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Chapter 4

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This part presents the summary, conclusions, and recommendations about

the findings of the study.

Summary

This study aimed to develop the learning retention skills of the Grade 11 Fidelity

students of Maharlika National High School through PQ4R (Preview, Question,

Read, Reflect, Recite, and Review) Strategy.

Specifically, this study seeks to answer the following questions:

1. Identify the level of learning retention of the Grade 11 Fidelity

students before the intervention was conducted;

2. Identify the level of learning retention of the Grade 11 Fidelity

students after the intervention was conducted;

3. Determine the significant difference between the pre-test and

posttest scores of the Grade 11 Fidelity Humility students of

Maharlika National

High School after the integration of the PQ4R Strategy.

The researchers conducted an intervention for nine (9) days. To identify

the number of students that passed and failed during the pre-test and post-test,
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the researchers used the Phil-IRI formula and standards frequency distribution for

the listing of the scores and percentage of the respondents.

Findings

The study yielded the following results.

1. Before the intervention was conducted, there were nineteen (19) out

of thirty (30) students who fell under the poor level.

2. After the intervention was conducted, out of the thirty (30) identified

respondents, there were eight (8) respondents or 26% of the respondents

who have improved to ‘proficient’ level, six (6) or 20% of the respondents

moved to ‘needs practice’ level, while five (5) students or 62% of the

respondents remained in the poor level.

3. There were eleven (19) or 63% out of thirty (30) students who

belonged under the ‘poor’ level during the pre-test have improved their

learning retention skills in which fourteen (14) or 46% of the respondents

moved from ‘needs practice’ level to ‘proficient’, and fourteen (14) or 73% of

the respondents moved from ‘poor’ level to ‘needs practice’ level.

Conclusions

Based on the findings of this study, the researchers arrived at the following

conclusions:
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1. Before the nine-days intervention, the level of the respondents

‘learning retention skills fell under the ‘poor’ level and some under the ‘needs

practice’ level.

2. After the conduct of the nine-days intervention, the learning

retention skills of some of the respondents improved from ‘poor’ level to

‘proficient’ and ‘poor’ level to ‘needs practice’ level.

3. PQ4R Strategy is an effective strategy in improving learning

retention.

4. PQ4R made a significant difference between the level of learning

retention among Grade 11 Fidelity students before and after utilizing the

PQ4R (Preview, Question, Read, Reflect, Recite, and Review) Strategy.

Thus, the null hypothesis is rejected.

Recommendations

In the light of the findings of the study and based on the other observations

noted by the researchers during the conduct of the intervention, the researchers

recommend the following:

For the Students

• Students must follow the PQ4R Strategy to help them in the process of

learning retention which will fuel their academic excellence.

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For the Teacher

• The teachers must provide a corrective measure for the students who have

learning retention difficulties. It will then be easier for them to solve the

common problem of learning retention using the PQ4R Strategy.

For the School

• The school must keep an eye on the learning retention of the students. The

school must recognize that the PQ4R Strategy could help students who

struggle with learning retention and thus the need to use and promote the

PQ4R Strategy throughout the school.

For the Administrator

• The School administrators would create strategies that would help the

students in improving learning retention.

For Other Researchers

• Researchers must do more research on the implementation of the PQ4R

Strategy in improving students learning retention.

• Researchers must conduct more studies on the actions or strategies

needed to address factors in terms of learning retention.