Factors Affecting Information Retention in Kasaysayan NG Daigdig

1
CHAPTER 1
The Problem and Its Background
Introduction
The learners can acquire knowledge and reinforce their learning, which enhances
their cognitive skills. Retaining learning from the lectures in Kasaysayan ng Daigdig is
important to the students because it enhances their critical thinking and analytical skills,
which prepare them to be responsible citizens. This information retention becomes the
foundation for students to be profitable individuals, which trains students' minds to be
holistic. The concept of information retention in a broad perspective is the ability of the
learners to make their knowledge stick for a long time on what they learn in school, to be
specific, inside the classroom (Whatfix, 2022).
This study is supported by data in which information retention have been
experienced in global, national, and local communities. To define information retention
known as "learning retention or memory retention" in global aspects, in which "learning
retention is the process of transferring new information into long-term memory. This
means "taking in the information and being able to recall it in the future" (Lorman, 2021).
The advantages of information retention are that it involves strengthening
knowledge and the likelihood of the students learning more and applying their prior
knowledge to new learning (Humentum, 2018). The students will enhance their
knowledge, skills, and understanding of the lesson taught inside the classroom and learn
to appreciate the subject Kasaysayan ng Daigdig in Araling Panlipunan. Also, the

2
students are able to achieve life-long learning, and they can reflect their knowledge that
they have retained through information retention.
To conclude the information retention, the study of Pillado, Futalan, and
Cumighud (2020) explained that memory retention plays a paramount role in the
academic lives of the students. However, students who have a problem with retention
may have difficulty remembering class lectures. Memory is a mental process that is used
to acquire, store, or retrieve information. Its processes are acts of using information in
specific ways to make the information available later or to bring that information back
into the current stream of processing. Meanwhile, the problem focuses on information
retention in a national community here in the Philippines.
According to the study of Boladola (2018), the retrieval of students prior
knowledge, or memory, as needed to connect to the new lesson of higher complexity is
oftentimes a problem encountered by teachers in the implementation of the K–12
curriculum. The Philippines has used a spiral progression approach across the curriculum,
which has been controversial until the present. Hence, Laus (2021) stated in his study that
academic performance and student retention had drawn popular interest among
educational researchers and theorists in the past years.
Moreover, Filipino students suffer from low retention of concepts, limited
reasoning and analytical skills, and poor communication skills. These low performance
indicators were attributed to the quality of the teaching-learning process (Doque and
Roleda, 2019). Consequently, information retention is an indicator of successful or

3
unsuccessful teaching and learning. To be specific, the locality limited to Region IV-A,
Calabarzon, will support the problem of information retention.
It is a quite sad reality that learners find Araling Panlipunan a boring subject.
Primarily, it deals with history, economics, politics, the constitution, and society. The
contents are highly objective in nature and should be taught in an exact and
comprehensive way. The teachers struggle to motivate learners and must make
information relevant to their experiences (Lorbis, 2019).
The learner memory retention level is a must for achieving the minimum learning
competency of learners in their subject. In fact, in the modern teaching approach that
facilitates learning, the acquired learning of the students in their lessons is always
considered. As a matter of fact, if retention is not a top priority in the classroom, teachers
spend most of their time reviewing and re-teaching the concepts. On the other hand, for
academic institutions, retention of students has become a challenging issue (Seidman,
2005; as cited in Curbano and Hernandez, 2020).
The researchers conducted the study on junior high school Grade 8 students at
Luis Palad Integrated High School, Tayabas, to determine the information retention of the
learners in Kasaysayan ng Daigdig. In the current times, based on the observable and
non-observable checklist pre-survey from all Grade 8 teachers from Luis Palad about the
observation inside the classroom of the students behavior toward learning and
information retention, there are some students in their classroom that are having difficulty
with information retention. Students in their classroom experience difficulty retaining and
constructing learned ideas. Those unengaged students fail to retain information and
4
struggle with information retention because they are unable to respond when questioned.
The difficulty in recalling the prior lesson was observed based on the students behavior.
Therefore, the researchers want to determine the reasons for the following factors
affecting information retention: repetition or practice, meaningful learning, whole vs. part
learning, massed and spaced practice, motivation, feedback, and passage of time or time
management, based on Shristi (n.d.). The locale is chosen to determine the capabilities of
grade 8 students in their learning retention from the subject matter limited to Kasaysayan
ng Daigdig. This study aims to resolve the problems encountered in information retention
to give it profitable significance.
Statement of the Problem
The study sought to determine the factors affecting the information retention of
Grade 8 Students in Kasaysayan ng Daigdig.
Specifically, it answered the following questions.
1. What are the factors affecting the information retention in terms of?
1.1 repetition or practice;
1.2 meaningful learning;
1.3 whole vs. part learning;
1.4 massed and spaced practice;
1.5 motivation;
1.6 feedback; and

5
1.7 passage of time or time management?
2. Based on the result of the study, what informational material can be developed to
enhance the information retention of the respondents?
Conceptual Framework
This study used the concepts that served as the foundation of this research study.
Those concepts are helpful for the researcher to have related information about the
factors affecting the information retention of selected grade 8 students in Kasaysayan ng
Daigdig.
The capacity to remember and store information was referred to as information
retention. Students first retain information in their short-term memory after learning it.
Short-term memories can be transformed by the brain into long-term memories, which
people may retain for a considerable amount of time. They can retain more long-term
memories and recall them when needed if they practice techniques for greater
information retention (Indeed, 2022).
According to the article by Shristi (n.d.), there are seven main factors that
influence learning retention namely: repetition or practice; meaningful learning; whole
vs. part learning; massed and spaced practice; motivation; feedback; and passage of time.
Repetition, or practice, is the act of repeating actions associated with a task, which
help a student learn. There are certain tasks that can only be learned perfectly through
repetition. For example, if someone wants to learn to type or ride a bike, they must
6
regularly practice the numerous actions required to master these skills. It has been
demonstrated that retention improves with increased repetition or practice.
While meaningful learning is when a student can relate something to someone
they already know and get its broader meaning, learning and remembering anything is
much easier. This way of learning, in which one also learns the subject's importance,
helps with memory preservation and retention.
However, whole learning is typically more effective than learning in bits and
pieces and then attempting to put them together. Yet, the type of content, its length, and
how it is organized all affect whether learning is done in full or in part. While, part
learning works best when the pieces are logical divisions of the whole. This method of
part-learning is once more the materials significance that improves learning efficiency.
Besides, the massed technique of practice or learning refers to a way of learning
in which the subject is learned in one sitting without breaks in between the practices. The
spaced technique of learning, also known as the distributed method of practice, is an
alternative that involves learning the material between sittings over a period of time.
In addition, learning has a goal or purpose, it is most likely to remember the
information for a longer period of time. Motivation has a significant impact on the
effectiveness or ineffectiveness of the retention process.
Through feedback that provides encouragement, correction, and some sort of
reinforcement. Hence, this might lead to effective learning and, consequently, efficient
retention.
7
Furthermore, the passage of time or time management refers to the amount of
time between learning and recalling, as well as the activities that students engaged in, are
thought to have a significant impact on retention.
Conceptual Paradigm
This study determined how these factors affect information retention of selected
grade 8 students in Kasaysayan ng Daigdig.
INPUT PROCESS OUTPUT
Factors affecting
information retention
of student in terms of:
Repetition or Developed
practice; Informational
Meaningful learning; Analysis on factors material in a form
Whole vs. part affecting of video blog to
learning; information enhance the
Massed and spaced retention information
practice; retention of the
Motivation; students
Feedback;
Passage of time or
time management?
Figure 1. Conceptual Paradigm of the Factors Affecting Information of selected Grade 8

students in Kasaysayan ng Daigdig
The figure above shows the Input-Process-Output (IPO) model on factors
affecting information retention of selected grade 8 students in Kasaysayan ng Daigdig.
The study used the IPO model to present the conceptual paradigm in which the input
8
stage contains the variables that affect the information retention namely: repetition or
practice, meaningful learning, whole vs. part learning, massed and spaced practice,
motivation, feedback and passage of time or time management factors.
Based on the process stage, analysis on factors affecting information retention.
These variables were analyzed through the results from the respondents using survey
questionnaire.
While the output stage, the researchers developed an informational material in the
form of a video vlog to enhance the information retention of the students. This supported
the study and a learning material to sustain information retention of learning.
Significance of the Study
These were beneficial to the following groups of people:
For the students, the results of this study help them to improve their information
retention in learning. It was able to determine their academic potential and pinpoint and
developed the skills that and boost their self-awareness towards learning.
Also, the teachers benefited since they have awareness to implement effective
teaching-learning strategies and techniques to help the students retain the learning and to
construct new knowledge from prior knowledge. They can have an insight that helped
them achieve an effective learning environment. The teachers can be well-prepared in all
aspects of the different methods for the students. Adapting to change and improvement
strategies and approaches for varied learners. They can offer a progressive and good
quality of teaching and learning process.

9
The administrators of the school also provided information on the factors
influencing student performance ability to retain material and excel academically.
Knowing this can help them decide what kind of professional help they can provide the
teachers so they are able to identify and address the needs of the learners when factors
affecting information retention unintended effects that negatively impact the students.
Lastly, the future researchers would use this study as a guide and their reference
in conducting other research that is connected to the topic. The findings of this study can
help to support their research related to information retention. They can use this research
as a guideline on creating further research.
Scope and Limitation
The study focused on determined factors affecting the information retention of
Grade 8 students in learning Kasaysayan ng Daigdig in terms of repetition or practice,
meaningful learning, whole vs part learning, massed and spaced practice, motivation,
feedback, and passage of time or time management.
The research was conducted in Luis Palad Integrated High School. (LPIHS)
Tayabas City, Quezon with respondents of (40) Grade 8 students using a purposive non
random sampling.
The researchers used a descriptive-survey research using quantitative method and
self-made survey checklist questionnaire as the tool in the gathered data.
The researchers come up with the result by using WAM in analyzing data.
According to Geopoll (2023) the weaknesses of using weighted arithmetic mean include
10
the potential for over-representing the opinions of a small number of respondents who
may not accurately represent the entire population, unintentionally introducing bias into
the dataset, and increasing the findings variability by increasing the standard deviation of
respondents' check-in responses.
Definition of Terms
For the clearer understanding of the important terminologies in this study, the
following are defined conceptually and operationally.
Factors- refers to one of the things that affects an event, decision, or situation (Collins
Dictionary). In this study, it refers to the variables used such as repetition or practice,
meaningful learning, whole vs part learning, massed and spaced practice, motivation,
feedback, and passage of time or time management that can affect information retention
as rated by the students.
Grade 8 students- it refers to the eighth grade, when students are between the ages of 12
and 14(Free Dictionary, 2023). In this study, the students are taking Kasaysayan ng
Daigdig as a subject.
Information Retention- refers to the process of transferring new information into long-
term memory. This means they effectively take in the information and are able to recall it
in the future (Lorman, 2021). In this study, it is the capacity of retaining information
among grade 8 students.
Kasaysayan ng Daigdig- it refers to the study of human history across borders. World
historians study events that span several states, civilizations, and geographical areas,
11
including as migrations, cross-cultural contact, and trade. They not only look for links,
but frequently compare historical periods in order to analyze the overall picture
(University of Florida, 2023). In this study, it is the subject of 8th grade students.
12
CHAPTER 2
Review of Related Literature and Studies
This chapter presents the review of related literature and studies which served as a
basis to make the study more informative and easier to understand. The researchers
extracted it from the books, journal, unpublished thesis and online resources.
Related Literature
A thorough review of related literature was made to come up with an in-depth
study about salient features. The researchers went through several readings to gain the
helpful knowledge needed to bring the study in a broader sense.
Information Retention
Information retention is defined that plays a paramount importance in the
academic life of the students. However, students who have a problem in retention may
have difficulty in remembering class lectures. The learners need to access information
about facts from long-term memory while remembering what they have just finished and
what they need to do. (Pillado, 2020). This means that information retention will
determine if the learnings stays through the scenario in a classroom setting that they
remember their prior learnings. Therefore, the learning information comes from long-
term memory or information retention.
According to Bombaes, Fuasan, and Garcia (2021), to have the knowledge stored
in long-term memory in a way that makes it possible to quickly recall it is to have

13
retained what was learned. The researchers concluded that storing learning retention will
help the learners to recall what they have learned.
However, there is a memory retention issue with students to retain and recall facts
from their previous knowledge gained (Boladola, 2018). These refers to the factors
affecting the information retention of the learners.
Siu (2020) defines information retention as the ability to remember information
over a period of time. In short, it is the process of retrieving information after it has been
encoded and stored. This will help the learners to prolong learning and retain prior
knowledge that they can connect to new learning.
The advantages of the learning retention process include improved understanding
as well as a higher possibility that participants will apply new skills and knowledge,
comprehend the outcomes that are possible, and reflect on and track their progress toward
a broad objective (Humentum, 2018). Through learning retention, which enables the
learners to develop their understanding so they can comprehend what they have learned,
teaching and learning are progressive.
In conclusion, the researchers want to determine the factors affecting the
information retention of the learners. These factors refer to repetition or practice,
meaningful learning, whole vs. part learning, massed and spaced practice, motivation,
feedback and passage of time or time management. The ability of the learners to retain
learning nourishes them to be progressive individuals. The learners who recall what they
already learned can comprehend it and use it for more complex learning. It prolongs the
14
life-long learning that determines their self-growth and that they can use in real-life
scenarios.
Practice or Repetition
Repetition is the repeated performance of a skill-improving action, whereas
practice is the act or instance of repetition or repetition of an act. When stimuli are
retained for a longer period of time and learnt through repetition, they are more easily
remembered. In the context of learning, this is referred to as repetition. The saying
"practice makes perfect" is used as an example in the Encyclopedia (2019) to show how
repetition improves learning, even if practice increases pupils' chances of remembering
new material. It was stated that the sensitivity of learning to repetition serves as proof of
its efficacy and flexibility. The ability of learners to increase academic achievement can
then be learned through repetition or practice.
Through exercises that rely on repetition to teach students new concepts while
also reviewing their prior knowledge. In every class, they can use their own expertise to
advance their learning; this strategy gives students a sense of competence and assurance
(Novakid, 2022). It let the students practice creating new learning from past information.
Additionally, learning through repetition significantly improved recall and
associative memory abilities. Additionally, associative memory's recollection
contribution was increased (Zhan, Guo, and Yang, 2018). As a result, repetition in
learning enables students to retain information while also experiencing it. As a result,
information retention improves.

