The Mabini Academy

SENIOR HIGH SCHOOL DEPARTMENT

Balintawak, Lipa City
Tel. Nos.: (043) 702- 4961 or (043) 756 – 2217
Email Add.: themabiniacademy_1922@yahoo.com.ph

PRACTICAL RESEARCH 1
SY. 2023-2024 | 2ND SEMESTER

Grade and Section: 11- Aristotle

Group Number: Group 2
Group Members:
Balay, Carl Angelo
Fonte, Florencio Roy IV
Hernandez, Eugene Terrence
Mercado, Bien Alexies P.
Rios, Ana Liza T.

TOPIC PROPOSAL

Research Topic: Evaluating Memory Retention in Senior High School Students: A Study on Digital vs.

Print Learning Materials at The Mabini Academy

Rationale:

Blended learning, which combines digital and print materials, has gained significant traction in contemporary

educational practices as a means of optimizing learning outcomes. However, within this context, there exists an ongoing

debate regarding the comparative effectiveness of digital materials versus traditional print materials, particularly

concerning memory retention among senior high school students. This debate is underpinned by the understanding that the

medium through which information is presented can significantly impact students' cognitive processes and learning

outcomes (Kozma, 1994). Given the pivotal role that memory retention plays in the learning process, it is imperative to

conduct a comprehensive assessment to ascertain whether digital materials offer comparable or superior benefits

compared to print materials, especially within the senior high school educational context.

The purpose of evaluating memory retention specifically among this group of senior high school students is to

better understand the transitional stage these students are in, as they are about to enter either higher education or the

workforce. The capacity of these students to retain information effectively is not just academically relevant; it is a

foundational skill with long-term implications. Thus, assessing the efficacy of digital versus print learning materials serves

a dual purpose: enhancing the learning experience in the immediate term and preparing students for future educational and

professional environments.
 Several studies have been conducted to explore the differences in memory retention between digital and print

learning materials. For instance, Singer and Alexander (2016) found that students demonstrated better recall of key points

and relevant concepts when engaging with print materials compared to digital texts. Similarly, Kerr and Symons (2006)

observed that although students tended to read more slowly when using computers, they retained more information.

Furthermore, Johnson and Nádas (2009) reported that participants exhibited poorer recall when information was presented

on screens, indicating a potential disadvantage of digital materials for memory retention.

Conversely, a body of research suggests that there may be no clear-cut difference between print and digital texts in

terms of learner comprehension (Green et al., 2010; Margolin et al., 2013; Norman and Furnes, 2016; Porion et al., 2016).

Norman and Furnes (2016), for example, highlighted no variance in metacognitive learning regulation between print and

digital texts. Additionally, studies by Murray and Pérez (2011) and Rockinson-Szapkiw et al. (2013) revealed no

significant differences in test scores, cognitive learning, or grades between students using digital books and those using

print-based materials.

Moreover, the distinct characteristics of digital materials—notably their interactive features, such as hyperlinks,

multimedia, and search functions—offer potential benefits that merit exploration. These features could cater to various

learning styles and potentially facilitate memory retention through engagement and interactivity. Nonetheless, empirical

studies have yet to reach a consensus on the matter, with some research indicating potential drawbacks of digital materials,

including increased cognitive load and distraction. Therefore, this study will probe the extent to which such features

influence memory retention, providing insights that may contribute to the optimal design and selection of learning

materials within a blended learning framework.

Amidst the research on digital learning materials, one notable observation is the tendency to frame the topic as a

dichotomy. This involves drawing a clear line between digital and print-based texts, treating them as two separate facets of

learning that do not overlap.

Therefore, this study explores the relationship between digital and print-based texts to identify their impact on

memory retention among senior high school students at The Mabini Academy. By analyzing student engagement with

these materials, it aims to inform instructional practices, enhance learning experiences, and contribute to effective

strategies for blended learning in senior high school education.

Conclusively, the findings will serve not just as academic exercises but as practical guides for educators in

crafting pedagogical strategies that leverage the strengths of both digital and print mediums.
Research Objectives:

This study aims to:

1. To evaluate the effectiveness and differences in memory retention between Senior high school

students of The Mabini Academy exposed to digital learning materials and those using traditional

print resources.

2. To identify the factors that influence memory retention in senior high school students who use digital

versus print learning materials.

3. To investigate the preferences of senior high school students regarding the use of digital versus print

resources and their perceived impact on learning outcomes.

Research Questions:

This study (write the general statement of the problem). Specifically, it seeks answer to:

1. What are the differences in text comprehension, engagement level, and accessibility perceived by

senior high school students when using digital versus print learning materials?

2. How does exposure to digital or print learning materials influence memory retention among senior

high school students?

3. How do the differences in text comprehension, engagement level, and accessibility between digital

and print learning materials correlate with variations in memory retention among senior high school

students?

4. What are the challenges associated with the use of digital learning materials in terms of memory

retention, and how do we compare them with the challenges encountered with printed materials?

5. How do senior high school students' preferences for learning materials, including factors such as ease

of navigation, visual appeal, and personal learning style alignment, impact their memory retention

when using either digital or print resources?