Factors on Memory Retention: Effect to Students' Academic Performance

Abstract

This paper examined the factors contributory to memory retention affecting the academic performance in Mathematics of Grade 7 students of Kalumboyan High School, Bayawan City Division for SY 2019-2020. The study made use of the descriptive-correlational research design. The questionnaire covered five areas: motivational practices and experiences, goal setting and accomplishments, personalized learning, teaching strategies and learning activities, and educational resources and learning devices. The respondents of the study were the 160 Grade 7 students. The study utilized percentage, mean, weighted mean, and Spearman's rank correlation coefficient. The salient findings revealed that the extent of students' perception on factors contributory 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 devices to be "very high". Moreover, the overall academic performance rating of the students in Mathematics is at a fairly satisfactory level. Also, it can be concluded that the extent to which students perceived the factors contributory to memory retention is "very high" and has a moderate and significant relationship to their academic performance in mathematics.

Full text

Factors on Memory Retention: Effect to
Students’ Academic Performance
Irene A. Pillado, MAEd1; Maria Chona Z. Futalan, PhD2 & Sheena Mae T. Comighud, EdD3
1Graduate School Student, MAEd-Mathematics, Foundation University, Dumaguete City, Philippines
2Associate Professor, College of Arts and Sciences, Foundation University, Dumaguete City, Philippines
3Basic Education Researcher, DepEd-Bayawan City Division, Bayawan City, Negros Oriental, Philippines
Abstract
This paper examined the factors contributory to memory retention affecting the academic
performance in Mathematics of Grade 7 students of Kalumboyan High School, Bayawan City
Division for SY 2019–2020. The study made use of the descriptive-correlational research
design. The questionnaire covered five areas: motivational practices and experiences, goal
setting and accomplishments, personalized learning, teaching strategies and learning activities,
and educational resources and learning devices. The respondents of the study were the 160
Grade 7 students. The study utilized percentage, mean, weighted mean, and Spearman’s rank
correlation coefficient. The salient findings revealed that the extent of students’ perception on
factors contributory 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 devices to be “very high”. Moreover, the overall academic performance
rating of the students in Mathematics is at a fairly satisfactory level. Also, it can be concluded
that the extent to which students perceived the factors contributory to memory retention is “very
high” and has a moderate and significant relationship to their academic performance in
mathematics.
Keywords: Memory retention, Academic performance, Effect, Mathematics
Introduction
Memory retention 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.They may also have troubles in solving mathematical problems that involve series of
steps.In order to solve those problems, they need to access information about math facts from
long-term memory while remembering what they have just finished and what they need to do.
Radvansky (2017) defines memory as mental processes which are 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. According to Wang and Hou (2016), sharing personal memories online facilitates
memory retention.
Memory and concentration are being considered as sisters, and in previous researches,
it was found out that10% of students had poor concentration and 46% had average
concentration (Lamba et al., 2014, Podila, 2019). Hence, students can hardly memorize without
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classroom concentration. Even when their concentration is good, it may not be useful without
memory.Specifically, enhancing students’ motivation in the classroom is an important concern
for educators and researchers, due to its relation to students’achievement. The importance of
students’ memory retention is reflected in the vast amount of related research focusing on the
teaching and learning process (Pantziara&Philippou, 2015).
It is in this context that the researcher wants to identify what are the factors that might
be contributory to students’ memory retention and its effect to academic performance in
mathematics.These factors include motivational practices and experiences, goal setting and
accomplishments, personalized learning, teaching strategies and learning activities, and
educational resources and learning devices.
These factors are being identified through intensive reading of related studies and
looking into variables that are effective in other subject areas as well as the one not made
mentioned in Mathematics to fill in the gap of existing related literature most especially looking
into its effect to students’ academic performance. Moreover, these factors are being considered
by the researcher based on her observations and experiences. No previous research was found
regarding the relationship between the aforementioned factors and students’ academic
performance. It is for this reason that the researcher conducted this study for the students to
better able to solve mathematical problems and ensure more effective learning by keeping good
memory retention skills.
Research Design
The research utilized the descriptive-correlational survey. It is descriptive in the sense
that this study gathered information about the factors that are contributory to memory retention
aspect and described the nature of the situation. It is also correlational because this study
determined the relationship of variables such as extent of students’ perception on the
contributory factors to memory retention and students’ extent of perception and their academic
performance.
Research Environment
The study was conducted in Barangay Kalumboyan, Bayawan City. The said barangay
is 21 kilometers away from the city. The study would specifically focus on the secondary school
of Kalumboyan. Kalumboyan High School is one of the big schools within the Division of
Bayawan City. The classrooms are well-ventilated and have basic facilities such as water supply
and electrical connection. Moreover, they have laboratories with laboratory equipment and
computer laboratory with internet connections.
Research Respondents
The respondents of the study were the Grade 7 students of Kalumboyan High School.
Of the 255 total population, only 160 were the representatives. These students were chosen
through systematic random sampling wherein every second of the list was part of the
respondents.
Research Instruments
The study utilized researcher-made questionnaire which is an amalgamation of the
modified standardized questionnaires combined with the researcher’s readings from the related
literature and studies. The whole questionnaire was presented to three experts in the field of
Mathematics for content validity and cross checking if the items are aligned with the specific
problems of the study.
A dry run was conducted to ensure item reliability. There were 30 selected students who
served as the respondents. Through Cronbach’s alpha test, the items were tested for its
reliability. This test is considered as the most suitable type for survey research where items
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were not scored right or wrong and where each item could have different answers (McMillan
and Schumacher, 2010). A value of 0.70 is considered acceptable, and higher values of alpha
are more desirable. The results were the following: 0.738 for motivational practices and
experiences, 0.864 for goal setting and accomplishments, 0.703 for personalized learning,
0.716 for teaching strategies and learning activities, and 0.701 for educational resources and
learning devices. This implies that all of these found in the test were considered reliable since
0.70 is the cut-off rating.