15
Furthermore, Ritter and Schooler (2010), as cited in ResearchGate (2023),
indicated that longer practice should be conducted in order to have potentially high
retention. In other words, practice learning wants to make sure that students fully
comprehend a subject, and their long-term memory somehow makes it easier for them to
recall any concepts or ideas that may be needed in the future. Moreover, repetition retains
the information and preserves knowledge that is acquired through practice learning,
which maintains retention.
Moreover, (Cardino and Ortega-Dela Cruz 2020) by repeating and revisiting prior
formulas, lectures, and material, repetition or repetitive exercise helps pupils understand
concepts more quickly. Students can quickly understand concepts by using the simplest
strategy of repetition. In addition, repetition will help as a strategy for the students to be
able to quickly understand the subject.
The use of repetition or practice is to improve learning retention of students. The
more that they repeat and practice the target learning outcomes. Then, it exercises the
learner’s ideas to expand and it enhances their memory retention in learning. In addition,
it helps them to experience learning therefore it retains and they are able to recall. It also
gives good information retention.
Meaningful Learning
Meaningful learning is defined by Santos and Castro (2020), as satisfaction from
results in achieving a desired goal. Student achievement is thought to be significantly
influenced by how satisfied the students are with the teaching strategy and learning
16
results. As a result, the lesson's opening should present and focus on the learner's desired
aim.
The development of more educational strategies through innovative curricula that
encourage students to "think outside the box" and develop original ideas, according to
Dagamac, Arioder, and Quintana (2020), allows for meaningful learning, which improves
students' thinking abilities and promotes learning retention. The learner develops
comprehensive thinking abilities through the use of creative curricula that are outlined in
cognitive instruction.
Additionally, by assisting students in making sense of their experiences, the
creation of knowledge plays a role in the meaningful learning process, according to
Sofiana (2022). When a student has a great learning experience, meaningful learning
takes place. By incorporating activities that turn knowledge into experiences, it makes the
teaching-learning process engaging.
Connectedness to prior knowledge and experiences is the definition of meaningful
learning. It modifies previous assumptions and advances deep learning. Fact
memorization is not seen as significant learning. Instead, the goal of meaningful learning
is to create a conceptual framework for understanding and interpreting reality. A relevant
learning environment is essential in the educational setting of the twenty-first century. To
further encourage meaningful learning, a range of teaching and learning strategies are
blended, allowing students to gain new information, reflect on their experiences, and
share what they have learned. Because the learners are diverse, the teacher should use a
variety of strategies to facilitate learning. Meaningful learning is therefore active,

17
advantageous, and continuous. The ability for pupils to actively engage in the educational
process is its most major benefit. It requires understanding how the information fits
together. Role-playing is a method of memorizing data that contrasts with rote learning,
according to Ghazali (2019). Interactive learning activities that can enhance learning in
the twenty-first century and encourage holistic development are part of meaningful
learning for students. Learners can acquire a comprehensive sense of well-being by
engaging in interactive learning. Instead of learning through repetition, students can make
the teaching and learning process relevant by actively participating in it.
Meaningful learning, for instance, fosters historical understanding, which refers to
"any of the ways humans utilize and construct meanings about the past." As a result, the
students will become involved in the conversation and be able to offer suggestions to
advance their comprehension (Penalba, Samaniego and Romero, 2020).
Meaningful learning enables students to use constructivism to turn their past
knowledge into new information. By wanting to focus on learning goals at the start of the
class, one might therefore achieve the satisfaction of learning. Because learners are able
to construct new information or experiences using their prior knowledge, meaningful
learning is a factor that influences information retention. Meaningful learning involves
constructing a conceptual framework for reality perception and interpretation. To expand
on what they already know, learners should be taught new material sequentially. It gives
students the chance to learn new things, reflect on their past experiences, and share what
they have learned. The student is participating enthusiastically.

18
Whole vs Part of learning
Whole learning is the students given a generalization of a whole learning outcome
that should be attained. While, part learning is a learning technique in which the lesson is
broken down into portions that must be mastered one at a time in succession (APA
Dictionary). According to Cardino & Ortega-Dela Cruz (2020) the inductive technique is
a much more student-centered approach that employs a tactic known as "noticing." Here,
learners are supplied with a variety of data and instances from which they must derive
principles. As a result, it is a technique to aid real-world instances. It means that the
inductive approach known as part learning
On other hand, deductive technique is the antithesis of the inductive approach, in
which the teacher conducts classes by introducing and outlining concepts to students
before expecting them to carry out assignments to put the notions into reality. The pupils
are given all the broad concepts or information in this method, while the specific
concepts or information are covered subsequently (Cardino and Ortega-Dela Cruz, 2020).
Therefore, the learners are expected to attain the learning goals as a whole.
In addition, whole learning is taught as a complete process with overloading
information without being divided into smaller parts. Teaching students difficult parts of
the lesson and given activities also encourages learners to be challenged in learning and
view it from a wider perspective (Shaw, 2022). This suggests that in order for students to
participate in more difficult learning, they should learn within a larger framework.
19
However, whole-learning can cause students to struggle with comprehension.
Learners may not be able to understand the topics (Wijayanti, 2023). The reason is that
not all students are flexible enough, and there are students who have learning difficulties.
While part learning, it is a step-by-step procedure before the students understand
the given activity. This type of instruction is typically started by tackling the lessons for
students and guiding them in this technique (Sowdon, 2021). A step-by-step learning
procedure that instructs students to be particular in their learning to achieve the desired
learning goal
Through the use of whole learning and part learning the researchers identified that
the differences of the two are from general to specific and specific to generalization. This
approach is commonly used in the classroom setting which the teacher applies to
determine the capabilities of the students. In conclusion, part-learning and whole-learning
were used in the classroom setting. Thus, it depends on the teacher to determine which
approach is profitable based on the student capabilities. Part learning is a form of guiding
students in a step-by-step approach, while whole learning is giving them instruction from
a bigger perspective with many activities to comply with.
Massed vs spaced learning
Mass practice, often called cramming or intensive rehearsal of a performance over
a short period of time. The term "spaced practice" describes the pupils going through
their material repeatedly over an extended period of time. As a result, knowledge can be
expanded upon and made easier to remember in the future. Young minds have more time
to link various thoughts and concepts because to this (APA Dictionary, n.d).
20
According to Lane (2022), cramming the night before an exam can help students
retain information in the short term and ensure that they have learned enough to pass the
test. This refers to massed practice.
On the other hand, spaced practice, students can be held accountable for their own
learning results through the use of a study plan. Time management can be difficult, but
making a study schedule helps students manage their time and ensures that they finish
their homework, prepare for tests, and review and retain the material they have learned
(Intelligent.com, 2023).
The "underlying habit strength" that allows learners to use that knowledge when
they need it is developed by spaced practice. In the beginning, it could seem less effective
than cramming because they have forgotten some of the content and don't feel like they
understand it, but the extra effort is exactly what makes the method work. Spaced
exercise offers the brain the time it needs to solidify the new information and consolidate
it into long-term memory (Sinusoid, 2021). This means that the learners make an extra
effort to make time in learning.
In addition, Hood (2018), the concept of spaced practice, also known as
distributed practice, holds that practicing a specific skill or recalling a specific piece of
knowledge is more successful when done gradually across time rather than repeatedly
over a short amount of time. The reason spacing works is because memories deteriorate
and become harder to retrieve over time. When we try to re-learn anything after some
time has passed, we are actually reconstructing the knowledge itself and, more
significantly, the routes that lead to it, making it easier to access the next time. It means
21
that memory retention in learning is hard to retain but through spaced practice the
students are able to recall learning.
In contrast, ITAC (2021) blends spaced and mass practice. To begin, a certain
level of proficiency can be attained by a lot of practice. While spaced learning may be
used to encourage long-term, ongoing improvement and retention. Massed practice is
utilized to achieve learning objectives while studying for a test. Instead, in order to
increase information retention, students may use spaced learning, even if they achieve a
target level of academic success. In this case, the lessons or subject matter they learned
will still be retained.
In conclusion, massed practice is the academic equivalent of cramming, to put it
simply. It is often utilized by numerous pupils, which may make it harder for them to
remember what they have learned. There are too many concepts and teachings to
remember. On the other hand, spaced practice divides the instruction into smaller lessons
and requires the students to go over the content more thoroughly. This means that these
factors affect information retention, which can lead to a failing grade or a passing grade.
In addition, it will determine learning retention and whether the students are able to
preserve the knowledge for future purposes.
Motivation
Motivation is described as the power that propels a learner's actions and starts,
directs, and sustains goal-oriented activity. One of the most crucial internal elements
influencing students' academic progress, according to Mauliya, Relianisa, and Rokhyati
(2020), is motivation. A mental input that regulates and directs human behavior,
22
especially learning behavior, is referred to as "motivation". Everyone, especially students,
has encountered low motivation, which is a condition in which a student refuses to learn
since it is challenging to retain the lesson. They clarifies that lacking motivation refers to
having insufficient levels of passion and excitement for one's work.
In addition, according to Mangubhai (2006), as cited in Castro (2018), motivation
is a theoretical framework for explaining the initiation, direction, intensity, and
persistence of activity, particularly conduct that is goal-directed. Student motivation
describes the time and effort that students devote to activities that may or may not be
those that their teachers find appealing in the classroom. Hence, motivation is defined as
the subjective experiences of students, particularly in terms of their willingness to
participate in lessons and learning activities and their justifications for doing so.
Therefore, motivation is subjective in students' drives to attain a certain goal in learning
or an academic achievement.
While, Benjamin (2023) the ability of learners to be motivated to learn does not
make a difference unless learners use effective strategies for encoding the information
they want to retain. Learning depends upon the motivation of the learners to retain
learning.
Similarly, it is possible to think of motivation as the drive and vitality behind
learning. Both internal learning objectives or mastery goals and external motivators or
performance goals like grade recognition can help students learn. Personal interest,
curiosity, relevance, and efficient learning control processes are frequently the driving
forces behind mastery goals (Times Higher Education 2022). The students who exhibit
23
mastery of goal orientation have more productive attitudes toward learning, which leads
to longer-lasting experiences of learning success.
In relation to Araling Panlipunan, Beboso, and Bual (2022) with regard to social
issues, social science is a field that equips students with information, abilities, and
attitudes. Also, this is crucial in fostering the knowledge, abilities, behavior, and human
values that will help children become responsible citizens who are aware of their rights
and civic obligations. Also, this develops their general abilities like critical thinking,
problem-solving, decision-making, and research, which they can use to improve their
lives and drive social transformation.
Motivation is fundamental to supplying students with the drive to embrace social
science education by nature. Students maintain their drive and gain confidence in their
fundamental life experiences, which is important for understanding society. This
motivates them to work responsibly to complete their academic goals. The researchers
are able to connect the Kasaysayan ng Daigdig, which they gain from life experiences
that will nurture life-long learning. Since motivation is what propels students to study, it
has an impact on their ability to retain information and their academic achievement. The
learners drive to accomplish learning goals determines how well they do academically.
Also, the motivation of the learner affects the learning that they want to retain, which in
turn affects how much of it they retain. Therefore, the teachers should always motivate
the learners to perform well in the classroom.
Feedback
24
In the context of education, feedback is defined as the information provided to a
student by a teacher regarding their performance in relation to the learning objectives. It
seeks to reroute student behavior in order to improve academic performance. Feedback
gives the practitioner and learner proof of current understanding and skill advancement.
The practitioner might choose the following phases to plan in the learning program by
knowing the learner's progress and degree of achievement. Feedback is one of the most
successful teaching and learning tactics and has a direct impact on learning development
(Victoria, 2022). It helps the learner to reflect on their learning strategies to confirm them
or make modifications to better their learning. Specific and continuous high-quality
feedback has an impact on learning achievement since it is ongoing.
As part of the learning process, providing comments in the classroom is needed.
Teachers use formative feedback to encourage students to constantly reflect on how they
can approach, frame, and assess learning in order to achieve successful learning outcomes
(Sajol, 2018). Therefore, feedback will help the student to reflect on their academic
performance and to improve.
So, Cusipag (2018) the feedback process for editing their compositions, pupils
were required to compare their previous works in descriptive essays. To determine the
progress of students, they are able to reflect the progress of their own work through the
feedback given.
On the other hand, a thorough investigation was done with a focus on the impact
of providing feedback in the classroom. Feedback affects the student's success in learning
25
(Nitcha, 2022). So, giving feedback helps the students inside the classroom to attain
learning goals in a teaching-learning process.
Furthermore, students are more likely to be enthusiastic about learning if they feel
their effort is respected and acknowledged. Teachers are looked to by students for
endorsement and encouragement. Teachers should encourage open discussion and
innovative thinking in their classes to make students feel appreciated. Turn animated.
Praise students profusely. Thank them for their work and express your appreciation. If the
classroom is a friendly place where students feel heard and valued, they will be more
motivated to study (Teach.com, 2020).
The feedback is used to improve a student performance. It is essential for
educators because it is their tool to give information to the students to do well in
studying. It can be a guide for the learners to assess themselves and strive in academe.
The researchers concluded that through feedback the teaching and learning process will
be progressive. The learners become aware of themselves and make ways for
improvement.
Passage of Time or Time management
Hood (2018) defines the passage of time that it refers to as changing the context
of learning. If time has passed, you will most likely approach information in a different
way and use different cues or triggers. Therefore, the way the learner uses their time for
learning has an impact on their academic performance. The researchers employ the idea
of time management, where students use the time for their own benefit, to define the
passage of time in the context of learning. As (Gerald, 2016; as cited in Edubirdie, 2022),
26
define time management as the practice of planning, organizing, budgeting, and
scheduling one's time in order to increase productivity and effectiveness at work.
Therefore, the time will be used with purpose. As a passage of time can be managed in an
efficient way for learning.
However, Alyami and Abdulwahed (2021) students are responsible for their own
academic success because they do not just ask their teachers for advice; they also make
decisions and oversee all activities. The time in which they make an effort to do their
activities depends on the sense of responsibility of the students.
Furthermore, Adams (2019), learning is a product of effort and resiliency, and
personal learning strategies call on students to actively engage in their studies despite
obstacles such a perceived lack of time. So, students must know to manage time or to use
the passage of time in their own learning gain.
Furthermore, in the Filipino Journal (2021) time management is about spending
the time on the right thing. In order to manage the time effectively, understand the
priorities, obligations, and schedule of an activity or task. Therefore, the learners will
have a pattern to organize their activity or task depending upon the submission schedule.
This refers to time allotment which means a learning time.
The passage of time in the context of learning is a time allotment of learners in
studying which in other terms are time management or learning time. Through passage of
time the learners are responsible in their learning because time becomes his resources to
have a learning game. If the learner makes use of passage of time for their own
educational benefit, their work will be effective. They prioritize their studies in order to
27
accomplish well in school. By being responsible for their actions and being productive,
students can attain academic success by managing their time wisely.
Related Studies
The following page includes various studies that have been conducted and
completed to determine what factors can cause students to engage in information
retention, as well as approaches to improve academic integrity.
In the study of Comighud (2021) claimed that the researchers had found that
students perceptions of factors that contribute to memory retention were "high" in terms
of motivational practices and experiences, goal setting and accomplishments, and
personalized learning, while they perceived the use of teaching strategies and learning
activities and the utilization of educational resources and learning. Furthermore, the
students' overall academic performance in mathematics is rated at a level that is generally
satisfactory.
A descriptive-correlational survey was the type of study design that was used. It is
descriptive in the sense that this study gathered data on the elements that affect memory
retention and provided a description of the circumstances. On the other side, the study
was carried out in Bayawan City's Barangay Kalumboyan. The secondary school in
Kalumboyan is the main subject. One of the larger schools in the Division of Bayawan
City is Kalumboyan High School.

