objectives of the study
• To assess the effect of digital note-taking apps on students’ retention of knowledge in Sokoto Central LGA.
• To identify challenges and barriers to the effective use of digital note-taking apps.
• To recommend strategies for optimizing the use of digital note-taking tools to improve knowledge retention.
Research questions
• How do digital note-taking apps affect students’ retention of knowledge?
• What challenges do students encounter when using digital note-taking apps for academic purposes?
• How can digital note-taking practices be improved to enhance long-term knowledge retention?
Research Hypotheses
• H1: The use of digital note-taking apps significantly enhances students’ retention of knowledge.
• H2: Higher levels of digital literacy are associated with more effective use of digital note-taking apps.
• H3: Technical issues and app-related distractions negatively impact the effectiveness of digital note-taking on knowledge retention.
Significance of the study
This study is significant as it investigates the impact of digital note-taking apps on students’ retention of knowledge in Sokoto Central LGA. The research provides valuable insights into how digital tools can transform traditional study habits and enhance learning outcomes. The findings will inform educators, app developers, and policymakers about the benefits and challenges of integrating digital note-taking into the academic process. By identifying effective strategies for digital note-taking, the study aims to contribute to improved academic performance and a more efficient, technology-driven learning environment.
Scope and limitations of the study
This study is limited to examining the effect of digital note-taking apps on students’ retention of knowledge within Sokoto Central LGA. It focuses exclusively on digital note-taking practices and does not extend to other digital learning tools or broader educational technologies. The research is confined to selected institutions in the region.
Definitions of terms
• Digital Note-Taking Apps: Software applications that enable users to take, organize, and review notes digitally.
• Retention of Knowledge: The ability to recall and apply learned information over time.
• Digital Literacy: The competence to effectively use digital tools and technologies for academic purposes.
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