Research Procedure
The researcher integrated all the corrections and suggestions of the panel members
after the design hearing. A letter of request to conduct the study was sent to the Schools
Division Superintendent of Bayawan City and District Supervisor (PSDS) upon the endorsement
of the Vice Chancellor for Academic Affairs of Foundation University. Then, the signed and
approved request was presented to the school principal and respective advisers as well as
subject teachers of the students. During the distribution, the researcher explained to the
students the purpose and importance of the research as well as the questionnaire itself. The
students who served as the respondents were asked if they are willing to participate in the study
and were also informed that the answered questions will not be revealed to anyone and that it
will be safely kept for confidentiality. The retrieval of the questionnaires was done right after the
students have answered the questions. The results were tallied using MS Excel and Megastat
software, analyzed, and interpreted.
Findings
Table 1.1 Extent of Students’ Perception on Motivational Practices and Experiences
Indicators
𝐰
Verbal
Description
Extent of
Perception
1. I participate in the given learning activities.
4.42
Strongly Agree
Very High
2. I answer given tests and accomplish my
assignments.
4.33
Strongly Agree
Very High
3. I enjoy the teaching strategies employed by the
teacher.
4.32
Strongly Agree
Very High
4. I communicate with my peers in collaborative
group activities.
4.31
Strongly Agree
Very High
5. I demonstrate awareness with the lesson
objectives.
4.27
Strongly Agree
Very High
6. I engage myself in class discussion and
motivational strategies.
4.13
Agree
High
7. I solve assigned tasks like word problems.
4.03
Agree
High
8. I listen to my classmates on the experiences they
shared.
4.03
Agree
High
9. I connect presented concepts to real-life setting.
3.95
Agree
High
10. I ask questions and clarifications for different
concepts.
3.48
Agree
High
Composite
4.13
Agree
High
Legend: Scale Verbal Description Extent of Perception
4.21–5.00 Strongly Agree Very High
3.41–4.20 Agree High
2.61–3.40 Moderately Agree Moderate
1.81–2.60 Disagree Low
1.00–1.80 Strongly Disagree Very Low
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The extent of students’ perception in motivational practices and experiences is
presented in Table 1.1. As depicted in the table, the extent of students’ perception on
motivational practices and experiences is high as reflected in the composite mean of 4.13.
Item number 1, “I participate in the given learning activities,” obtained the highest
weighted mean of 4.42 verbally interpreted as “very high” extent of motivational practices. This
means that students foster active participation in given class activities during learning sessions.
Similar result also surfaced in the study of Field (2018) which pointed out that students are more
likely to engage in learning when they can relate with the activities, procedures, and processes.
In affirmation, Curtis (2012) supports this idea, putting emphasis on how instructional practices
should take place in important context so that students could share something in the conduct of
learning activities demonstrating their ownership of learning in the quest of knowledge.
Meanwhile, items on task assignments accomplished, teaching strategies used, and
collaborative group activities implemented obtained the next highest weighted means of 4.33,
4.32, and 4.31, respectively. It could be implied that, of particular importance, teaching
strategies, learning activities alongside lesson objectives, and tasks accomplishments have all
shown to influence students’ engagement. On the other hand, the item which obtained the least
weighted mean is item number 10 on asking questions and clarifications on different concepts. It
implies that students demonstrate inhibitions in asking teachers or peers for better lesson
conceptualization. Teachers are supposed to create a non-threatening atmosphere, where
every student is motivated to actively participate and exchange or even challenge others’ views.
In the words of Field (2018), motivational practices and experiences are important for academic
success. This premise also put emphasis on how teachers should consider the practices that
support students’ experiences and encourage them to be motivated. In general, student
motivation served as one of the significant factors playing a vital role for memory retention.
Table 1.2 Extent of Students’ Perception on Goal Setting and Accomplishment
Indicators
𝐰
Verbal
Description
Extent of
Perception
1. I participate in the activities needed for the
goal accomplishment.
4.31
Strongly Agree
Very High
2. I demonstrate awareness on the things I must
achieve and develop.
4.19
Agree
High
3. I review and reflect on the processes for goal
achievement.
4.13
Agree
High
4. I utilize strategies and techniques to
accomplish the objectives.
4.11
Agree
High
5. I take part in setting the learning goals and
objectives.
4.09
Agree
High
6. I use self-evaluation to know that set goals
have been accomplished.
4.08
Agree
High
7. I employ in my practices the values I develop.
4.04
Agree
High
8. I monitor the progress I attain in the given
lesson.
3.97
Agree
High
9. I establish enhancement activities that paved
way for goal manifestation.
3.93
Agree
High
10. I see connection between the goals and its
implications.
3.86
Agree
High
Composite
4.07
Agree
High
Legend: Scale Verbal Description Extent of Perception
4.21–5.00 Strongly Agree Very High
3.41–4.20 Agree High
2.61–3.40 Moderately Agree Moderate
1.81–2.60 Disagree Low
1.00–1.80 Strongly Disagree Very Low
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Table 1.2 shows the extent of students’ perceptions on goal setting and accomplishment
considered as another factor of memory retention. This area has an overall composite mean of
4.07 verbally translated as “high” extent.
Item number 1, “I participate in the activities needed in goal accomplishment,” obtained
the highest weighted mean of 4.31 interpreted as “very high.” This means that students actively
take involvement in different activities that could contribute to attain the lessons’ goals and
objectives. In support, Susak (2016) noted that participation allows students to build knowledge,
demonstrate skills, develop confidence, and apply theory into practice. Moreover, items on
demonstrating awareness, reflecting on processes, and utilizing teachings strategies and
techniques obtained the next highest weighted means of 4.19, 4.13, and 4.11, respectively, all
denoting verbal equivalent of “high” extent. This runs parallel to the findings of Abe et al. (2014),
Zohud (2015), and Francis (2017) on the conduct of learning activities and the utilization of
teaching strategies and techniques to better support inclusionary education as well as enhance
student motivation leading to memory retention.