28
Additionally, they are similar in the sense that the respondents are in secondary
high school students. Another similarity is almost the same in the title of the studies in
the present study.
However, they are different in terms of the research local because the past study
focused on Grade 7 students at Kalumboyan High School. Of the 255 total population,
only 160 were representatives, while the present study focused on Grade 8 students at
Luis Palad Integrated High School in Tayabas City, Quezon.
On the other hand, in the study of researchers Bombaes, Fuasan, and Garcia
(2021) revealed that the findings showed that teacher factors, students' attitudes, and
motivation have significant differences and indicate that the three factors have a
statistical effect and significant impact on students' retention of mathematics.
According to the results, one of the variables that the school should place a lot of
emphasis on is the teacher component. Teachers have the capacity to motivate and
influence students' attitudes and performance, and they are also responsible for the
students' academic success. This study uses a five-point Likert scale to measure the
student's retention in terms of the teacher factor, the student's attitude, and the student's
motivation toward the retention of acquired concepts. It is a quantitative case study that
evaluates the factors based on the questionnaire.
The cited study is similar to the topic of the present study. However, different
from the current study in that it used descriptive-survey research using quantitative
method and self-made survey checklist questionnaire as the tool in gathering the data
while the past study used case studies and quantitative research, as opposed to the latter's
29
use of qualitative research. Also, they differ in terms of respondents; the cited study's
respondents are Grade 12 Senior High School STEM students while the respondents of
present study will be the Grade 8 students in Luis Palad Integrated High School.
In the study of Dayrit (2019) discovered that both groups had no prior knowledge
of the lesson that was being presented. Basically, a pre-test is important in a study using
an experimental method to avoid biases in the data of the present research and to see if
the participants' attitudes significantly change from before the treatment pre-test to after
the treatment.
Additionally, the research design that is used in the quasi-experimental method
was employed to describe the learning retention of the learners using the animated
instructional material in computer-based teaching which conducted and tested at Balayan
National High School, Balayan, Batangas differs to the present study which use is
descriptive-survey research using quantitative methods and a self-made survey checklist
questionnaire as the tool for gathering the data. Similarly, the respondents students of
Grade 8 from past study is similar to the present study. However, they are different in
terms of the research local because the past study was conducted in Balayan National
High School, while the present study is in Luis Palad Integrated High School.
The results of this study by Ehsanpur and Razavi (2020) revealed that trainees
learn and retain information more quickly using the M-learning approach than they do
using the traditional approach. The old approach, however, provided greater incentive for
advancement than M-Learning did. This study compared the effectiveness of traditional
30
instructional methods with learning via mobile devices in terms of learning, retention,
learning, and study techniques.
In addition, they are similar in the topic of the present study about information
retention. However, they are different in terms of the research design used in the past
study, which was a quasi-experimental design with a static group comparison design
while the present study will use descriptive-survey research using quantitative methods.
31
CHAPTER 3
Research Methodology
This chapter describes the research methodology and data collection procedures.
It includes the research design, locale, sample, instrument, data collection procedure, and
statistical data analysis.
Research Design
The researchers used descriptive-survey research design using quantitative
methods and self-made survey checklist questionnaires as the tool in gathering the data.
In this study, the researchers utilized a descriptive survey since the study aims to
determine the factors affecting information retention and performance as rated by
selected Grade 8 students. A descriptive-survey design is the most appropriate to study a
phenomenon that will seek the opinions of the respondents without the researchers
assigning any value to them. According to Voxco (2021) claims that although qualitative
data is occasionally employed for descriptive purposes, quantitative data is typically used
in descriptive research designs.
The researchers developed informational material in the form of a video blog to
enhance the information retention of the students.

32
Research Locale
This study was conducted at the Luis Palad Integrated High School located in
Barangay Ipilan Tayabas City, Quezon, founded in 1931.This school is known as one of
the best performing schools in Tayabas City, Quezon.
The researchers choose LPIHS as the locale of study. Through relevant and
responsive curricula, the school aims to develop students holistically, which is very
important in imparting values to every student. Also, LPIHS teachers encounter factors
affecting their information retention. LPIHS has a large number of students. In the
current times, the observation inside the classroom in the student's behavior toward
learning in information retention there are some students in my classroom that are having
difficulty in information retention of learning. Students in their classroom experiences
difficulty to retain and construct learned ideas. Those unengaged students fail to retain
information and struggle with information retention because they are unable to respond
when questioned. The trouble in recalling the prior lesson were observed based on the
students behavior.
The researchers conducted a pre-survey to Grade 8 teachers to know if the factors
affecting information retention exist in the target research locale. The researchers want to
know the factors affecting information retention as assessed by Grade 8 students in terms
of (repetition or practice, meaningful learning, whole vs. part learning, massed and
spaced practice, motivation, feedback, and passage of time or time management.

33
Research Population and Sample
The total population of Grade 8 students in Luis Palad Integrated High School
(LPIHS) is one thousand one hundred (1,100). There are twenty-five (25) sections in total
with an average of forty (40) students per section. Having said that, the respondents of
this study are forty (40) Grade 8 students from LPIHS. The respondents of this study was
selected Grade 8 students in LPIHS which consist of 40 students that determined the
factors affecting their information retention. According to Humentum (2018), learning
retention can improve knowledge and skills, assist their application, and promote the
attainment of objectives, programs, or goals.
This study used a purposive non random sampling technique. According to
Nikolopoulou (2022) purposive sampling refers to an assortment of non-probability
sampling methods, when units are chosen for the sample because they meet specific
criteria. To put it another way, purposive sampling selects units "on purpose." This
sampling strategy, also known as judgmental sampling, depends on the researcher's
judgment when deciding which people, situations, or occurrences would yield the most
useful data for the study's goals.

34
Research Instrument
The researchers submitted the survey questionnaire to the research adviser for
feedback, advice, and guidance to create an accurate, credible, and well-structured survey
questionnaire.
Afterwards, the researchers asked for the assistance of the three validators with
individual designations of (1) Master Teacher I, OIC, and Assistant Principal for Learners
Support of Luis Palad Integrated High School in Tayabas City, Quezon; (2) Teacher III
of Lutucan Integrated National High School Sariaya and (3) Teacher III of Quezon
National High School, Quezon to face validate the contents of the survey questionnaire.
As a result, the researchers changed the research instruments based on the feedback and
suggestions of the validators.
The survey checklist questionnaire was used to determine the factors affecting
information retention as assessed by Grade 8 students in terms of: repetition or practice,
meaningful learning, whole vs. part learning, massed and spaced practice, motivation,
feedback, and passage of time or time management. The researchers include seven (7)
statements per variable, for the total of forty-nine (49) statements. The respondents were
guided by the rating scale value of “4” for “Strongly Agree” (SA); “3” for “Agree” (A);
“2” for “Disagree” (D); and “1” for “Strongly Disagree” (SD) for the interpretation of
their responses.
35
Data Gathering Procedures
The researchers used several methods to arrive at the study conclusion and output.
The researchers requested permission from the Principal, Head Teacher in Araling
Panlipunan, and Grade 8 teachers of Luis Palad Integrated High School for selected
Grade 8 students. Upon approval, the questionnaires were distributed to the respondents
by the researchers.
The data-gathering was held in the first week of April. The researchers visited
LPIHS in person after individually distributing the questionnaire to the respondents. The
Grade 8 teachers also helped the researchers to administer the survey questionnaire to the
respondents. The respondents also received instructions on how crucial it is to give a
reliable, accurate, and true response to the questions about factors affecting their
information retention. On the same day that the survey was given out to the participants,
the survey questionnaire was collected.
Statistical Treatment of Data
In this study, the statistical tool, along with the formula corresponding to it, was
utilized to complete the study successfully.
In the first problem statement, what are the factors affecting information retention
as rated by grade 8 students in terms of: repetition or practice, meaningful learning,
whole vs. part learning, massed and spaced practice, motivation, feedback, and passage
of time or time management, the researchers used weighted arithmetic mean. The formula
was:
36
Formula
𝑊𝐴𝑀 = 4𝑓 + 3𝑓 + 2𝑓 + 𝑓
𝑁
Where:
WAM = weighted arithmetic mean
f=sum of the product frequency and weight
N=total number of responses per item
To interpret the result of this research study, the researchers used the following
scale:
Scale Statistical Value Qualitative

Interpretation
4 3.26 – 4.00 Strongly Agree
3 2.51 – 3.25 Agree
2 1.76 – 2.50 Disagree
1 1.00 – 1.75 Strongly Disagree
37
CHAPTER 4
Presentations, Analysis and Interpretation of Data
This chapter contains the presentation, analysis, and interpretation of data
gathered through a checklist survey questionnaire to determine the factors affecting
information retention of selected Grade 8 students in Kasaysayan ng Daigdig as assessed
by the respondents. The data are presented in the table and structured according to the
statements of the problem.
Part I. Factors Affecting Information Retention
Table 1
Factors Affecting Information Retention of Selected Grade 8 students in Kasaysayan ng

Daigdig in terms of Repetition or Practice
No. Most Essential Learning Competencies WAM Qualitative Index
5 I repeatedly practiced in my mind the answer to
the given question of my teacher before I raised 3.58 Strongly Agree
my hand.
1 I learn when the teachers always recalls the
3.35 Strongly Agree
lesson
7 I always learn by doing and then repeating the
3.30 Strongly Agree
activity based on the lesson discussion.
3 I make a reviewer and repeatedly read it until I
3.23 Agree
master the lesson.
6 I quickly understand the concepts of a lesson if
3.13 Agree
I practice it repeatedly.
2 I read the lesson several times to ensure that
3.08 Agree
understood it.
4 I ask my teacher to repeat the lesson if I did not
2.98 Agree
understand the lesson.
Average Weighted Arithmetic Mean 3.24 Agree
Note. WAM refers to the computed weighted arithmetic mean which is described based
on the following ranges: 1.00 – 1.75 (Strongly Disagree), 1.76 – 2.50 (Disagree), 2.51 –
38
3. 25 (Agree), and 3.26 – 4.00 (Strongly Agree). The results are presented in descending
order of WAM values.
Table 1 shows the factors affecting information retention of selected Grade 8
students in Kasaysayan ng Daigdig in terms of practice or repetition had generated an
average weighted arithmetic mean of 3.24 with a qualitative index of “Agree”. This data
signifies that the student respondents agreed that repetition or practice is one of the
factors affect their information retention. Students are able to comprehend information
more quickly through repetition or repetitious exercises. To support the result, Ritter and
Schooler, (2010) as cited in ResearchGate (2023) indicated that longer practice should be
conducted in order to have potentially high retention. In other words, practice learning
wants to make sure that students fully comprehend a subject, and their long-term memory
somehow makes it easier for them to recall any concepts or ideas that may be needed in
the future. Moreover, repetition retained the information and preserve knowledge that is
acquired through practice learning, which maintains retention.
Based on the responses of the students, statement number five (5)—“I repeatedly
practiced in my mind the answer to the given question of my teacher before I raised my
hand” got the first highest weighted arithmetic mean of 3.58 with a qualitative index of
“Strongly Agree”. This shows that the respondents strongly agreed that they mentally
practiced their responses to the teacher questions several times before raising their hands.
In order to increase their self-esteem, the students emphasize the value of constantly
practicing their responses before they expound. According to the Encyclopedia (2019),
the adage "practice makes perfect" serves as an illustration that repetition enhances
39
learning. It was noted that learning sensitivity to repetition provides evidence for its
effectiveness and adaptability. Then, learning through repetition or practice to improve
academic performance is possible.
In addition, statement number one (1)—“I learn when the teacher always recalls
the lesson” got a second highest weighted arithmetic mean of 3.35 with a qualitative
index of “Strongly Agree”. This shows that the respondents strongly agreed that they
learn when the teacher always recall the lesson. It implies recalling a lesson before
starting to a new lesson discussion enhances the learning information retention of the
students. As stated by Zhan, Guo, and Yang (2018), repetition in learning significantly
increased memory performance for recall and associative information.
In light of the students responses, statement number seven (7)—“I always learn
by doing and then repeating the activity based on the lesson discussion” got the third
highest weighted arithmetic mean of 3.30 with a qualitative index of “Strongly Agree”.
This demonstrates that the respondents learn by doing and repeating activities based on
the lesson discussion. It suggests that students prefer a repeating activity-based approach
to enhance their learning retention IMPROVE. As stated by Novakid (2022) through
repetition-based exercises or activities which help students learn new ideas while also
reviewing their prior knowledge. They can apply their own expertise to further their
learning in every lesson, this tactic makes them feel competent and confident.
40
Table 2

