INTRODUCTION
Background of the Study
Academic performance is how well a student achieving the educational goals and objectives. It is
often measured through grades, test scores, and other assessments of knowledge and skills.
Academic performance can reflect a student's understanding of the subject matter, their ability to
apply what they learn, and their overall engagement with their studies. The student haven
struggle in academic performance by Lack of motivation and engagement and poor study habits
make high school students struggle academically.
Academic performance is the extend of the students that attain a long or short term of
educational learning. Academic performance is a performance of the student where you show
their talents, behavior and [Link] performance also where your educational score show
or your grades.
Some of the problem in retention span is one make the students lazy, self-control, distractibility,
and engaging attention in purposeful activities. The student affected their academic performance
by being tiredness, and relationship to others. Also the student affect by playing sports, playing
online games, and watching television.
According to Swanson, H. L., & Alloway, T. P. (2012) Memory is the ability to encode, process,
and retrieve information that one has been exposed to. As a skill, memory is inseparable from
learning and academic functioning. Although memory skills are linked to performance in several
academic (e.g., reading) and cognitive areas (e.g., problem solving), memory is a critical area of
focus in the field of education for two primary reasons. First, memory reflects applied cognition;
that is, memory functioning reflects all the important aspects of learning. Second, memory skills
used by children do not appear to exhaust, or even tap, their abilities, therefore we need to
discover instructional procedures that capitalize on children's potential to remember and retrieve
information. According to Fernald et al. (2016) served as the theoretical framework of the study.
The mixed sequential explanatory approach was followed in the conduct of the study where both
quantitative and qualitative data were collected and analysed. The multi-stage sampling with the
use of stratified random sampling and convenience sampling techniques were used to select
475 pupils for the study.
Retention span is our independent variable it is The time of student that can effectively focus on
a task before it begins to diminish in the context of junior high school students, this typically
involves their ability to maintain attention during lessons. Academic performance encompasses
how well students do in their coursework, including grades, test scores, and overall
understanding of the material. And that is our independent and dependent variables. Statement
of the Study.
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Statement of the Problem
This study aims to investigate the memory retention span and academic performance of
Junior high school student's at San Andres Academy of Maramag Inc. Specifically, this
study aims to answer the following questions.
[Link] is the level of the students in memory retention span in terms of;
a. motivational Practices and Experiences;
b. goal Setting and Accomplishments; and
c. personalized Learning?
[Link] is the level of the students in academic performance in terms of;
a. student Related Factors;
b. school Related Factors; and
c. home Related Factors?
3. Is there a significant relationship between memory retention span and academic
performance of Junior high school students?
The level of the students in memory retention span are to success their academic and
to do higher aptitude for learning. Develops their communication skills and spending
time to read that they become likely to express themselves. Teach them how to deal
with emotional or stressful situations. Develops them the better concentration and
discipline, and to help them with stronger self-discipline, longer, and better memory
retention.
The motivational practice and experience are impacts of their learning, knowledge and
skills by play a crucial role in how well students adapt to new material. To those who are
internally motivated tend to engage more deeply with the material, physical, emotional,
educational resources, support systems, and to extracurricular opportunity of the
students and student Positive relationships can foster a sense of belonging, while
negative experiences can lead to disengagement and academic challenges to
accommodate these differences can enhance learning outcomes.
The goal Setting and Accomplishments are critical for individuals in several ways.
Firstly, setting goals allows individuals to establish a clear direction for their life. It
provides a roadmap for them to follow and helps them focus their time and efforts
towards achieving specific objectives. Achieving accomplishments can be incredibly
rewarding, both personally and professionally. It boosts confidence and providing a
sense of accomplishment and fulfillment. It can also help to build resilience and
motivate individuals to set even bigger goals and strive for even higher levels of
success. Goal setting and accomplishments are interconnected, forming a positive
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feedback loop. Achieving smaller goals can act as stepping stones towards larger
achievements, pushing individuals to reach even greater heights.