On the other hand, item on seeing connection between the goals and its implications is
interpreted as “high” with a weighted mean of 3.86. This signifies the need for students to
establish connection between goals and its implications through real-life applications. Hunt
(2015) also indicated the importance of setting specific and challenging goals to establish
connection between goals and real-world connections.
In general, in the extent of students’ perception on goal setting and accomplishment,
students agree on the use of learning activities, utilization of teaching strategies, and reflecting
on classroom processes among others as essential components playing vital roles for memory
retention and paving to higher test scores. In this regard, it has been emphasized how goal
setting has the potential to positively impact learning through teachers and students’ clear
understanding of specific targets (Bray & Mc Claskey, 2015; Dotson, 2016; Curtis, 2017,
Comighud, 2019; Comighud & Arevalo, 2020).
Table 1.3 Extent of Students’ Perception on Personalized Learning
Indicators
𝐰
Verbal
Description
Extent of
Perception
1. I am responsible and in control with my own
learning.
4.38
Strongly Agree
Very High
2. I work well at my own pace in different activities.
4.36
Strongly Agree
Very High
3. I participate well in hands-on and motivational
strategies.
4.35
Strongly Agree
Very High
4. I demonstrate excitement when the lessons suit
my interest.
4.28
Strongly Agree
Very High
5. I join activities that motivate me well.
4.27
Strongly Agree
Very High
6. I engage myself in exploration and discoveries.
4.26
Strongly Agree
Very High
7. I work with activities needed to be individually
accomplished.
4.15
Agree
High
8. I use own techniques in solving set of problems.
3.99
Agree
High
9. I express my views and activities that address
my needs.
3.93
Agree
High
10. I make choices depending on my strengths and
weaknesses.
3.84
Agree
High
Composite
4.18
Agree
High
Legend: Scale Verbal Description Extent of Perception
4.21–5.00 Strongly Agree Very High
3.41–4.20 Agree High
2.61–3.40 Moderately Agree Moderate
1.81–2.60 Disagree Low
1.00–1.80 Strongly Disagree Very Low
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As indicated in Table 1.3, the extent of students’ perceptions on personalized learning
obtains composite mean of 4.18 verbally interpreted as “high.”
Item number 1, “I am responsible and in control with my own learning,” obtained the
highest weighted mean of 4.38 verbally interpreted a “very high” extent. This means that
students retain information presented better if they are practicing personalized learning. As
students demonstrate personalized learning, they are likely to develop mastery through their
own choices. In line with this, it is suggested for students to write learning goals of what they
already know which serves as action plan that students strive for and realize accomplishments
along the way (Fernchild, 2013; Pipkin, 2015; Comighud, 2019).
In addition, the items which obtained the next highest weighted means deal with working
well with one’s own pace in different activities, demonstrating excitement when lessons suit
one’s interests, and engaging oneself in exploration and discoveries. In support to this, students
generally felt autonomous, competent, and related in their personalized learning environments,
which contributed to their intrinsic motivation, engagement, and well-being within these settings
(Netcoh, 2017) through tailoring to their specific needs and interests (Huchens, 2014).
Also, the shift to personalization encourages educators to be open and flexible, so that
learners become more invested in the design of their own learning path (Bray & Mc Claskey,
2015). Personalized learning requires more than a shift in thinking; it requires bringing in
modern technology. Hence, developing evidence that student-centered learning promotes
higher-order skills like critical thinking and problem solving, there are difficulties insupporting
students to successfully complete activities. Further, Grant and Basye (2014) found that
personalized learning is an incitement for educators to construct opportunities.
In general, as to the aspect of personalized learning, students are pushed from one
content to another and one grade to another in a linear step-by-step process (Zmuda, Ullman, &
Curtis, 2015). Our students need to invest in their own learning and passions. This paradigm
shift takes the state- and teacher-prescribed educational plan and transfers the actions to the
learner. When students take charge of personalizing their own learning, they dictate their pacing
for instructional needs and utilize multiple methods and strategies to meet their own learning
(Bray & Mc Claskey, 2015; Comighud & Arevalo, 2020).
Table 1.4 Extent of Students’ Perception on Teaching Strategies and Learning Activities
Indicators
𝐰
Verbal
Description
Extent of
Perception
1. My teacher employs strategies that developed learners’ numeracy.
4.49
Strongly Agree
Very High
2. My teacher employs interesting activities that encourage me to
participate in the classes.
4.41
Strongly Agree
Very High
3. My teacher applies strategies that develop critical and creative thinking
skills.
4.39
Strongly Agree
Very High
4. My teacher encourages me to ask questions and clarifications on the
concepts presented.
4.38
Strongly Agree
Very High
5. My teacher uses strategies that enhance learners’ achievement.
4.36
Strongly Agree
Very High
6. My teacher relates the lesson in real-life situations and practices.
4.35
Strongly Agree
Very High
7. My teacher applies knowledge of content within and across curriculum
teaching areas.
4.34
Strongly Agree
Very High
8. My teacher assists and supports me to attain development and progress.
4.33
Strongly Agree
Very High
9. My teacher allows me to collaborate with my peers to help me learn
better.
4.33
Strongly Agree
Very High
10. My teacher utilizes strategies that promote higher-order thinking abilities.
4.26
Strongly Agree
Very High
Composite
4.36
Strongly
Agree
Very High
Legend: Scale Verbal Description Extent of Perception
4.21–5.00 Strongly Agree Very High
3.41–4.20 Agree High
2.61–3.40 Moderately Agree Moderate
1.81–2.60 Disagree Low
1.00–1.80 Strongly Disagree Very Low
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As shown in Table 1.4, the extent of students’ perceptions on classroom teaching
strategies and learning activities resorted to an overall composite mean of 4.36 which indicated
that they strongly agreed with all of the items, thereby translated into “very high” extent in its
verbal equivalent.
Further, findings reveal that the use of teaching strategies which involve the
development of learners’ numeracy as well as critical and creative skills that enhance learners’
achievement all contributes to better student engagement and higher memory retention rate.