Daigdig in terms of Meaningful learning
5 I am satisfied with the teaching process and my
3.40 Strongly Agree
learning outcomes
2 I can relate practical application of the lesson to
3.38 Strongly Agree
my own learning experiences.
1 I am able to enhance my critical thinking skills
and analytic thinking skills through developing 3.28 Strongly Agree
my ideas when I participate in the discussion.
4 I am able to expand my knowledge by knowing
the happenings in the past and connect them to 3.15 Agree
the present times.
6 I can relate my learning experiences through the
3.15 Agree
creative curriculum activities in different subject.
7 I am engaged in the classroom discussion and can
3.13 Agree
give ideas through sharing personal experience.
3 I am always active in participating in the question
3.00 Agree
and answer part of the lesson.
students in Kasaysayan ng Daigdig in terms of meaningful learning generated an average
weighted arithmetic mean of 3.21 with a qualitative index of “Agree”. This signifies that
the student respondents agreed that meaningful learning is another factor that affect
information retention. According to Ghazalia (2019) mentioned that the educational
setting of the twenty-first century, a relevant learning environment is crucial. Meaningful
learning involves students in interactive learning activities that can support learning in the
41
twenty-first century and promote holistic development. To involve learners in interactive
way of learning they are able to develop well-being to holistic.
Based on the responses of the students, statement number five (5)—“I am
satisfied with the teaching process and my learning outcomes” got the first highest
weighted arithmetic mean of 3.40 with a qualitative index of “Strongly Agree”. This
demonstrates that the respondents strongly agree that they are satisfied with the teaching
process or strategies of the teacher as presented in the lesson objectives, which satisfy the
learning outcomes. Students who responded that they are satisfied with the educational
process and their learning outcomes do so because they find learning to be meaningful.
According to Santos and Castro (2020), define meaningful learning as a satisfaction from
results in attaining a desired goal. The student satisfaction with the teaching process and
learning outcomes is believed to be a key factor in student achievement. Therefore, the
desired goal of a learners should be presented and targeted at the beginning of the lesson.
In addition, statement number two (2)—“I can relate practical application of the
lesson to my own learning experiences” got the second highest weighted arithmetic mean
of 3.38 with a qualitative index of “Strongly Agree”. This demonstrates that the
respondents are able to relate learning to their experiences through the teaching-learning
process, such as the question-and-answer portion of the lesson. This helps the students to
develop their critical thinking skills. As stated by Sofiana (2022) meaningful learning
involves the construction of knowledge that helps students learn in a meaningful way by
helping them make sense of their experiences. Meaningful learning is accomplished when
the student has an excellent learning experience. Thus, it makes the teaching-learning
42
engaging with experiences that transfer knowledge into experiences.
In addition, statement number one (1)—“I am able to enhance my critical thinking
skills and analytical thinking skills through developing my ideas when I participate in the
discussion” got the third highest weighted arithmetic mean of 3.28 with a qualitative
index of “Strongly Agree”. This shows that the respondents who participate in a
discussion enhance their thinking skills because it challenges their capabilities to think
and understand to convey meaning in their ideas. It implies that they find learning
meaningful through active participation in the discussion. To support this, as claimed by
Arioder, Quintana, and Dagamac (2020) through the creation of more educational
strategies through creative curricula that encourage students to "think outside the box"
and develop original ideas. The students are able to appreciate meaningful learning which
enhances their thinking skills and encourages retention of learning.

43
Table 3

Daigdig in terms of Whole vs. Part learning
5 I learn better when my teacher gives us the task
in step-by step procedure because it makes it 3.50 Strongly Agree
easier.
1 I learn better when my teacher gives the outline
of the lesson as a whole before proceeding to an 3.48 Strongly Agree
activity/task.
3 I find that whole learning puts pressure on me
because I doubt I reach the desired learning 3.40 Strongly Agree
outcome in the subject.
6 I find it easy when the teacher is being specific
3.33 Agree
about the activity/task that we need to complete.
7 I use specific learning when explaining of what I
3.33 Agree
have learned.
4 I use general learning when I summarize my own
3.13 Agree
ideas.
2 I find the lesson difficult if the teacher gives us a
task with which we need to comply as a whole 3.08 Agree
because it has an overload of information.
students in Kasaysayan ng Daigdig in terms of whole vs part learning had generated an
overall weighted arithmetic mean of 3.32 with a qualitative index of “Strongly Agree”.
This signifies that the student respondents strongly agreed that whole vs. part learning
affects information retention. The information retention refer to whole learning and part
learning which these are commonly used in the classroom as a technique in a teaching-
44
learning process. According to APA Dictionary (n.d) whole learning is the students given
a generalization of a whole learning outcome that should be attained. While, part learning
is a learning technique in which the lesson is broken down into portions that must be
mastered one at a time in succession.
Based on the responses of the students, statement number five (5)—“I learn better
when my teacher gives us the task in step-by-step procedure because it makes it easier”
got the first highest weighted arithmetic mean of 3.50 with a qualitative index of
“Strongly Agree”. This indicates that the respondents strongly agreed that they learn
better when their teacher gives them step-by-step instructions on a task because it is easy
to follow and it is a guide for learning, especially for those students who encountered
difficulty following a guide. According to Sowdon (2021) a step by step procedure of
learning which guides the learners to be specific in learning before attaining the bigger
picture of understanding in a target learning outcomes.
In light of the students responses, statement number one (1)—“I learn better when
my teacher gives the outline of the lesson as a whole before proceeding to an
activity/task” got the second highest weighted arithmetic mean of 3.48 with a qualitative
index of “Strongly Agree”. This implies that the respondents wanted a summary of ideas
before they did a task. It implies that giving an outline of the lesson helps the students
know the learning that they need to attain. According to Cardino & Ortega-Dela Cruz
(2020) the instructor who introduces and briefly describes ideas to students before
requiring them to complete a task and to put the ideas into practice. The general ideas or
knowledge are all provided to the students.

45
According to the students responses, statement number three (3)—“I find that
whole learning puts pressure on me because I doubt I will reach the desired learning
outcome in the subject” got the third highest weighted arithmetic mean of 3.40 with a
qualitative index of “Strongly Agree”. This demonstrates that the respondents are under
pressure to learn because they are uncertain about their ability to meet their teacher
expectations. It implies that there are students who find whole learning gives pressure
because they doubt their capabilities to attain a target learning outcome which is set by
the standard at the beginning of the lesson. As stated by Shaw (2022) whole learning is
taught as a complete process with overloading information without being divided into
smaller parts. Teaching students difficult parts of the lesson and given activities also
encourages learners to be challenged in learning and view it from a wider perspective.
Table 4

Daigdig in terms of Massed and Spaced practice
1 I make a plan/ schedule for review. 3.38 Strongly Agree
3 I can strategize my review methods to ensure
3.28 Strongly Agree
better understanding of the lessons.
6 I can perform well on examination even with
3.20 Strongly Agree
very limited time to review.
2 I Study one week before the exam to easily recall
3.20 Agree
what I have learned.
4 I can concentrate well enough even with gadgets. 3.20 Agree
7 I easily forget the lesson when I review a night
3.18 Agree
before the exam.
5 I do not review my lesson ahead of time; that’s
3.00 Agree
why I suffer from cramming.
46
students in Kasaysayan ng Daigdig in terms of massed and spaced practice had generated
an average weighted arithmetic mean of 3.22 with a qualitative index of “Agree”. This
signifies that the student respondents agreed that massed and spaced affects information
retention. The massed and spaced practice are important because it gives ideas on the
technique of students in reviewing their lesson. To promote information retention the
teacher should encourage students to determine their review routine. According to ITAC
(2021), it can be used initially to achieve a certain level of skill. While, to promote long-
term, continuous improvement and retention, there might be spaced learning. To attain
learning goals while cramming therefore massed practice is used. To the contrary, to
improve information retention then the students might use spaced learning even if they
attained a target good academic performance the learnings from the subject matter or
lesson still remains.
Based on the responses of the students, statement number one (1)—“I make a
plan/schedule for review” got the first highest weighted arithmetic mean of 3.38 with a
qualitative index of “Strongly Agree”. This shows that a plan or timeline for review is a
technique used by respondents; they make time for learning. As a result, the students
favor creating a strategy or schedule for reviewing. As cited in Intelligent (2023) students
can be held accountable for their own learning results through the use of a study plan.
47
Time management can be difficult, but making a study schedule helps students manage
their time and ensures that they finish their homework, prepare for tests, and review and
retain the material they have learned.
According to the students responses, statement number three (3)—“I can
strategize my review methods to ensure better understanding of the lessons” got the
second highest weighted arithmetic mean of 3.28 with a qualitative index of “Strongly
Agree”. This refers to the ability of student to cope up in learning with their own, their
techniques to understand the concepts of the lesson. As cited by Hood (2018) as students
reconstruct information, they also reconstruct the routines that lead to making the
information easier to access the next time and retain. In addition, Sinusoid (2021)
exercise provides the brain with the necessary time to solidify new information and
integrate it into long-term memory.
In light of the student’s responses, statement number six (6)—“I can perform well
on examination even with very limited time to review” got the third highest weighted
arithmetic mean of 3.20 with a qualitative index of “Strongly Agree”. This suggests that
even with little time to review for the exam, the respondents do well. According to Lane
(2022), cramming the night before an exam can help students retain information in the
short term and ensure that they have learned enough to pass the test.
48
Table 5

Daigdig in terms of Motivation
6 I am really motivated to complete a lesson
3.50 Strongly Agree
because it is my favorite subject.
4 I prefer when my teacher give motivational
3.48 Strongly Agree
activities in the class.
3 I have a good learning experience in the subject;
3.38 Strongly Agree
therefore, I am motivated to excel in the subjects.
1 I am motivated to engage in problem-solving
inquiry-based activities that cause me to consider 3.35 Strongly Agree
real life situations.
7 I make an effort to engage in my studies because
3.35 Strongly Agree
I am responsible in my own learning.
2 I retain the learning in the subject because I am
motivated on how my teacher us and appreciate 3.28 Strongly Agree
his/her effort.
5 I have prior knowledge about the past, which
3.18 Agree
motivates me to learn more.
Table 5 presents the factors affecting information retention of selected Grade 8
students in Kasaysayan ng Daigdig in terms of motivation had generated an average
implies that motivation is a driving force for students to learn as assessed by the
respondents. It helps them to strive in their studies and learn. According to Mauliya,
Relianisa, and Rokhyati's (2020), one of the most important internal factors affecting
pupils' academic achievement is motivation. The term "motivation" describes a mental

49
input that controls and guides human conduct, including learning behavior.
Based on the responses of the students, statement number one (6)—“I am really
motivated to complete a lesson because it is my favorite subject” got the first highest
implies the driving force of the student is the interest in the subject Kasaysayan ng
Daigdig to strive in their study. Hence, motivation is defined as the subjective
experiences of students, particularly in terms of their willingness to participate in lessons
and learning activities and their justifications for doing so (Mangubhai, 2006; as cited by
Castro, 2018). In addition, Beboso, and Bual (2022) with regard to social issues, social
science is a field that equips students with information, abilities, and attitudes. Also, this
is crucial in fostering the knowledge, abilities, behavior, and human values that will help
children become responsible citizens who are aware of their rights and civic obligations.
Also, this develops their general abilities like critical thinking, problem-solving, decision-
making, and research, which they can use to improve their lives and drive social
transformation.
In light of the students responses, statement number two (4)—“I prefer when my
teacher gives motivational activities in the class.” got the second highest weighted
arithmetic mean of 3.48 with a qualitative index of “Strongly Agree”. The students
prefer to have motivational activities in the teaching and learning process because it helps
the class to become more engaging and caught the attention of the class for better
retention of learning. According to Mangubhai (2006) as cited by Castro (2018)
motivation activity is goal-directed. The student motivation describes the time and effort
50
students devote to activities that may or may not be those that their teachers find
appealing in the classroom.
According to the students responses, statement number three (3)—“I have a good
learning experience in the subject; therefore, I am motivated to excel in the subject.” got
the third highest weighted arithmetic mean of 3.38 with a qualitative index of “Strongly
Agree”. This demonstrates that the respondents strongly agreed that they are motivated
to succeed in the subject because they had a positive learning experience. According to
Times Higher Education (2022) it is possible to think of motivation as the drive and
vitality behind learning. Both internal learning objectives or mastery goals and external
motivators or performance goals like grade recognition can help students learn. A
motivating force behind excelling in a subject is personal experiences, which are an
effective learning control.