The Personalized learning is an educational approach that tailor’s instruction to
individual student’s needs, interests, and learning styles. It involves assessing each
student's strengths, weaknesses, and learning preferences to create customized
learning plans. This approach enables students to learn at their own pace, explore
topics in-depth, and develop skills more effectively. Personalized learning fosters a
student-centered environment, promoting engagement, motivation, and improved
academic outcomes.
The level of the students in academic performance are gaining knowledge, ideas, hard
work and understanding that can lead them to have a highest grades and academic
achievements. It will help grow their brains/minds, it’s also influenced a student's
learning speed, problem-solving skills, and overall academic potential. It also improves
their academic performance and behavior that can bring it to their future and dreams.
The Student Related Factors peer relationships and family support, can affect a
student’s confidence and attitude toward school outcomes. Those who are internally
tend to engage more deeply with the material, physical and emotional in their
educational resources. To support systems, and extracurricular opportunity and to make
student Positive relationships can foster a sense of belonging, while negative
experiences can lead to disengagement and academic challenges to accommodate
these differences can enhance learning outcomes.
The school related factor, Teacher quality is one of the most significant factors that the
teacher influences the student to help them to make success. Also to help them improve
their skills or ability of learning, listening, reading and writing skills, to have a good
performance. It built on trust and mutual respect, can enhance student engagement,
motivation, and academic achievement. Some of other schools has a safe and secure
environment that is essential for students to feel comfortable and focused on learning.
The Home factors that affect the academic performance of junior high school students
in San Andres Academy of Maramag Inc. include socioeconomic status, parental
involvement, family structure, and family relationships. It focuses on the relationship of a
family, Home is family that has a parent who actively participate in their child's
education by attending school events, communicating with teachers, and providing
support at home can significantly impact student success. Parents who set high
expectations for their child's academic performance and encourage them to strive for
excellence that can foster a positive learning mindset. That support a communication
between parents and their child about schoolwork and challenges can help build trust
and understanding of the children.
The significant relationship between memory retention span and academic performance
in junior school students involves the ability of students to retain and recall information
effectively. Memory retention span refers to the length of time that individuals can retain
information in their memory before forgetting it. Junior school students who have a
strong memory retention span are likely to perform better academically because they
are better able to recall information learned in class and apply it to academic tasks.
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Objectives of the Study
This study generally aims to investigate the memory retention span and academic
performance of Junior high school student at San Andres Academy of Maramag Inc. Specifically,
this study aims to:
1. determine the level of student’s memory retention span in terms of:
a. motivational Practices and Experiences;
b. goal Setting and Accomplishments; and
c. personalized Learning:
2. as certain the level of student’s academic performance in terms of:
a. their education
b. the behavior of student
c. time management of students
[Link] the significant relationship between memory retention span and academic
performance of junior high school student in San Andres Academy Inc:
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Significance of the Study
The researchers are interested in conducting this study seeking to determine and measure the
student by their education and to prepare them in their future in the term of Retention span and
academic performance of junior high school students. The result of this study will make a student
encourage in their education, to improve educational strategies and student motivate their
educational factors influence the academic performance, and also to preparing them for the future
of the students.
The beneficiaries of this study will the primarily be the following:
Student's
Students will learn the effects of academic performance and memory retention span usage in their
laziness. Student will gain knowledge from this research to learn what is right to do their academic
performance. This will benefit of the student's on knowing their laziness usage retention span.
Parents
This study can help the parents to guide their children on how to prevent students focusing in their
education. The parent will lean the impact of the retention span. They will know what time their
children sleep in their houses
Teachers
This study can help the teachers how to prevent their student in what time they sleep. Will identify
what time the student sleep and the teacher will know why the student will tire in school.
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Scope and Limitations of the Study
This study primarily focused on the retention span and academic performance of Junior
high school student. This study is in a critical stage of cognitive development. They
are transitioning from concrete operational thinking to more abstract and formal operational
thinking, which influences their ability to retain information. Students exhibit different
learning styles (visual, auditory, kinesthetic), which impacts their retention and academic
performance. Tailoring teaching methods to these styles can enhance retention.