This pertains to the vital element on building strong foundation in strengthening learners’ ability.
Hence, the findings of this study affirms the recommendations of Angeles (2018) that in this
millennial era where individual differences are displayed by the learners, teachers are
encouraged to implement varied techniques, methods, and approaches in order to advance
student learning through the development of creative and critical thinking skills.
In addition to the previously mentioned, empirical evidence to well-established theory on
the multidimensional nature of teaching and student learning has also been taken into
consideration (Blazar, 2016). Over the past decade, research has confirmed that teachers have
substantial impacts on their students’ academic and lifelong success (Chetty, Friedman, &
Rockoff, 2014; Jackson, 2012). Recent investigations also have uncovered some characteristics
of effective classroom environments, including teachers’ organizational skills and interactions
with students (Loeb, Cohen, & Wyckoff, 2015; McCaffrey, Miller, & Staiger, 2015).
As to learning activities, the crucial tasks of fostering developmentally sequenced
teaching and learning processes encourage teachers to be mindful of effective instructional
planning which also includes successfully managing and implementing lessons. In affirmation,
Marco-Bujosa and Levy (2016) shared the findings that teachers utilize the curriculum in many
different ways for diverse reasons, and manifestations should be made to achieve the learning
goals. Also, Kulasegaram and Rangachari (2017) indicated how learning depends on context,
the application of developmentally sequenced process decided by the teachers and the
learners’ interactions in a set framework.
Table 1.5 Extent of Students’ Perception on Educational Resources and Learning Devices
Indicators
𝐰
Verbal
Description
Extent of
Perception
1. The school has a library with accessible resources.
4.63
Strongly Agree
Very High
2. The school has laboratory equipment like computers.
4.63
Strongly Agree
Very High
3. The teacher uses books for references.
4.56
Strongly Agree
Very High
4. The teacher utilizes materials like learning workbooks.
4.44
Strongly Agree
Very High
5. The teacher utilizes educational television.
4.44
Strongly Agree
Very High
6. The teacher employs realia to integrate real-life
concepts.
4.36
Strongly Agree
Very High
7. The teacher utilizes PowerPoint presentation in the
delivery of the lesson.
4.32
Strongly Agree
Very High
8. The school has mathematics subject center.
4.29
Strongly Agree
Very High
9. The teacher uses videos to deepen the concept
understanding.
4.27
Strongly Agree
Very High
10. The teacher uses ICT resources to present given
mathematical concepts.
4.23
Strongly Agree
Very High
Composite
4.42
Strongly Agree
Very High
Legend: Scale Verbal Description Extent of Perception
4.21–5.00 Strongly Agree Very High
3.41–4.20 Agree High
2.61–3.40 Moderately Agree Moderate
1.81–2.60 Disagree Low
1.00–1.80 Strongly Disagree Very Low
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Table 1.5indicates the extent of students’ perception on educational resources and
learning devices. It depicts the extent of students’ perceptions on educational resources where
an overall composite mean of 4.42 is verbally interpreted as “very high” extent. This means that
educational resources have been seen a recent widespread integration into daily life, where
access to vast amounts of information is now available with ease. Today’s generation of
students has grown up with educational resources all around them in an ever-increasing
manner. In addition, to create an effective 21st century classroom that meets the needs of the
students, a modern teacher must factor student’s motivation to learn and the effects technology
has on inclusionary education (Francis, 2017). In line with this, updating teaching techniques
better support inclusionary education, enhance student motivation, and improve memory
retention.
Among the indicators, item on the availability of school library with accessible resources,
laboratory equipment with computers, and use of books as references among others obtained
the highest weighted means of 4.63, 4.63, and 4.56 all resorted to “very high” extent in their
corresponding verbal equivalent. It means that in the modern information era, the wealth of the
world’s information can be accessed through a variety of educational resources and learning
devices. Students have grown up with technology all around them, and teachers must adapt to
these new ways of learning. Francis (2017) contends that teachers adapting to these new ways
find methods of incorporating and utilizing these new forms of technology in class both in
motivational and instructional levels. Hence, students who find themselves supported with ways
of which they are used to will be more motivated to learn and feel included.
Moreover, the students of today are surrounded by technology, where access to an
adequate collection of information is only a fingertip away. Technology supports the need for
divergent learning approaches, helping to create a sense of community as well as a meaningful
experience. Appropriate use of technology can serve the regular education classroom by
motivating students in all disciplines like mathematics (Liu et al., 2016; Housand & Housand,
2012; Francis, 2013; Francis, 2017).
Table 1.6 Summary Table on the Extent of Students’ Perception
on Factors Contributory to Memory Retention
Variables Correlated to Students’
Academic Performance
𝐰
Verbal
Description
Extent of
Perception
1. Motivational practices and
experiences
4.13
Agree
High
2. Goal setting and accomplishment
4.07
Agree
High
3. Personalized learning
4.18
Agree
High
4. Teaching strategies and learning
activities
4.36
Strongly
Agree
Very High
5. Educational resources and learning
devices
4.42
Strongly
Agree
Very High
Overall
4.23
Strongly
Agree
Very High
Legend: Scale Verbal Description Extent of Perception
4.21–5.00 Strongly Agree Very High
3.41–4.20 Agree High
2.61–3.40 Moderately Agree Moderate
1.81–2.60 Disagree Low
1.00–1.80 Strongly Disagree Very Low
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Table 1.6 displays the extent of students’ perceptions on factors contributory to memory
retention. Among the given variables, teaching strategies and learning activities as well as
educational resources and learning devices obtained the highest weighted means of 4.36 and
4.42, respectively. This shows that the learners strongly agree that teachers’ teaching strategies
and learning activities as well as educational resources and learning devices greatly influence
their ability to recall information. This result conforms to Bray (2012), who emphasized that
when students are given the responsibility to take charge of their own learning, the better is the
degree of their understanding and mastery of the concepts learned.