51
Table 6

Daigdig in terms of Feedback
7 I show positive behavior towards learning when
my teacher recognizes me by giving me 3.56 Strongly Agree
appreciation or feedback.
2 I am able to reflect my own learning
3.55 Strongly Agree
performance through feedback.
6 I make an effort to complete a lesson because I
am interested in the subject, and the teacher gives 3.48 Strongly Agree
feedback.
1 I appreciate the subject when my teacher gives us
the feedback that we are doing well in his/her 3.45 Strongly Agree
subjects.
3 Feedback makes me remember the lesson
3.45 Strongly Agree
because of a good learning experience.
5 I can easily remember the lesson topic because it
3.43 Strongly Agree
is reinforced in class.
4 I am encouraged to do a task that based on the
3.33 Strongly Agree
teacher feedback.
Average Weighted Arithmetic Mean 3.46 Strongly Agree
students in Kasaysayan ng Daigdig in terms of feedback had generated an average
data signifies that the student respondents strongly agreed that feedback affects
information retention. As assessed by the respondents, feedback influence information
retention and has a direct impact to the teaching-learning process. This can be a way for
teachers to hold the students willingness to learn and improve. According to Victoria
52
(2022) feedback is one of the most successful teaching and learning tactics and has a
direct impact on learning development.
Based on the responses of the students, statement number seven (7)—“I show
positive behavior towards learning when my teacher recognizes me by giving me
appreciation or feedback” got the first highest weighted arithmetic mean of 3.56 with a
qualitative index of “Strongly Agree”. This demonstrates that the respondents strongly
agreed that when their teacher recognizes them by expressing appreciation or providing
positive criticism, they behave in a way that is conducive to learning and the students
shows good behavior in the classroom as a response. Through recognition of students
performance in class, the students behavior tend to change and enhance their self-esteem.
As stated by Victoria (2022) in the context of education, feedback is defined as the
information provided to a student by a teacher regarding their performance. It seeks to
reroute student behavior in order to improve academic performance. Feedback is one of
the most successful teaching and learning tactics and has a direct impact on learning
development.
In addition, statement number two (2)—“I am able to reflect my own learning
performance through feedback.” got the second highest weighted arithmetic mean of 3.55
with a qualitative index of “Strongly Agree”. This refers to the fact that feedback can
improve the performance of students because they are able to reflect and improve if there
is something lacking in their performance as students. Using portfolio the students know
on what they should develop in their performance because it is a compilation of their
works. According to Cusipag (2018) to determine the progress of students, they are able
53
to reflect the progress of their own work through the feedback given.
According to the students responses, statement number six (6)—“I make an effort
to complete a lesson because I am interested in the subject, and the teacher gives
feedback” got the third highest weighted arithmetic mean of 3.48 with a qualitative index
of “Strongly Agree”. This implies that getting the interest of student is important to
excel in the subject. As stated by Teach.com (2020) if they believe their effort is
respected and recognized, students are more likely to be enthusiastic about learning.
Students look to teachers for approval and positive reinforcement. To help students feel
valued, teachers can promote open dialogue with their classes. Give students lots of
praise. Appreciate them for what they have performed. Students will be more willing to
study if the classroom is a welcoming environment where they feel heard and
appreciated.
54
Table 7

Daigdig in terms of Passage of time or Time management
7 I read the lesson a head of time to engage in the
3.45 Strongly Agree
discussion.
4 I know my responsibility as a student; therefore,
I manage my time effectively to maintain good 3.45 Strongly Agree
academic performance.
1 I a lot time to study my lesson to prevent failure
3.38 Strongly Agree
in activities and exam.
3 I always make a time to study before the
3.35 Strongly Agree
starting lesson discussion.
2 I plan my lesson and make a time schedule on
3.25 Agree
that I will go to review.
6 I experience lack of time, and I cannot manage
to use the passage of time in learning because I 3.23 Agree
am distracted by technology.
5 I do time management when I have a lot of
3.33 Strongly Agree
activities to do.
Average Weighted Arithmetic Mean 3.34 Strongly Agree
students in Kasaysayan ng Daigdig in terms of passage of time or time management had
generated an average weighted arithmetic mean of 3.34 with a qualitative index of
“Strongly Agree”. This means that the student respondents strongly agreed that passage
of time or time management is a factor that affects information retention. This refers to
the allotted time of students in their own learning. It show the effort to strive in their
studies and using their time effectively therefore the learning information retain.
55
According to the Hood (2018) defines the passage of time that it refers to changes the
context of learning. If time has passed the most likely approach information in a different
way, and use different cues or triggers. Therefore, the way the learner uses their time in
learning has an impact on their academic performance. In addition, Filipino Journal
(2021) time management is about spending the time on the right thing. In order to
manage the time effectively, understand the priorities, obligations, and schedule of an
activity or task.
Based on the responses of the students, statement number four (4)—“I know my
responsibility as a student; therefore, I manage my time effectively to maintain good
academic performance” got the first highest weighted arithmetic mean of 3.45 with a
qualitative index of “Strongly Agree”. This shows that the respondents strongly believe
that they are aware of their obligations as students, and as a result, they successfully
manage their time to maintain high academic achievement. The teacher should know the
clear goals and intellectual challenge for the students because setting a standard for
learning is a must for the students to strive and be responsible. According to Alyami and
Abdulwahed, et. al. (2021) students are responsible for their own academic success
because they do not just ask their teachers for advice; they also make decisions and
oversee all activities. The time in which they make an effort to do their activities depends
on the sense of responsibility of the students.
While, statement number seven (7) — “I read the lesson ahead of time to engage
in the discussion” got the second highest weighted arithmetic mean of 3.45 with a
qualitative index of “Strongly Agree”. Therefore, the teacher can at least encourage
56
students to read to be ready for the next discussion. This helps prepare the students to
participate; the teacher will just add information and make the ideas clear. According to
Adams (2019) personal learning strategies call on students to actively engage in their
studies despite obstacles such a perceived lack of time. So, students use passage of time
or time management on their own.
According to the students responses, statement number one (1)—“I allot time to
study my lesson to prevent failure in activities and exam” got the third highest weighted
arithmetic mean of 3.38 with a qualitative index of “Strongly Agree”. This shows that a
majority of respondents firmly believed they had enough time to review their lesson in
order to pass activities and tests. This means that the students study their lesson using
different techniques or strategies depending on their capabilities and make time for
learning. As cited in Filipino Journal (2021) states that time management is about
spending the time in the right thing. In order to manage the time effectively, understand
the priorities, obligations, and schedule of an activity or task.
Part II. Informational Material in a Form of Video Vlog Developed to Enhance the
Information Retention of the Respondents
The study developed an educational material in the form of a video vlog to
enhance the information retention of Grade 8 students. It gives emphasis to the variables
repetition or practice, meaningful learning, whole vs. part learning, massed and spaced
practice, motivation, feedback and passage of time or time management that received
highest responses from the gathered data about the factors affecting information
retention.
57
Based on the responses the students in factors affecting information retention they
preferred for repetition or practice to repeatedly practiced in their mind the answer to the
given question of their teacher before they raised their hand; meaningful learning that
they are satisfied with the teaching process and their learning outcomes; whole vs. part
learning which they learn better when their teacher gives them the task in step-by-step
procedure because it makes it easier; massed and spaced practice to make a plan/schedule
for review; motivation that they are really motivated to complete a lesson because it is
their favorite subject; feedback to show positive behavior towards learning when their
teacher recognizes them by giving me appreciation or feedback; and passage of time or
time management with knowing their responsibility as a student; therefore, they manage
their time effectively to maintain good academic performance. These are the statements
in each variables that got the highest weighted arithmetic mean.

58
CHAPTER 5
Summary of Findings, Conclusions, and Recommendations
This chapter enclosed the results of the study. It presents the summary of findings,
generated conclusions, and offers recommendations based on the analysis of the results
obtained from the study.
Summary of Findings
Based on the data gathered from the respondents, the following are the significant
findings of the study.
1. Factors Affecting Information Retention
1.1 Repetition or Practice. “I repeatedly practiced in my mind the answer to the
given question of my teacher before I raised my hand” gained the highest weighted
arithmetic mean of 3.58 with a qualitative interpretation of Strongly Agree.
1.2 Regarding meaningful learning. “I am satisfied with the teaching process
and my learning outcomes” attained the highest weighted arithmetic mean of 3.40 with a
qualitative interpretation of Strongly Agree.
1.3 Whole vs. Part learning. “I learn better when my teacher gives us the task in
step-by-step procedure because it makes it easier” obtained the highest weighted
1.4 Massed and Spaced practice.“I make a plan/schedule for review” gathered
the highest weighted arithmetic mea of 3.38 with a qualitative interpretation of Strongly
Agree.
59
1.5 Motivation. “I am really motivated to complete a lesson because it is my
favorite subject” garnered the highest weighted arithmetic mean of 3.50 with a qualitative
interpretation of Strongly Agree
1.6 Feedback.“I show positive behavior towards learning when my teacher
recognizes me by giving me appreciation or feedback” obtained the highest weighted
1.7 Passage of Time or Time management. “I know my responsibility as a
student; therefore, I manage my time effectively to maintain good academic
performance” and “I read the lesson ahead of time to engage in the discussion” both
gathered the highest weighted arithmetic mean of 3.45 with a qualitative interpretation of
Strongly Agree.
2. Informational Material Video vlog
To improve the information retention of Grade 8 students, the study created
informational content in the form of video vlog. The statements from variables that
received the highest weighted arithmetic mean data collected in information retention
terms of repetition or practice, meaningful learning, whole vs. part learning, massed and
spaced practice, motivation, feedback, and passage of time or time management to inform
based on the results of the study.
Conclusions
In light of the findings of the study, the present researchers arrived at the
following conclusions.
1. Regarding the factors affecting information retention in terms of repetition or practice,

60
students repeatedly practiced in their mind the answer to the given question of my teacher
before they raised hand. Meanwhile, factors affecting information in terms of meaningful
learning, students were satisfied with the teaching process and their learning outcomes.
On the other hand, information retention in terms of whole vs. part learning, students
learn better when teacher gives the task in step-by-step procedure because it makes it
easier. In addition, information retention in terms of massed and space practice, students
are motivated to complete a lesson because Kasaysayan ng Daigdig is their favorite
subject. Furthermore, information retention in terms of motivation, the students show
positive behavior towards learning when their teacher recognizes them by giving
appreciation or feedback. Moreover, the information retention in terms of passage of time
or time management, the students has sense of responsibility to manage their time
effectively to maintain good academic performance and reading the lesson ahead of time
to engage in the discussion. Therefore, the researchers discovered that information
retention can be enhanced through the result of the study from the seven variables of
information retention.
2. The informational material video vlog was used to promote information retention
based on the result of the study in accordance with the highest weighted arithmetic mean
of each variable's statements.
Recommendations
Based from the findings and conclusion obtained from the study, the researchers
hereby offered the following recommendations:
1. Students make a move to develop their information retention with the help of the
61
results of this study because it is based on the responses of low performing students
indicated in statement of the problem number one. To acknowledge the difficulties and
problems in learning and make teaching-learning progressive. Using the informational
video vlog in the statement of problem number two, the students can get tips on
overcoming their problem with information retention. To develop themselves and be
responsible students. Araling Panlipunan Teachers to use the statements per variable in
problem statement number one as a guide to aid in information retention. The highest
statements per variable suggest the preferences of students to retain information in
learning. Utilize video vlogs to address and enhance students information retention while
offering a strategy for overcoming their learning challenges. It might be helpful as a
guide to address the teaching-learning preferences of the students, particularly those low-
performing students. Based on the output of this research which inform about the factors
affecting information retention in a form of video vlog to aid problem in information
retention.
2. School Administrators take the initiative to assist students with learning problems and
information retention. The result of this study would help them make a move to inform
teachers that low-performing students want a part in learning teaching strategies because
it is essential to their capabilities. The video vlog offers suggestions about strategies that
aid information retention and inform administrators about more effective teaching and
learning processes, as they are the implementers of the curriculum. Future researchers
should use and take into account the current study findings, particularly if they follow the
same path with the help of problem statement number one. Future researchers should
62
utilize the present study as their guide provided by the current study as their pattern and
reference in conducting other research that is connected to the topic. To use the
informational video vlog to inform the results of their study and compare them to this
study. Also, the researchers suggest adding the number of respondents for a better
research outcome.
References
Adams, R. V., & Blair, E. (2019). Impact of time management behaviors on

undergraduate engineering students’ performance. SAGE Open, 9(1). sagepub.
https://doi.org/10.1177/2158244018824506
Alyami, A., Abdulwahed, A., Azhar, A., Binsaddik, A., & Bafaraj, S. M. (2021). Impact
of time-management on the student’s academic performance: A cross-sectional
study. Creative Education, 12(3), 471–485.
https://doi.org/10.4236/ce.2021.123033
APA Dictionary. (n.d.). Massed practice. Dictionary.apa.org.

https://dictionary.apa.org/massed-practice
Beboso, C. G., & M. Bual, J. (2022). Students’ motivation and perception in learning
social science using distance learning modality during COVID-19- Pandemic.
Asian Journal of Education and Social Studies, 31(3), 16–28.
https://doi.org/10.9734/ajess/2022/v31i330750
Benjamin, A. (2023). Factors influencing learning. Noba. http://noba.to/rnxyg6wp

63
Boladola B. (2018). Silliman journal. Sillimanjournal.su.edu.ph, 63(2).

https://sillimanjournal.su.edu.ph/index.php/sj/issue/view/52/55
Bombaes, A. N., Fuasan, J. S., & Garcia, W. N. (2021). Exploring the factors in student’s
retention of e-learning mathematics: A case of grade 12 senior high school
students at the University of Perpetual Help System-Pueblo de Panay Campus.
International Journal of Education, Teaching, and Social Sciences, 1(1), 1–7.
https://doi.org/10.47747/ijets.v1i1.341
Cardino, J. M., & Ortega-Dela Cruz, R. A. (2020). Understanding of learning styles and
teaching strategies towards improving the teaching and learning of mathematics.
LUMAT: International Journal on Math, Science and Technology Education,
8(1). https://doi.org/10.31129/lumat.8.1.1348
Collins Dictionary . (n.d.). English dictionary of factors . Collins Dictionary .