Engagement in the classroom is crucial. Students who find the material relevant and
engaging are more likely to retain information. Extracurricular activities and peer
interactions also contribute to motivation.
The development of effective study habits and strategies during junior high can significantly
influence retention and academic performance. Skills such as note-taking, time
management, and self-regulation are essential. Emotional and social development can
interfere with focus and retention. Adolescents are often navigating peer relationships and
identity formation, which can distract them from academic tasks. Traditional teaching
methods may not cater to the diverse needs of students. If instruction does not align with
students’ interests. Classroom environments can be noisy or distracting, impacting
students’ ability to concentrate and retain information. Classroom environments can be
noisy or distracting, impacting students’ ability to concentrate and retain information.
Classroom environments can be noisy or distracting, impacting students’ ability to
concentrate and retain information. Standardized testing and assessments may not
accurately reflect a student’s understanding or retention of material, potentially limiting their
academic performance evaluation. Issues such as anxiety, depression, and stress can
adversely affect retention span and academic performance. These factors are particularly
relevant during adolescence.
Issues such as anxiety, depression, and stress can adversely affect retention span and
Academic Performance these factors are relevant during adolescence.
Issues such as anxiety, depression, and stress can adversely affect retention span and
academic performance. These factors are particularly relevant during adolescence. Access
to resources can vary widely among students, affecting their ability to retain information and
perform academically. Standardized testing and assessments may not accurately reflect a
student’s understanding or retention of material, potentially limiting their academic
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performance evaluation. Understanding the scope and limitations of junior high students in
relation to retention span and academic performance is essential for educators, parents,
and policymakers. Tailoring approaches to meet the developmental and individual needs of
students can enhance their learning experiences and outcomes.
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Definition of Terms
For the purpose of this study, the following terms are operationally defined:
Retention span refer to the
PSTs’ core competencies such as critical thinking skills, creativity, collaboration, and
problem-solving skills that are necessary to become multi-literate in educating the learners to
become 21st-century literate individuals as well.
Communication skills refer to a skillset used in receiving and sharing information; it is also
the ability to communicate in different mediums including modification skills to transfer learning
effectively and to an audience.
Critical Thinking skills refer to the objective analysis of confronting information, facts,
arguments, and problems, including the cognitive formulation of interpretations and standpoints
that end in meaningful judgment.
Global/local connections are defined as the global and local perspective; skills and
awareness in establishing connection and understanding of the global context without
compromising local identity.
Pedagogical Content Knowledge (PCK) refers to the pre-service teacher’s knowledge and
skills in the field of teaching and the subject matter. It is concerned with how they will be able to
integrate their knowledge of the subject matter into any pedagogical situations to make the
lessons better understood by the students.
Pre-service teachers refer to the fourth-year students who are taking up Field Study 1 and 2
courses that are new candidates for the internship to enhance their teaching practices, strategies,
and skills in handling and creating a favorable and productive learning environment that caters to
the needs of their diverse groups of learners.
Professional engagement refers to the ability, passion, and investment of the pre-service
teachers to sacrifice their personal life for the development of the learners, curriculum, school, and
community.
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Professional Knowledge refers to the pre-service teacher’s invaluable body of knowledge
that operates the professional execution of the teaching profession.
Professional practice refers to the techniques and ability of the pre-service teachers to plan,
design, and integrate professional knowledge into teaching practices and inclusive classroom
management.
Readiness refers to pre-service teachers’ proficient capacity and skills to professionally
demonstrate pedagogical and content knowledge in their internship.
Self-management refers to the propensity of pre-service teachers to empower self-
regulation and self-discipline to become great managers of their own actions in demonstrating
professional knowledge and practices relative to the implementation of classroom management.
Technology-based learning skills refer to skills that constitute learning via technology;
competency of knowledge integrating manipulation, evaluation, and application of technology to
advance teaching and learning opportunities.