Foremost, as to learning activities, literature supports made mention on how recent
years have seen an upsurge of interest in learner-centeredness which has marked a paradigm
shift in the world of education (Quinonez, 2014). Taking into account, learner characteristics,
engaging students in the learning process, and promoting collaboration among students have
been brought into the forefront. Keeping in sight the rising popularity of learning, comprehending
what it encompasses appear to be of high significance (Ross, 2017; Kosar & Bedir, 2018).
Additionally, Blazer’s (2011) ideas on Mathematical discourse in the classroom were
used to facilitate students’ deeper understanding of the material. Mathematics should have high
interest appeal as it offers learners a challenge, the opportunity to choose strategies, pose
questions, use logic, and interpret conclusions. As to the use of educational resources, with
mathematics becoming more important in the growing technological world, teachers need to
focus on how to create school environments that are more Mathematics friendly (Taylor, 2018).
Furthermore, items on motivational practices and experiences, goal setting and
accomplishments, and personalized learning are among the indicators which obtained “high”
extent of students’ perceptions on factors contributory to memory retention. As to motivational
practices, Vibulphol (2016) contends that while autonomy controlling strategies were commonly
used in these classes, autonomy-support strategies were found only in highly motivated and
high-performing classrooms.
With regard to goal setting and accomplishment, Dotson (2016) put emphasis that goal
setting should serve as the process of establishing a direction for learning. In view thereof, it is
recommended for students to develop a plan of action. Simply writing down a goal does not
impact student learning. It is the activities that the student will participate in during the learning
process that have the potential to positively influence student achievement. In collaboration with
the teacher, the student will need to brainstorm different possibilities beyond core instruction
that could increase achievement.Additionally, as student ownership is a critical piece in goal
setting, progress monitoring provides a system to ensure that students value and own their
learning. And as to personalized learning, Ramos (2015) revealed that the students exposed to
the personalized learning environment had more positive perceptions.
Table 2 Performance of the Students in Mathematics
Rating
Verbal Description
Frequency
Percent
90%–100%
Outstanding
5
3.12
85%–89%
Very Satisfactory
14
8.75
80%–84%
Satisfactory
38
23.75
75%–79%
Fairly Satisfactory
103
64.38
Below 75%
Did Not Meet
Expectations
Total
160
100
Average
79.05 (Fairly Satisfactory)
Sd
4.25
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Table 2 shows the performance of the students in Mathematics where the respondents
of the study obtained an average of 79.05 verbally interpreted as fairly satisfactory. A closer
look on the data presented would reveal that 5 or 3.12% of the students got outstanding rating
and 14 or 8.75% were at very satisfactory level, while 38 or 23.75% garnered satisfactory rating
and 103 or 64.38% were at fairly satisfactory level. Based on the findings, it could be inferred
that majority of the students are at fairly satisfactory level in their performance in mathematics.
Based on DO No. 8, s. of 2015, the Policy Guidelines on Classroom Assessment for the
K to 12 Basic Education Program, classroom assessment is an integral part of curriculum
implementation which allows teachers to track and measure learners’ progress and to adjust
instruction accordingly. Also, based on the current findings, the students obtained a fairly
satisfactory verbal equivalent which means that students on average got a rating of 79.05.
Hence, teachers and students are encouraged to work together to increase students’ academic
performance in mathematics considering more factors of memory retention.
Table 3 Relationship between the Profile of the Students and the Extent to which
They Perceived the Factors Contributory to Memory Retention
Factors
Comp.
Value
p-value
Decision
Remark
1. Motivational practices and experiences
Age
rs =0.111
0.161
Do not reject Ho1
Not significant
Sex
x2 = 21.07
Male:wx = 4.08
Female:wx = 4.57
0.000
Reject Ho1
Significant
Income
rs = 0.138
0.082
Do not reject Ho1
Not significant
2. Goal setting and accomplishments
Age
rs =0.097
0.224
Do not reject Ho1
Not significant
Sex
x2 = 23.58
Male:wx = 3.98
Female:wx = 4.49
0.000
Reject Ho1
Significant
Income
rs = 0.147
0.064
Do not reject Ho1
Not significant
3. Personalized learning
Age
rs = 0.101
0.206
Do not reject Ho1
Not significant
Sex
x2 = 20.30
Male:wx = 4.14
Female:wx = 4.61
0.000
Reject Ho1
Significant
Income
rs =0.205
0.009
Reject Ho1
Significant
4. Classroom teaching strategies and learning activities
Age
rs = 0.145
0.059
Do not reject Ho1
Not significant
Sex
x2 = 7.06
Male:wx = 4.47
Female:wx = 4.71
0.029
Reject Ho1
Significant
Income
rs = 0.123
0.123
Do not reject Ho1
Not significant
5. Educational resources and learning devices
Age
rs = 0.081
0.305
Do not reject Ho1
Not significant
Sex
x2 = 3.04
0.081
Do not reject Ho1
Not significant
Income
rs = 0.007
0.928
Do not reject Ho1
Not significant
Level of significance = 0.05
Legend: Value of r Strength of Relationship (Statistical Correlation, 2009)
Between ± 0.50 and ± 1.00 ± strong relationship
Between ± 0.30 and ± 0.49 ± moderate relationship
Between ± 0.10 and ± 0.29 ± weak relationship
Between ± 0.01 and ± 0.09 ± very weak relationship
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Table 3 presents the data on the relationship between the profile of the students and the
extent to which they perceived the different factors contributory to memory retention. Their
perceptions are based on their participation and what occurred in the classroom.
In terms of age, all p-values are greater than the level of significance (0.05). This finding
will not warrant rejection of the null hypothesis. This means that there is no significant
relationship between the age of the students and the 5 factors contributory to memory retention.
This may imply that regardless of age, students may have the same level of memory retention.
The said finding is in consonance to the study of Catinas (2017) revealing no significant
relationship between the age of students and factors contributing to memory retention rate.