https://www.collinsdictionary.com/dictionary/english/factor
Comighud, S. (2022). Factors on memory retention: Effect to students’ academic

performance. International Journal of Business and Technology, 9(1), 1–24.
https://doi.org/10.33107/ijbte.2021.6.3.06
Curbano, R., & Hernandez, N. (2020). Modeling the factors influencing the retention
decision of the students of LPU-Laguna and LPU-St. Cabrini using students
integration theory. Journal of Multidisciplinary Research, 4(1).
https://lpulaguna.edu.ph/wp-content/uploads/2021/09/4.-Curbano-
Hernandez_Factors-Influencing-Retention-Decision.pdf
Cusipag Maria N. (2018). The self-reviewed compositions of taiwanese EFL learners

exposed to different feedback patterns. Harvest, 14(1), 1–1.
https://ejournals.ph/article.php?id=12970
Dagamac, N. H., Arioder, L. J. Q., Arioder, V. Q., & Quintana, V. V. (2020). Application
of constructivist teaching approach in introducing new environmental concepts to
young elementary students in the philippines: a small class sized experience from
slime moulds mdeling. Interdisciplinary Journal of Environmental and Science
Education, 16(2). https://doi.org/10.29333/ijese/7818
Dayrit, J. (2019). Determining the level of learning retention of grade 8 students in laws
of motion using animated instruction. Ascendens Asia Journal of
Multidisciplinary Research Abstracts, 3(2B).
https://ojs.aaresearchindex.com/index.php/AAJMRA/article/view/5396
64
Domarth, A., Duque, L., & Roleda. (2019). The effect of influence-embedded physics
instruction on student academic performance. https://www.dlsu.edu.ph/wp-
content/uploads/pdf/conferences/research-congress-proceedings/2019/lli-II-
024.pdf
Edubirdie . (2022, February 21). Time management and its implications to the academic
performance - free essay example. Edubirdie.
https://edubirdie.com/examples/time-management-and-its-implications-to-the-
academic-performance/
Ehsanpur, S., & Razavi, M. R. (2020). A comparative analysis of learning, retention,

learning and study strategies in the traditional and M-learning systems. European
Review of Applied Psychology, 70(6), 100605.
https://doi.org/10.1016/j.erap.2020.100605
Encyclopedia. (2019). Repetition and learning . Www.encyclopedia.com.

https://www.encyclopedia.com/psychology/encyclopedias-almanacs-transcripts-
and-maps/repetition-and-learning
Filipino Journal . (2021). Time management: A key to success. Filipino Journal.

https://filipinojournal.com/time-management-a-key-to-success
Free Dictionary. (2023). Grade 8. TheFreeDictionary.com.

https://www.thefreedictionary.com/Grade+8
Geopoll. (2023). Weighting survey sata: Methods and advantages. GeoPoll.

https://www.geopoll.com/blog/weighting-survey-data-raking-cell-weighting/
Ghazali, N. (2019). Measuring meaningful learning experience: Confirmatory factor

analysis. Research Gate.
https://www.researchgate.net/publication/355032577_Measuring_Meaningful_Le
arning_Experience_Confirmatory_Factor_Analysis
Hood, N. (2018, June 7). Spaced practice. The Education Hub.

https://theeducationhub.org.nz/spaced-practice
Humentum. (2018). Learning retention benefits. Humentum. https://humentum.org/blog-

media/learning-retention-benefits/
Indeed. (2022). How to retain Information from work in 10 steps. Indeed.

https://www.indeed.com/career-advice/career-development/how-to-retain-
information-from-work
65
ITAC, A. G. (2021). Spaced learning vs massed practice. Www.itac.edu.au.

https://www.itac.edu.au/blog/teaching-strategies/spaced-learning
Sajol Jessie S. (2018). Recorded formative feedbacking in language classes: A discourse

analysis. Tin-Aw, 2(1), 1–1. https://ejournals.ph/article.php?id=13577
Lane, C. (2020). Does cramming for your exams actually work? Top Universities.
https://www.topuniversities.com/blog/does-cramming-your-exams-actually-work
Laus, M. (2021). Asia pacific journal of management and sustainable development. Asia
Pacific Journal of Management and Sustainable Development, 1, 39-47(2782-
8557). https://research.lpubatangas.edu.ph
Lorbis, J. C. C. (2019). Utilization of Contextualized Teaching and Learning (CTL)

Approach in Grade Two Araling Panlipunan. In ERIC. https://eric.ed.gov/?
id=ED603874
Lorman . (2021). What is Learning Retention? Www.lorman.com.

https://www.lorman.com/blog/post/what-is-learning-retention
Mauliya, I., Relianisa, R. Z., & Rokhyati, U. (2020). Lack of motivation factors creating
poor academic performance in the context of graduate english department
students . Linguists : Journal of Linguistics and Language Teaching, 6(2), 73–85.
https://doi.org/10.29300/ling.v6i2.3604
Nikolopoulou, K. (2022). What is purposive sampling? | definition & examples. Scribbr.

https://www.scribbr.com/methodology/purposive-sampling/
Nitcha Hosana Q. (2020). Enhancing students’ performance in araling panlipunan

through pendleton’s feedback method. LAMDAG, 11(1), 1–1.
https://ejournals.ph/article.php?id=16518
Novakid. (2022). Repetition in learning english . Novakid Blog.

https://www.novakidschool.com/blog/practice-makes-perfect-why-repetition-is-
important-in-learning-english/
Peñalba, E. H., Samaniego, C. R. C., & Romero, S. M. A. (2020). Digital storytelling: A

tool for promoting historical understanding among college students. Research in
Learning Technology, 28. https://doi.org/10.25304/rlt.v28.2348
Pillado, I., Comighud, S. M., & Zamora Futala, M. C. (2020). (PDF) Factors on Memory
66
Retention: Effect to Students’ Academic Performance. ResearchGate.

https://www.researchgate.net/publication/341089050_Factors_on_Memory_Reten
tion_Effect_to_Students
Research gate. (2023). Does repetition with variation improve students’ mathematics
conceptual understanding and retention? Research Gate.
https://www.researchgate.net/publication/327279483_Does_Repetition_with_Vari
ation_Improve_Students'_Mathematics_Conceptual_Understanding_and_Retentio
n
Santos, J. M., & Castro, J. J. (2020). The use of constructivism and its impact on
students’ language satisfaction in language learning. SSRN Electronic Journal.
https://doi.org/10.2139/ssrn.3549621
Shaw, W. (2022). Whole & part practice: Answer for coaches & athletes. Sport Science
Insiders. https://sportscienceinsider.com/whole-and-part-practice/
Shristi . (n.d.). 7 main factors that influence retention power | memory | psychology.
Psychology Discussion - Discuss Anything about Psychology.
https://www.psychologydiscussion.net/memory/retention/7-main-factors-that-
influence-retention-power-memory-psychology/3061
Sinusoid, D. (2021). Spaced practice method: Level up your learning game. Shortform
Books. https://www.shortform.com/blog/spaced-practice/
Siu, J. (2020). CuriouSTEM - memory retention. CuriouSTEM.

https://www.curioustem.org/stem-articles/memory-retention
Sofiana, N., Mubarok, H., Kristina, D., & Rochsantiningsih, D. (2022). Activities based
contextual and constructivist learning: A model for enhancing students’ english
learning outcomes. KnE Social Sciences, 471–484.
https://doi.org/10.18502/kss.v7i19.12467
Sowdon, L. (2021). The difference between parts-to-whole and whole-to-parts learning.

Five Senses Learning . https://www.5sensesll.com/index.php/2022/06/30/the-
difference-between-parts-to-whole-and-whole-to-parts-learning/
teach.com. (2019). Motivating students. Teach.com. https://teach.com/what/teachers-

change-lives/motivating-students/
Times Higher Education. (2022). Emotions and learning: What role do emotions play in
how and why students learn? The Campus Learn, Share, Connect.
https://www.timeshighereducation.com/campus/emotions-and-learning-what-role-
67
do-emotions-play-how-and-why-students-learn
University of Florida. (2023). World history . University of Florida Liberal Arts and
Sciences. https://history.ufl.edu/people/faculty-by-specialization/world-history/
Victoria. (2022). Teaching practice. Www.education.vic.gov.au.

https://www.education.vic.gov.au/school/teachers/teachingresources/practice/
Voxco. (2021). Descriptive Research Design - Voxco. Voxco.

https://www.voxco.com/blog/descriptive-research-design
Whatfix. (2023, August 10). 11 Strategies for improving learning retention . The Whatfix
Blog | Drive Digital Adoption. https://whatfix.com/blog/learning-retention/
Wijayanti Desi. (2023). Deductive approach. Slide Share.

https://www.slideshare.net/desinwijaya/deductive-approach
Zhan, L., Guo, D., Chen, G., & Yang, J. (2018). Effects of repetition learning on
associative recognition over time: Role of the hippocampus and prefrontal cortex.
Frontiers in Human Neuroscience, 12(1).
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6050388/
APPENDIX A
TEACHING-LEARNING TO INFORM PROFITABLE STRATEGIES (TIPS)
By: Abegail B. Coronacion
And
Lyka Marie S. Laborte
Rationale
The information retention based on observable and non-observable checklist pre-
survey was given to Grade-8 teachers from the target population of this study. According
to six (6) Grade 8 teachers in LPIHS, the observation inside the classroom in the student's
68
behavior toward learning in information retention there are some students in their
classroom that are having difficulty in information retention of learning. Students in their
classroom experiences difficulty to retain and construct learned ideas. Those unengaged
students fail to retain information and struggle with information retention because they
are unable to respond when questioned. The trouble in recalling the prior lesson were
observed based on the students behavior.
Teaching-learning to inform profitable strategies an informational video vlog is an
output that was made based on the data gathered on this study. It was designed to inform
teachers about other strategies to cope up on the preferred preference of students in
teaching-learning process. The highest statements that gathered from this study was used
to suggest more effective strategy to information retention.
Objectives
1. To inform teachers the problem in information retention and possible approach to
aid it.
2. To suggest strategies based on the responses of respondents and tested it through
pre-test and post-test.
3. To make the teaching-learning inside the classroom more progressive and active.
69
https://drive.google.com/drive/folders/1_3IsoqrkqpTcOnbfLW85gQv_OLNku89u?
usp=share_link
APPENDIX B
Letter
February 24, 2023
MR. GENER C. DE LOS REYES

Luis Palad Integrated High School
Principal IV
Tayabas City, Quezon
Sir:
Greetings!
We, the undersigned students at College of Sciences, Technology, and Communications,

Inc. taking up Bachelor of Secondary Education Major in Social Studies are currently conducting
70
a research study entitled "Factors Affecting Information Retention of Selected Grade 8 in

Kasaysayan ng Daigdig" in partial fulfillment of the requirements for the degree of Bachelor of
Secondary Education major in Social Studies.
In line with this, we would like to request for the assistance of Dr. Ma. Aileen A. Averilla
from Araling Panlipunan Department as expert validators of our research instrument. We
believe that her expertise would be a great help to improve our research instrument.
Your positive response regarding this matter will be deeply appreciated.
Respectfully yours,
Researchers
Noted by: Approved by
February 24, 2023
MRS. FELIZA B. QUEVADA

Principal IV
Lutucan Integrated High School Lutucan
Malabag Sariaya, Quezon
Madam:
Greetings!

71
a research study entitled "Factors Affecting the Information Retention of Selected Grade 8 in
In line with this, we would like to request for the assistance of Mr. Jomar Linsasagin and
from the Araling Panlipunan Department as expert validators of our research instrument. We
believe that his expertise would be a great help to improve our research instrument.
Respectfully yours,
Researchers
Noted by: Approved by:
February 24, 2023
MR. JESSIE V. VASQUEZ

Principal
Quezon National High School Lucena City, Quezon
Sir:
Greetings!