However, it negates the findings of the study of Navarro, Rubio, and Olivares (2015) which
states that the differences in the experiences and maturation of older students involve a
relatively better performance in academic settings, which is known as the relative age effect.
Considering the sex of the students, the p-values in the following factors are less than
the level of significance (0.05): (a) motivational practices and experiences, (b) goal setting and
accomplishments, (c) personalized learning, and (d) classroom teaching strategies and learning
activities. This finding allows rejection of the null hypothesis. This means that a relationship
exists between the sex of the students and the aforementioned factors. Based on the values of
the weighted means, results indicate that female students have higher perceptions on
(a) motivational practices and experiences, (b) goal setting and accomplishments, (c)
personalized learning, and (d) classroom teaching strategies and learning activities than
malestudents. Since their perceptions are based on their participation or experiences in school,
this signifies that female students participate more than male students on activities that are
contributory to memory retention.
In support to the findings shown in the table, Becirovic (2017) revealed that in his study,
the results demonstrate a statistically significant relationship between sex and motivation where
female students are more successful at than male students at each group/grade level. Also, as
to goal setting, the findings showed that there is a significant sex difference in students’ memory
retention rate with female participants recording a higher mean score than males. Moreover, as
to personalized learning, the findings run parallel to the results showed where female students
used metacognition more than male students in both math and social studies and that male and
female students both adopt a domain-general approach to metacognition, meaning they use the
same skills to help them learn in both school subjects. It was also found that male and female
students are both motivated to learn in math and social studies. Specifically, in math, males and
females both believed that they could enhance their abilities through time and effort. These
results suggest that female students are more likely than male students to use metacognitive
skills to help them learn across school subjects and that male and female students are usually
motivated to the same degree, except female students are higher in engagement and ability
beliefs than male students (Jenkins, 2018).
With regard to family monthly income, it is only in the area of personalized learning that
a relationship exists (p = 0.009 <α = 0.05). This means that students with higher family monthly
income tend to practice better personalized learning than those with lower family monthly
income. This further implies that those students who came from family with high earnings could
more likely be provided with basic educational needs and could purchase more supplemental
resources working well with their own pace suiting into their interest (Hiuchens, 2014).
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Table 4 Relationship between the Extent to which Students Perceived the Factors
Contributory to Memory Retention and Their Academic Performance
Variables Correlated to
Students’ Academic
Performance
Comp.
rs
p-
value
Decision
Remark
1. Motivational practices and
experiences
0.300
0.000
Reject Ho2
Significant
2. Goal setting and
accomplishments
0.301
0.000
Reject Ho2
Significant
3. Personalized learning
0.344
0.000
Reject Ho2
Significant
4. Classroom teaching strategies
and learning activities
0.317
0.000
Reject Ho2
Significant
5. Educational resources
0.021
0.795
Do not
reject Ho2
Not
significant
Overall
0.340
0.000
Reject Ho2
Significant
Level of significance = 0.05
Legend: Value of r Strength of Relationship (Statistical Correlation, 2009)
Between ± 0.50 and ± 1.00 ± strong relationship
Between ± 0.30 and ± 0.49 ± moderate relationship
Between ± 0.10 and ± 0.29 ± weak relationship
Between ± 0.01 and ± 0.09 ± very weak relationship
Table 4 indicates that the following factors are moderately and significantly related to the
students’ academic performance: (a) motivational practices and experiences, (b) goal setting
and accomplishments, (c) personalized learning, and (d) classroom teaching strategies and
learning activities (p-values < α = 0.05). This implies that the higher the perceptions (based on
their participation/experiences) of the students, on the mentioned factors, the better is their
academic performance in math.
Foremost, as to motivational practices and experiences, this finding corroborates that of
Arulmoly and Arulmoly (2017) who stressed that successful students have significant higher
motivation for achievement than unsuccessful students. In similar way, the study reveals how
academic achievement is highly correlated with student’s motivation which lends a good
support to the present findings. Learning mathematics can be arduous but motivation can
energize children to invest the effort and utilize the strategies necessary to be successful
(Froiland, Oros, Smith, and Hirchert, 2012 ; Comighud & Arevalo, 2020). Many researchers
have also revealed that in mathematics education, student motivation plays a key role, and
mathematical achievement is related to both intrinsic and extrinsic motivational factors. Also,
motivation leads to high self-esteem, indicating a clear predictor of students’ academic
performance in mathematics. In addition, a study by Güvendir (2013) found that students should
have high motivation in order to achieve a high standard of mathematical education. The
findings of Phuntsho (2017) also indicated that students’ motivation toward learning
mathematics was mostly influenced by reinforcements, and a significant difference in the
students’ motivation toward learning mathematics was also observed that ultimately determined
students’ academic achievement results.
Secondly, as to goal setting and accomplishment, the finding corroborated with that of
Abe et al. (2013) stating that goal-setting intervention was recommended as a strategy to
enhance students’ academic performance. Moreover, Dotson (2016) noted that goal setting
also establishes a direction for learning can increase student motivation and higher academic
achievement. In the same manner, Clift (2015) in her study combined two separate activities
into a single intervention.
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Thirdly, in drawing the relationship between personalized learning and students’
academic achievement in mathematics, students’ choice is considered to have a similar set of
benefits to those associated with personalized learning. In particular, by empowering students
to exercise a degree of autonomous decision making, students’ choice makes students active
participants in their educations, thereby increasing levels of engagement (Hanover Research,
2014). Notably, researchers highlight the fact that such autonomy is generally associated with
greater personal well‐being and satisfaction in educational environments, as well as in terms of
academic performance. Studies have found that students given a degree of choice about their
learning showed improvement on standardized tests (Wolf, 2010; Patrick et al, 2013, Hanover
Research, 2014). Moreover, the results of the study of Sereno (2018) confirmed previous
findings which had indicated the use of personalized learning practices which also supported
previous research which indicate that high-quality teacher professional development supports
teachers’ implementation of personalized learning practices leading to higher students’
academic achievement
Fourthly, in teaching strategies and its relationship with students’ academic performance
in mathematics, Blazar (2016) contends that teachers through the teaching strategies they used
in classroom processes have large effects on a range of students’ attitudes and behaviors in
addition to their academic performance. These teacher effectestimates have moderate to strong
predictive validity. Further, student outcomes arepredicted by teaching practices most proximal
to these measures (e.g., between teachers’ math errors and students’ math achievement and
between teachers’ classroom organization and students’ behavior in class) all leading to
increase memory retention. Hence, over the past decade, research has confirmed that teachers
have substantial impacts on their students’ academic and lifelong success (Chetty, Friedman,
&Rockoff, 2014; Jackson, 2012). Recent investigations also have uncovered some
characteristics of effective classroom environments, including teachers’ organizational skills and
interactions with students (Loeb, Cohen, & Wyckoff, 2015; McCaffrey, Miller, &Staiger, 2013).
In addition, having good strategies of reinforcement can attract the attention and boost
the interest of the students in learning. Hence, it is important that teacher must make instruction
interesting using various strategies and materials. That way, it will make the learning of
mathematics not only interesting butalso engaging and motivating and investigative and
adventurous. Also, in the study of Clift (2015), the results provide statistical evidence in support
of the inclusion of teaching strategies and learning activities into instructional routines to
improve academic achievement. Further, it has been indicated that expanding mathematics
practice for enrichment on a computer and setting different goals for individual student had a
positive impact on student achievement.
Finally, as to the relationship between educational resources and the students’
academic achievement, it is regarded that students of today are surrounded by technology,
where access to a vast collection of information is only a fingertip away. Many in the field of
pedagogy state that technology integration is helpful, meaningful, and necessary for a school to
function successfully. Appropriate use of educational resources and learning devices can serve
the regular education classroom by motivating students (Housand&Housand, 2012; Francis,
2013; Liu, 2016; Francis, 2017).
Generally, the students’perception on the different factors is very high, and their overall
academic performance is in fairly satisfactory level. It implies that students with higher
perceptions on the different factors tend to obtain better academic performance than those
students with lower perceptions. Students’ perception is based on their participation or
experiences, and having high perception indicates better engagement to the lesson. Hence, this
results to better academic performance.
On the other hand, there are some other factors that could contribute to their academic
performance. It could be the subject itself assome students claimed that mathematics is difficult
(complex), scary, and not enjoyable to learn (Hayati &Ulya, 2019).
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Conclusions
Based on the findings of the study, the following conclusions are hereby drawn:
1. The extent of students’ perception on factors contributory to memory retention is “high”
in terms of (a) motivational practices and experiences, (b) goal setting and
accomplishment, and (c) personalized learning. Likewise, it is “very high” in terms of
(a) teaching strategies and learning activities and (b) educational resources and
learning devices.
2. The academic performance of the students is in the fairly satisfactory level.
3. There is a significant relationship between the following:
(a) Sex of the students and the following factors contributory to memory retention:
(i) motivational practices and experiences, (ii) goal setting and accomplishment,
(iii) personalized learning, and (iv) teaching strategies and learning devices. The
results are in favor of the female students.
(b) Family monthly income of the students and personalized learning in favor of the
higher income.
4. There is a significant and moderate relationship between the following factors and
students’ academic performance: (a) motivational practices and experiences, (b) goal
setting and accomplishment, (c) personalized learning, and (d) teaching strategies and
learning activities.
In general, it can be concluded that the extent to which students perceived the
factors contributory to memory retention is “very high” and has a moderate and
significant relationship to the academic performance in mathematics.
Recommendations
In light of the conclusions drawn, the researcher arrived to the following
recommendations:
1. Teachers are encouraged to increase the use of motivational strategies, goal setting
practices, personalized learning techniques, teaching strategies, learning activities, and
educational resources in the conduct of teaching–learning process to facilitate
instructional process and enhance learners’ achievement.
2. The utilization of motivational practices and experiences, goal setting and
accomplishments, personalized learning, teaching strategies and learning activities, as
well as educational resources and learning devices may be strengthened in the delivery
of classroom instruction to increase memory retention.
3. The results of this study may be further incorporated in peer professional discussions
like Learning Action Cell (LAC) sessions to develop awareness among teacher–
educators and incorporate its practice in classroom instruction.
4. For the future researchers, similar studies may be conducted to a wider scope using
increased samples or an entire population to promote generalizability of the results. It is
also advised to utilize qualitative data collection and examine more variables for a much
more comprehensive output.
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14

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International Journal For Research In Mathematics And Statistics
ISSN: 2208-2662
Volume-6 | Issue-4 | April, 2020
19

Appendix
Questionnaire
Factors on Memory Retention: Effect to Students’
Academic Performance in Mathematics
This questionnaire aims to identify the factors which are contributory to memory
retention affecting students’ academic performance in mathematics. Kindly answer the
following questions honestly. It is assured that the information you share will be treated
with utmost confidentiality observing the ethical standards of research. Thank you so
much for your time and cooperation.
Part I:
Name: ______________________________
Age: ________________ Family Monthly Income: _____________________
Gender: Male Female
Part II:
Direction: 1. Read each statement. Please respond truthfully as you can.
2. Place a check mark ( / ) on the column of your choice. Be guided by the
following scale.
Verbal Description
Scale
Explanations
Strongly Agree
(SA)
4.21–5.00
The feeling/behavior is felt/manifested
by the students81%–100% of the time.
Agree
(A)
3.41–4.20
The feeling/behavior is felt/manifested
by the students 61%–80% of the time.
Moderately Agree
(MA)
2.61–3.40
The feeling/behavior is felt/manifested
by the students 41%–60% of the time.
Disagree
(D)
1.81–2.60
The feeling/behavior is felt/manifested
by the students 76%–100% of the time.
Strongly Disagree
(SD)
1.00–1.80
The feeling/behavior is felt/manifested
by the student’s76%–100% of the time.