72
a research study entitled "Factors Affecting Information Retention of Selected Grade 8 in

In line with this, we would like to request for the assistance from the Araling Panlipunan
Department as expert validators of our research instrument. We believe that his expertise
would be a great help to improve our research instrument.
Respectfully yours,
Researchers
February 24, 2023
MRS. MA. AILEEN A. AVERILLA

OIC, Assist. Principal for Learners Support
Madam:
Greetings!
73

In line with this, we would like to request for your assistance to validate our
questionnaire. We believe that your expertise would be a great help to improve our research
instrument.
Respectfully yours,
Researchers
February 24, 2023
MR. JOMAR LINSASAGIN

Junior High School Teacher
Lutucan Integrated High School
Lutucan Sariaya, Quezon
Sir:
Greetings!
74

a research study entitled "Factors Affecting Information of Selected Grade 8 in Kasaysayan ng
Daigdig" in partial fulfillment of the requirements for the degree of Bachelor of Secondary
Education major in Social Studies.
questionnaire.
We believe that your expertise would be a great help to improve our research
instrument.
Respectfully yours,
Researchers
February 24, 2023
Mr. SAMMY F. BAYSA

Junior High School Teacher
Quezon National High School
Lucena City Quezon
Sir:
Greetings!
75

questionnaire.
We believe that your expertise would be a great help to improve our research
instrument.
Respectfully yours,
Researchers
March 28, 2023
Mr. GENER C. DE LOS REYES

Principal IV
Sir:
76
Greetings!

a research study entitled "Factors Affecting Information Retention of Selected Grade 8
Students in Kasaysayan ng Daigdig" in partial fulfillment of the requirements for the degree of
Bachelor of Secondary Education major in Social Studies.
In light of this, we would like to request for your available time to request permission to
ask for the grades of selected students from Grade 8 AP teachers, conduct a pre survey for
Grade 8 AP teachers and to conduct a survey through questionnaires for Grade 8 students as the
target respondents. Rest assured that all the information that will be gathered will be kept with
utmost confidentiality and will only be used for the purpose of this study.
Your time and assistance about our concern will be highly appreciated.
We hope that this request will merit your kind consideration.
Respectfully yours,
Researchers
March 28, 2023
MR. RAYMUND HUGO

Head Teacher III
Sir:
77
Greetings!

ask for the grades of selected students from Grade 8 AP teachers, conduct a pre survey for
Grade 8 AP teachers and to conduct a survey through questionnaires for Grade 8 students as the
target respondents. Rest assured that all the information that will be gathered will be kept with
utmost confidentiality and will only be used for the purpose of this study.
Your time and assistance about our concern will be highly appreciated. We hope that
this request will merit your kind consideration.
Respectfully yours,
Researchers
Noted by:
March 29, 2023
MR. RENEIL A. FABELLA

Teacher I
Sir:
Greetings!
78

ask for the general average of second grading grades from selected Grade 8 students and to
conduct a survey through questionnaires as the target respondents. Rest assured that all the
information that will be gathered will be kept with utmost confidentiality and will only be used
for the purpose of this study.
Your time and assistance about our concern will be highly appreciated.
We hope that this request will merit your kind consideration.
Respectfully yours,
Researchers
Noted by:
APPENDIX C
CERTIFICATION
To whom it may concern,

79
This is to certify that the questionnaire of ABEGAIL B. CORONACION and LYKA

MARIE S. LABORTE, undergraduate students at College of Sciences, Technology, and
Communications, Inc. who are currently working on research entitled "FACTORS
AFFECTING INFORMATION RETENTION OF SELECTED GRADE 8 STUDENTS IN
KASAYSAYAN NG DAIGDIG" has been validated.
Issued upon request for whatever purpose it may serve.
CERTIFICATION

80
CERTIFICATION

81
CERTIFICATION
Date:
82
This is to certify that the research entitled “Factors Affecting Information
Retention of Selected Grade 8 students in Kasaysayan ng Daigdig” was read,
examined, given recommendation, and thoroughly edited by the undersigned.
JOSEPHINE O. OCAMPO, LPT

Research Statistician
CERTIFICATION
Date:
83
JOHN MARC R. MENDOZA, MAEd, MLIS

Research Grammarian
CERTIFICATION
Date:
84
FRANCES MORA
Format Editor
CERTIFICATION
Date:
85
ERIC L. JARO, MAEd

Research Adviser
APPENDIX D
SURVEY QUESTIONNAIRE
Name: (optional)
Note of confidentiality: The information you will provide will be used for our research
paper. Rest assured that all the information you will provide will be taken with utmost
confidentiality.
86
Part I. Factors affecting information retention

Direction: Read and understand each statement carefully. Put a check mark (/) on the
column that corresponds to your evaluation. Please refer to the code given below for the
interpretation of your response.
Scale Qualitative Interpretation

4 Strongly Agree(SA)
3 Agree(A)
2 Disagree(D)
1 Strongly Disagree(SD)
A. REPETITION OR PRACTICE
STATEMENTS 4 3 2 1
(SA) (A) (D) (SD)
1. I learn when the teacher always recalls the lesson. 20 16 2 2
2. I read the lesson several times to ensure that understood 13 19 6 2
it.
3. I make a reviewer and repeatedly read it until I master 17 15 8 0
the lesson.
4. I ask my teacher to repeat the lesson if I did not 11 20 6 3
5. I repeatedly practiced in my mind the answer to the 25 13 2 0
given question of my teacher before I raised my hand.
6. I quickly understand the concepts of a lesson if I practice 17 13 8 2
it repeatedly.
7. I always learn by doing and then repeating the activity 19 16 3 2
based on the lesson discussion.
B. MEANINGFUL LEARNING
STATEMENTS 4 3 2 1
(SA) (A) (D) (SD)
87
1. I am able to enhance my critical thinking skills and 19 16 2 3

analytical thinking skills through developing my ideas when
I participate in the discussion.
2. I can relate practical application of the lesson to my own 18 20 1 1

learning experiences.
3. I am always active in participating in the question and 13 15 11 1
answer part of the lesson.
4. I am able to expand my knowledge by knowing the 17 14 7 2

happenings in the past and connect them to the present times.
5. I am satisfied with the teaching process and my learning 20 18 0 2

outcomes.
6. I can relate my learning experiences through the creative 15 18 5 2

curriculum activities in different subject.
7. I am engaged in the classroom discussion and can give 15 17 6 2

ideas through sharing personal experience.
C. WHOLE VS. PART LEARNING

88
STATEMENTS 4 3 2 1
(SA) (A) (D) (SD)
1. I learn better when my teacher gives the outline of the 21 17 2 0
lesson as a whole before proceeding to an activity/task.
2. I find the lesson difficult if the teacher gives us a task with 11 21 8 0

which we need to comply as a whole because it has an
overload of information.
3. I find that whole learning puts pressure on me because I 20 16 4 0

doubt I will reach the desired learning outcome in the subject.
4. I use general learning when I summarize my own ideas. 12 24 1 3
5. I learn better when my teacher gives us the task in step-by- 23 16 1 0

step procedure because it makes it easier.
6. I find it easy when the teacher is being specific about the 15 23 2 0

activity/ task that we need to complete.
7. I use specific learning when explaining of what I have 18 17 5 0

learned.
89
D. MASSED VS. SPACED LEARNING
STATEMENTS 4 3 2 1
(SA) (A) (D) (SD)
1. I make a plan/schedule for review. 19 18 3 0
2. I study one week before the exam to easily recall what I 15 20 3 2

have learned.
3. I can strategize my review methods to ensure better 19 15 4 2

understanding of the lessons.
4. I can concentrate well enough even with gadgets. 19 12 7 2
5. I do not review my lesson ahead of time; that’s why I 16 10 12 2

suffer from cramming.
6. I can perform well on examination even with very 16 20 4 0

limited time to review.
7. I easily forget the lesson when I review a night before 17 15 6 2
the exam.
E.MOTIVATION
STATEMENTS 4 3 2 1
(SA) (A) (D) (SD)
90
1. I am motivated to engage in problem-solving inquiry- 18 18 4 0

based activities that cause me to consider real life
situations.
2. I retain the learning in the subject because I am 14 23 3 0

motivated on how my teacher teaches us and appreciate
his/her effort.
3. I have a good learning experience in the subject; 18 19 3 0
therefore, I am motivated to excel in the subject.
4. I prefer when my teacher give motivational activities in 19 21 0 0

the class.
5. I have prior knowledge about the past, which motivates 13 21 6 0
me to learn more.
6. I am really motivated to complete a lesson because it is 21 18 1 0

my favorite subject.
7. I make an effort to engage in my studies because I am 19 18 1 2

responsible in my own learning.
F. FEEDBACK
STATEMENTS 4 3 2 1
(SA) (A) (D) (SD)
91
1. I appreciate the subject when my teacher gives us the 21 18 0 1

feedback that we are doing well in his/her subject.
2. I am able to reflect my own learning performance 22 18 0 0

through feedback.
3. Feedback makes me remember the lesson because of a 19 19 2 0

good learning experience.
4. I am encouraged to do a task that based on the teacher 15 23 2 0

feedback.
5. I can easily remember the lesson topic because it is 18 21 1 0

reinforced in class.
6. I make an effort to complete a lesson because I am 21 16 3 0

interested in the subject, and the teacher gives feedback.
7. I show positive behavior towards learning when my 23 15 2 0

teacher recognizes me by giving me appreciation or
feedback.
G. PASSAGE OF TIME OR TIME MANAGEMENT
STATEMENTS 4 3 2 1
(SA) (A) (D) (SD)
92
1.I allot time to study my lesson to prevent failure in 20 17 1 2

activities and exam
2. I plan my lesson and make a time schedule on that I 15 21 3 1

will go to review
3. I always make a time to study before the starting 20 15 4 1

lesson discussion
4. I know my responsibility as a student; therefore, I 20 19 0 1

manage my time effectively to maintain good academic
performance
5. I do time management when I have a lot of activities 14 24 2 0

to do
6. I experience lack of time, and I cannot manage to 15 20 4 1

use the passage of time in learning because I am
distracted by technology
7. I read the lesson ahead of time to engage in the 19 20 1 0

discussion
Statistical Computation
Computation of Data Using Weighted Arithmetic Mean

93
A. REPETITION OR PRACTICE
STATEMENTS 4 3 2 1 Total
(SA) (A) (D) (SD)
1. I learn when the teacher always recalls the lesson. 20 16 2 2 40
𝑊𝐴𝑀 = 4𝑓 + 3𝑓 + 2𝑓 + 𝑓 80 48 4 2 134/3.3
𝑁 5
2. I read the lesson several times to ensure that 13 19 6 2 40
understood it.
𝑊𝐴𝑀 = 4𝑓 + 3𝑓 + 2𝑓 + 𝑓 52 57 12 2 123/3.0
𝑁 8
3. I make a reviewer and repeatedly read it until I master 17 15 8 0 40
the lesson.
𝑊𝐴𝑀 = 4𝑓 + 3𝑓 + 2𝑓 + 𝑓 68 45 16 0 129/3.2
𝑁 3
4. I ask my teacher to repeat the lesson if I did not 11 20 6 3 40
𝑊𝐴𝑀 = 4𝑓 + 3𝑓 + 2𝑓 + 𝑓 44 60 12 3 119/2.9
𝑁 8
5. I repeatedly practiced in my mind the answer to the 25 13 2 0 40
given question of my teacher before I raised my hand.
𝑊𝐴𝑀 = 4𝑓 + 3𝑓 + 2𝑓 + 𝑓 100 39 4 0 143/3.5
𝑁 8
6. I quickly understand the concepts of a lesson if I 17 13 8 2 40
practice it repeatedly.
𝑊𝐴𝑀 = 4𝑓 + 3𝑓 + 2𝑓 + 𝑓 68 39 16 2 125/3.1
𝑁 3
7. I always learn by doing and then repeating the activity 19 16 3 2 40
based on the lesson discussion.
𝑊𝐴𝑀 = 4𝑓 + 3𝑓 + 2𝑓 + 𝑓 76 48 6 2 132/3.3
𝑁 0
C. MEANINGFUL LEARNING
94
(SA) (A) (D) (SD)
1. I am able to enhance my critical thinking skills and 19 16 2 3 40

analytical thinking skills through developing my ideas
when I participate in the discussion.
𝑊𝐴𝑀 = 4𝑓 + 3𝑓 + 2𝑓 + 𝑓 76 48 4 3 131/3.2
𝑁 8
2. I can relate practical application of the lesson to my 18 20 1 1 40
own learning experiences.
𝑊𝐴𝑀 = 4𝑓 + 3𝑓 + 2𝑓 + 𝑓 72 60 1 1 134/3.3
𝑁 8
3. I am always active in participating in the question and 13 15 11 1 40
answer part of the lesson.
𝑊𝐴𝑀 = 4𝑓 + 3𝑓 + 2𝑓 + 𝑓 52 45 22 1 120/3.0
𝑁 0
4. I am able to expand my knowledge by knowing the 17 14 7 2 40

happenings in the past and connect them to the present
times.
𝑊𝐴𝑀 = 4𝑓 + 3𝑓 + 2𝑓 + 𝑓 68 42 14 2 126/3.1
𝑁 5
5. I am satisfied with the teaching process and my 20 18 0 2 40
learning outcomes.
𝑊𝐴𝑀 = 4𝑓 + 3𝑓 + 2𝑓 + 𝑓 80 54 0 2 136/3.4
𝑁 0
6. I can relate my learning experiences through the 15 18 5 2 40
creative curriculum activities in different subject.
𝑊𝐴𝑀 = 4𝑓 + 3𝑓 + 2𝑓 + 𝑓 60 54 10 2 126/3.1
𝑁 5
7. I am engaged in the classroom discussion and can give 15 17 6 2 40

ideas through sharing personal experience.
𝑊𝐴𝑀 = 4𝑓 + 3𝑓 + 2𝑓 + 𝑓 60 51 12 2 125/3.1
𝑁 3
D. WHOLE VS. PART LEARNING

95
(SA (A) (D) (SD)
)
1. I learn better when my teacher gives the outline of the 21 17 2 0 40
lesson as a whole before proceeding to an activity/task.
𝑊𝐴𝑀 = 4𝑓 + 3𝑓 + 2𝑓 + 𝑓 84 51 4 0 139/3.4
𝑁 8
2. I find the lesson difficult if the teacher gives us a task 11 21 8 0 40
with which we need to comply as a whole because it has
an overload of information.
𝑊𝐴𝑀 = 4𝑓 + 3𝑓 + 2𝑓 + 𝑓 44 63 16 0 123/3.0
𝑁 8
3. I find that whole learning puts pressure on me because I 20 16 4 0 40
doubt I will reach the desired learning outcome in the
subject.
𝑊𝐴𝑀 = 4𝑓 + 3𝑓 + 2𝑓 + 𝑓 80 48 8 0 136/3.4
𝑁 0
4. I use general learning when I summarize my own ideas. 12 24 1 3 40
𝑊𝐴𝑀 = 4𝑓 + 3𝑓 + 2𝑓 + 𝑓 48 72 2 3 125/3.1
𝑁 3
5. I learn better when my teacher gives us the task in step- 23 16 1 0 40
by-step procedure because it makes it easier.
𝑊𝐴𝑀 = 4𝑓 + 3𝑓 + 2𝑓 + 𝑓 92 48 2 0 142/3.5
𝑁 0
6. I find it easy when the teacher is being specific about 15 23 2 0 40
the activity/ task that we need to complete.
𝑊𝐴𝑀 = 4𝑓 + 3𝑓 + 2𝑓 + 𝑓 60 69 4 0 133/3.3
𝑁 3
7. I use specific learning when explaining of what I have 18 17 5 0 40
learned.
𝑊𝐴𝑀 = 4𝑓 + 3𝑓 + 2𝑓 + 𝑓 72 51 10 0 133/3.3
𝑁 3
E. MASSED VS. SPACED LEARNING