International Journal For Research In Mathematics And Statistics
ISSN: 2208-2662
Volume-6 | Issue-4 | April, 2020
20

Strongly
Agree
(5)
Agree
(4)
Moderately
Agree
(3)
Disagree
(2)
Strongly
Disagree
(1)
Motivational Practices
and Experiences
1. I demonstrate awareness with the
lesson objectives.
2. I enjoy the teaching strategies
employed by the teacher.
3. I engage myself in class discussion
and motivational strategies.
4. I participate in the given learning
activities.
5. I ask questions and clarifications for
different concepts.
6. I solve assigned tasks like word
problems.
7. I communicate with my peers in
collaborative group activities.
8. I listen to my classmates on the
experiences they shared.
9. I connect presented concepts to
real-life setting.
10. I answer given tests and
accomplish my assignments.
Goal Setting and Accomplishments
1. I take part in setting the learning
goals and objectives.
2. I utilize strategies and techniques
to accomplish the objectives.
3. I participate in the activities needed
for the goal accomplishment.
4. I review and reflect on the
processes for goal achievement.
5. I monitor the progress I attain in the
given lesson.
6. I demonstrate awareness on the
things I must achieve and develop.
7. I establish enhancement activities
that paved way for goal
manifestation.
8. I see connection between the goals
and its implications.
9. I employ in my practices the values
I develop.
10. I use self-evaluation to know that
set goals have been accomplished.
International Journal For Research In Mathematics And Statistics
ISSN: 2208-2662
Volume-6 | Issue-4 | April, 2020
21

Personalized Learning
1. I am responsible and in control with
my own learning.
2. I demonstrate excitement when the
lessons suit my interest.
3. I make choices depending on my
strengths and weaknesses.
4. I work with activities needed to be
individually accomplished.
5. I use own techniques in solving set
of problems.
6. I join activities that motivate me
well.
7. I express my views and activities
that address my needs.
8. I work well at my own pace in
different activities
9. I engage myself in exploration and
discoveries.
10. I participate well in hands-on and
motivational strategies.
Teaching Strategies
and Learning Activities
1. My teacher applies knowledge of
content within and across
curriculum teaching areas.
2. My teacher applies strategies that
develop critical and creative
thinking skills.
3. My teacher utilizes strategies that
promote higher-order thinking
abilities.
4. My teacher uses strategies that
enhance learners’ achievement.
5. My teacher employs strategies that
developed learners’ numeracy.
6. My teacher employs interesting
activities that encourage me to
participate in the classes.
7. My teacher assists and supports
me to attain development and
progress.
8. My teacher encourages me to ask
questions and clarifications on the
concepts presented.
9. My teacher allows me to
collaborate with my peers to help
me learn better.
10. My teacher relates the lesson in
real-life situations and practices.
International Journal For Research In Mathematics And Statistics
ISSN: 2208-2662
Volume-6 | Issue-4 | April, 2020
22

Part III. What is the academic performance of the student as depicted in his/her
Mathematics grade average?
Educational Resources
and Learning Devices
1. The school has a library with
accessible resources.
2. The school has laboratory
equipment like computers.
3. The school has mathematics
subject center.
4. The teacher uses books for
references.
5. The teacher utilizes materials like
learning workbooks.
6. The teacher employs realia to
integrate real-life concepts.
7. The teacher utilizes PowerPoint
presentation in the delivery of the
lesson.
8. The teacher uses videos to deepen
the concept understanding.
9. The teacher utilizes educational
television.
10. The teacher uses ICT resources to
present given mathematical
concepts.
International Journal For Research In Mathematics And Statistics
ISSN: 2208-2662
Volume-6 | Issue-4 | April, 2020
23

AUTHORS PROFILES
MS. IRENE A. PILLADO – She is a graduate of Master of Arts in
Education major in Mathematics at Foundation University,
Dumaguete City, Philippines. She finished her Bachelor of Science
in Secondary Education major in Mathematics at Negros Oriental
State University Bayawan-Sta. Catalina Campus. Her research
interest include topics in Mathematics, Statistics, and Factors
affecting Student Academic Performance among others.
DR. MARIA CHONA Z. FUTALAN-mcfutalan@yahoo.com. She is
a Doctor of Philosophy in Math Education graduate of Negros
Oriental State University (NORSU). She is currently an associate
professor of Foundation University, Dumaguete City. She is a
researcher and a university statistician. She has presented several
research outputsin international and national research conferences.
Together with her colleagues, their research on “ESTUDIO
DAMGO – Evaluating the First Filipino Design-Build University
Program” met the Certificate of Research Excellence (CORE)
criteria and received an international recognition in Oklahoma City,
Oklahoma last June 2018. This was organized by the
Environmental Design Research Association (EDRA). She is also a memberof various
professional organizations.
DR. SHEENA MAE T. COMIGHUD – sheenamae.comighud
@deped.gov.ph. She is a Doctor of Education Graduate of
Foundation University, Dumaguete City, Philippines. She is
presently connected with the Schools Division of Bayawan City and
Negros Oriental State University as a faculty of the Department of
Education (DepEd) and Commission on Higher Education (CHED).
She is also a Teacher-Researcher of DepEd Region VII’s Basic
Education Research Fund (BERF) Facility for 2019 and 2020. She
attended multitudes of International Research Conferences and
Presentations including Conferences held at Ateneo de Manila
University, De La Salle University, Philippine Normal University, and the University of the
Philippines, Diliman, Quezon City as well as the Asian Conference for Action and
Institutional Researches (ACIAR) which were graced by diverse nationalities of different
countries. She is recently proclaimed as the Best Oral Presenter in the 2019 Conference of
Basic Education Researchers (CBER) of DepEd-Philippines held at the Philippine
International Convention Center and the winner of the prestigious Outstanding Trained
Graduate Teacher Award by the International Education Summit and Awards (IESA) 2020
held at Bangkok, Thailand on February of 2020.
International Journal For Research In Mathematics And Statistics
ISSN: 2208-2662
Volume-6 | Issue-4 | April, 2020
24