96
(SA) (A) (D) (SD)
1. I make a plan/schedule for review. 19 18 3 0 40
𝑊𝐴𝑀 = 4𝑓 + 3𝑓 + 2𝑓 + 𝑓 76 54 6 0 136/3
𝑁 .38
2. I study one week before the exam to easily recall what I 15 20 3 2 40
have learned.
𝑊𝐴𝑀 = 4𝑓 + 3𝑓 + 2𝑓 + 𝑓 60 60 6 2 128/3
𝑁 .20
3. I can strategize my review methods to ensure better 19 15 4 2 40

understanding of the lessons.
𝑊𝐴𝑀 = 4𝑓 + 3𝑓 + 2𝑓 + 𝑓 76 45 8 2 131/3
𝑁 .28
4. I can concentrate well enough even with gadgets. 19 12 7 2 40
𝑊𝐴𝑀 = 4𝑓 + 3𝑓 + 2𝑓 + 𝑓 76 36 14 2 128/3
𝑁 .20
5. I do not review my lesson ahead of time; that’s why I 16 10 12 2 40
suffer from cramming.
𝑊𝐴𝑀 = 4𝑓 + 3𝑓 + 2𝑓 + 𝑓 64 30 24 2 120/3
𝑁 .00
6. I can perform well on examination even with very 16 20 4 0 40

limited time to review.
𝑊𝐴𝑀 = 4𝑓 + 3𝑓 + 2𝑓 + 𝑓 64 60 8 0 132/3
𝑁 .30
7. I easily forget the lesson when I review a night before the 17 15 6 2 40
exam.
𝑊𝐴𝑀 = 4𝑓 + 3𝑓 + 2𝑓 + 𝑓 68 45 12 2 127/3
𝑁 .18
E.MOTIVATION
97
(SA) (A) (D) (SD)
1. I am motivated to engage in problem-solving inquiry- 18 18 4 0 40

based activities that cause me to consider real life
situations.
𝑊𝐴𝑀 = 4𝑓 + 3𝑓 + 2𝑓 + 𝑓 72 54 8 0 134/3.
𝑁 35
2. I retain the learning in the subject because I am 14 23 3 0 40
motivated on how my teacher teaches us and appreciate
his/her effort.
𝑊𝐴𝑀 = 4𝑓 + 3𝑓 + 2𝑓 + 𝑓 56 69 6 0 131/3.
𝑁 28
3. I have a good learning experience in the subject; 18 19 3 0 40
therefore, I am motivated to excel in the subject.
𝑊𝐴𝑀 = 4𝑓 + 3𝑓 + 2𝑓 + 𝑓 72 57 6 0 135/3.
𝑁 38
4. I prefer when my teacher give motivational activities 19 21 0 0 40
in the class.
𝑊𝐴𝑀 = 4𝑓 + 3𝑓 + 2𝑓 + 𝑓 76 63 0 0 139/3.
𝑁 48
5. I have prior knowledge about the past, which 13 21 6 0 40
motivates me to learn more.
𝑊𝐴𝑀 = 4𝑓 + 3𝑓 + 2𝑓 + 𝑓 52 63 12 0 127/3.
𝑁 18
6. I am really motivated to complete a lesson because it 21 18 1 0 40
is my favorite subject.
𝑊𝐴𝑀 = 4𝑓 + 3𝑓 + 2𝑓 + 𝑓 84 54 2 0 140/3.
𝑁 50
7. I make an effort to engage in my studies because I am 19 18 1 2 40
responsible in my own learning.
𝑊𝐴𝑀 = 4𝑓 + 3𝑓 + 2𝑓 + 𝑓 76 54 2 2 134/3.
𝑁 35
F. FEEDBACK
98
(SA) (A) (D) (SD)
1. I appreciate the subject when my teacher gives us the 21 18 0 1 40

feedback that we are doing well in his/her subject.
𝑊𝐴𝑀 = 4𝑓 + 3𝑓 + 2𝑓 + 𝑓 84 54 0 2 140/3.
𝑁 48
2. I am able to reflect my own learning performance 22 18 0 0 40
through feedback.
𝑊𝐴𝑀 = 4𝑓 + 3𝑓 + 2𝑓 + 𝑓 88 54 0 0 142/3.
𝑁 55
3. Feedback makes me remember the lesson because of 19 19 2 0 40
a good learning experience.
𝑊𝐴𝑀 = 4𝑓 + 3𝑓 + 2𝑓 + 𝑓 76 57 4 0 137/3.
𝑁 43
4. I am encouraged to do a task that based on the 15 23 2 0 40
teacher feedback.
𝑊𝐴𝑀 = 4𝑓 + 3𝑓 + 2𝑓 + 𝑓 60 69 4 0 133/3.
𝑁 33
5. I can easily remember the lesson topic because it is 18 21 1 0 40
reinforced in class.
𝑊𝐴𝑀 = 4𝑓 + 3𝑓 + 2𝑓 + 𝑓 72 63 2 0 137/3.
𝑁 43
6. I make an effort to complete a lesson because I am 21 16 3 0 40
interested in the subject, and the teacher gives feedback.
𝑊𝐴𝑀 = 4𝑓 + 3𝑓 + 2𝑓 + 𝑓 84 48 6 0 138/3.
𝑁 45
7. I show positive behavior towards learning when my 23 15 2 0 40
teacher recognizes me by giving me appreciation or
feedback.
𝑊𝐴𝑀 = 4𝑓 + 3𝑓 + 2𝑓 + 𝑓 92 45 4 0 141/3.
𝑁 56
G. PASSAGE OF TIME OR TIME MANAGEMENT

99
(SA) (A) (D) (SD)
1.I allot time to study my lesson to prevent failure in 20 17 1 2 40

activities and exam
𝑊𝐴𝑀 = 4𝑓 + 3𝑓 + 2𝑓 + 𝑓 80 51 2 2 135/3
𝑁 .38
2. I plan my lesson and make a time schedule on that 15 21 3 1 40
I will go to review
𝑊𝐴𝑀 = 4𝑓 + 3𝑓 + 2𝑓 + 𝑓 60 63 6 1 130/3
𝑁 .25
3. I always make a time to study before the starting 20 15 4 1 40
lesson discussion
𝑊𝐴𝑀 = 4𝑓 + 3𝑓 + 2𝑓 + 𝑓 80 45 8 1 134/3
𝑁 .35
4. I know my responsibility as a student; therefore, I 20 19 0 1 40
manage my time effectively to maintain good
academic performance
𝑊𝐴𝑀 = 4𝑓 + 3𝑓 + 2𝑓 + 𝑓 80 57 0 1 138/3
𝑁 .45
5. I do time management when I have a lot of 14 24 2 0 40
activities to do
𝑊𝐴𝑀 = 4𝑓 + 3𝑓 + 2𝑓 + 𝑓 56 72 4 0 132/3
𝑁 .30
6. I experience lack of time, and I cannot manage to 15 20 4 1 40
use the passage of time in learning because I am
distracted by technology
𝑊𝐴𝑀 = 4𝑓 + 3𝑓 + 2𝑓 + 𝑓 60 60 8 1 129/3
𝑁 .23
7. I read the lesson ahead of time to engage in the 19 20 1 0 40
discussion
𝑊𝐴𝑀 = 4𝑓 + 3𝑓 + 2𝑓 + 𝑓 76 60 2 0 138/3
𝑁 .45
APPENDIX A
Gantt chart
100
2023
JAN FEB MAR APRIL MAY
1. Seeking approval of the proposed title.
2. Submission of Concept Paper for
endorsement to assigned Research
Adviser
3. Working on Chapters I-III
4. Submission of Chapter I-III for Oral
Proposal Defense
5. Revision of Chapter I-III
6. Validation of Research Instrument
7. Securing of permit to conduct the study
8. Administration of research instrument
9. Data retrieval, tabulation, analysis, and
interpretation
10. Seeking assistance from the statistician
11. Working on Chapters IV and V
12. Crafting of research output
13. Working on the other parts of the paper
14. Finalization of the completed manuscript
CURRICULUM VITAE
101
Name : Abegail B. Coronacion

Birthday : November 21, 2001
Gender : Female
Civil Status : Single
Nationality : Filipino
Religion : Born Again Christian
Name of Parent : Darnel Coronacion
Wennie Coronacion
EDUCATIONAL BACKGROUND
Tertiary : Bachelor of Secondary Education (BSEd)

Major in Social Studies
College of Sciences, Technology and Communication, Inc.
2022-Present
Secondary : Senior High School

College of Science, Technology and Communication, Inc.
2019-2021
Junior High School

Quezon National High School
Ibabang Iyam Lucena City Quezon
2014-2018
Primary : Patnanungan Elementary School

Purok 3, Brgy. Bagong Silang
2010-2014
SEMINARS AND WORKSHOPS ATTENDED/PARTICIPATED

October 20, 2021 Webinar on Descriptive Statistic Method of Presenting Data
during the 32nd National Statistician Month
Philippine Statistics Authority (PSA)
Online Webinar
November 26, 2022 Special and Inclusive Education: Unity through Diversity
102
Activity Area in College of Sciences, Technology and

Communication, Inc.
Sariaya, Quezon
April 4, 2023 Strengthening Communicative Needs through English

Proficiency Program: A Gateway to using the Language in
teaching
Communication, Inc.
Sariaya, Quezon
103
CURRICULUM VITAE
Name : Lyka Marie S. Laborte

Birthday : November 16, 2000
Gender : Female
Civil Status : Single
Nationality : Filipino
Religion : Roman Catholic
Name of Parent : Norman Laborte
Odielia Laborte
EDUCATIONAL BACKGROUND
Tertiary : Bachelor of Secondary Education (BSEd)

Major in Social Studies
College of Sciences, Technology and Communication, Inc.
2020-Present
Secondary : Senior High School

College of Science, Technology and Communication, Inc.
2019-2020
Junior High School

St. Francis High School
Muting Bayan, Sariaya Quezon
2014-2018
Primary : Sariaya East Central Main Elementary School

Poblacion 4, Sariaya Quezon
2010-2014
SEMINARS AND WORKSHOPS ATTENDED/PARTICIPATED
October 20, 2021 Webinar on Descriptive Statistic Method of Presenting Data

during the 32nd National Statistician Month
Philippine Statistics Authority (PSA)
Online Webinar
104
November 26, 2022 Special and Inclusive Education: Unity through Diversity
Communication, Inc.
Sariaya, Quezon
April 4, 2023 Strengthening Communicative Needs through English

Proficiency Program: A Gateway to using the Language in
teaching
Communication, Inc.
Sariaya, Quezon

Factors Affecting Information Retention in Kasaysayan NG Daigdig

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Factors Affecting Information Retention in Kasaysayan NG Daigdig

Uploaded by

Copyright:

Available Formats

1

The Problem and Its Background

foundation for students to be profitable individuals, which trains students' minds to be

specific, inside the classroom (Whatfix, 2022).

This study is supported by data in which information retention have been

experienced in global, national, and local communities. To define information retention

known as "learning retention or memory retention" in global aspects, in which "learning

The advantages of information retention are that it involves strengthening

to appreciate the subject Kasaysayan ng Daigdig in Araling Panlipunan. Also, the

they have retained through information retention.

To conclude the information retention, the study of Pillado, Futalan, and

retention in a national community here in the Philippines.

According to the study of Boladola (2018), the retrieval of students prior

knowledge, or memory, as needed to connect to the new lesson of higher complexity is

oftentimes a problem encountered by teachers in the implementation of the K–12

educational researchers and theorists in the past years.

Moreover, Filipino students suffer from low retention of concepts, limited

Roleda, 2019). Consequently, information retention is an indicator of successful or

Calabarzon, will support the problem of information retention.

information relevant to their experiences (Lorbis, 2019).

academic institutions, retention of students has become a challenging issue (Seidman,

2005; as cited in Curbano and Hernandez, 2020).

to give it profitable significance.

Statement of the Problem

Grade 8 Students in Kasaysayan ng Daigdig.

Specifically, it answered the following questions.

1.1 repetition or practice;

1.2 meaningful learning;

1.3 whole vs. part learning;

1.4 massed and spaced practice;

1.6 feedback; and

1.7 passage of time or time management?

enhance the information retention of the respondents?

factors affecting the information retention of selected grade 8 students in Kasaysayan ng

The capacity to remember and store information was referred to as information

information retention (Indeed, 2022).

influence learning retention namely: repetition or practice; meaningful learning; whole

demonstrated that retention improves with increased repetition or practice.

While meaningful learning is when a student can relate something to someone

helps with memory preservation and retention.

Besides, the massed technique of practice or learning refers to a way of learning

spaced technique of learning, also known as the distributed method of practice, is an

In addition, learning has a goal or purpose, it is most likely to remember the

effectiveness or ineffectiveness of the retention process.

Through feedback that provides encouragement, correction, and some sort of

Furthermore, the passage of time or time management refers to the amount of

thought to have a significant impact on retention.

grade 8 students in Kasaysayan ng Daigdig.

INPUT PROCESS OUTPUT

Figure 1. Conceptual Paradigm of the Factors Affecting Information of selected Grade 8

The figure above shows the Input-Process-Output (IPO) model on factors

affecting information retention of selected grade 8 students in Kasaysayan ng Daigdig.

motivation, feedback and passage of time or time management factors.

Based on the process stage, analysis on factors affecting information retention.

the study and a learning material to sustain information retention of learning.

Significance of the Study

These were beneficial to the following groups of people:

quality of teaching and learning process.

The administrators of the school also provided information on the factors

influencing student performance ability to retain material and excel academically.

as a guideline on creating further research.

Scope and Limitation