THE LEVEL OF IMPACT OF THE STUDY TECHNIQUE “ACTIVE RECALL” TO

THE ACADEMIC PERFORMANCE OF GRADE 12 STEM STUDENTS OF

LUCIANO MILLAN NATIONAL HIGH SCHOOL

A Research Project
Presented to the Faculty of the
Senior High School Department
Luciano Millan National High School
Asingan, Pangasinan

In Partial Fulfillment
of the Requirements for the
Subject Research in Daily Life II
Under Science, Technology, Engineering, and Mathematics Strand

ANNE JELYN E. MAGALONG

HANNAH AIRISH S. MALAPO
MARK CHESTER C. QUIRIMIT
ANIKA JED I. MARCELO
HANS RAINER R. PALADO
JOHNLLOYD V. NEBLASCA
ALBERTO H. NAUI, III

MAY 2024
 2

APPROVAL SHEET

This Research entitled, “THE LEVEL OF IMPACT OF THE STUDY TECHNIQUE

“ACTIVE RECALL” TO THE ACADEMIC PERFORMANCE OF GRADE 12 STEM
STUDENTS OF LUCIANO MILLAN NATIONAL HIGH SCHOOL” submitted by
Anne Jelyn E. Magalong, Johnlloyd V. Neblasca, Anika I. Marcelo, Hannah Airish S.
Malapo, Mark Chester C. Quirimit, Hans Rainer R. Palado, and Alberto H. Naui, III in
partial fulfillment of the requirements for the subject Research in Daily Life 2 is hereby
recommended for Final Oral Examination.

School Research Committee

EMEREY P. MEJICA
Adviser

JEFFREY T. PALADO LEAH M. VALDEZ

Member Member

MAUREEN A. GARCIA
Member
----------------------------------------------------------
Approved and passed by the Defense Panel on May 26, 2024
JAYSON F. ESTEBAN
Chairman

JEFFREY T. PALADO LEAH M. VALDEZ

Member Member
JAYPEELYN S. ANCHETA
Member
EMEREY P. MEJICA MIRIAM B. ARZADON
Member Member
----------------------------------------------------------
Accepted and approved in partial fulfillment of the requirements for the subject
Research in Daily Life 2.

MAUREEN A. GARCIA RENE BOY T. DISMAYA

Subject Teacher Master Teacher II
SHS-Coordinator

ii
 2

ABSTRACT

Title: “THE LEVEL OF IMPACT OF THE STUDY TECHNIQUE

“ACTIVE RECALL” TO THE ACADEMIC PERFORMANCE
OF GRADE 12 STEM STUDENTS OF LUCIANO MILLAN
NATIONAL HIGH SCHOOL”

Author: Anne Jelyn E. Magalong, Johnlloyd Neblasca, Anika Jed I.

Marcelo, Mark Chester Quirimit, Hans Rainier Palado, Hannah
Airish Malapo, and Alberto Naui.
Grade/Strand: Grade 12 STEM (Science, Technology, Engineering and Mathematics)
Institution: LUCIANO MILLAN NATIONAL HIGH SCHOOL

Year: 2024

Adviser: Ma’am Emerey P. Mejica

The purpose of this research project was to determine the level of impact of the study

technique “active recall” to the academic performance of grade 12 STEM students. The

researchers used a quantitative descriptive-correlational study approach. Other statistical

techniques included frequency counts, percentages, weighted averages, and the Pearson (r)

correlation to compute and evaluate the data collected.

According to the study’s results, there were 51 males and 29 females involved in the

study. There were 24 respondents who spend 1-2 hours studying, 31 respondents spend 3-4

hours of studying, and 25 students spend 5 or more hours of studying.

The overall mean of the aspect of academic performance gathered showed “High” which

indicates that the “active recall” study technique has a significant level of impact to their

academic performance. However, it shows that there is no significant relationship between

the profile and the study techniques of the students.

iii
 2

The researchers formulated the recommendations that can help the students to further

improve their academic performance. First, explore different study techniques to find what

works the best and most effective. Second, engage in collaborative activities inside the

classroom especially during class discussions. Third, read academic books to widen

knowledge and improve grammar usage. Fourth, take advantage of the available resources

like technology and books to make effective review materials. Fifth, Set goals to have a

motivation to study and lessen the chance of procrastination that hinders students from

enhancing their academic achievements. Lastly, have a motivation to study and lessen the

chance of procrastination that hinders students from enhancing their academic achievements.

iv
 2

ACKNOWLEDGEMENT

The following people, whose moral, spiritual, emotional, and financial support

provided them with inspiration and strength throughout this study, have the utmost gratitude

and thanks from the researchers:

To Sir Florencio B. Quezon Jr., Principal IV, who, when the researchers are collecting our

data from the respondents, is incredibly accommodating, kind, and supportive.

Ma’am Maureen A. Garcia, our subject teacher, whose patience and compassion toward the

researchers led her to have a real and good heart on teaching and correcting us throughout

this journey. She is a big part of this success. The researchers will always thank her for

always guiding us and giving us beyond considerable amount of time to finish our paper.

To our validators, Sir Genesis V. Delmendo, Sir Aldrin Mejia, and Ma’am Emerey

P. Mejica, for their time in correcting our questionnaire and for the suggestion they made to

improve our questionnaire, and for validating it.

To our panelists, sir Jayson F. Esteban, Ma’am Jaypeelyn S. Ancheta, Ma’am

Emerey P. Mejica, Ma’am Miriam B. Arzadon, Ma’am M. Leah Valdez, sir Jeffrey T.

Palado, and sir Jayson B. Enojofor giving insights, corrections, and suggestions to improve

and to make our research paper more feasible.

To our statistician, Ma’am Jaypeelyn S. Ancheta, who gave suggestions and helped

us analyze and interpret the data collected despite having tight schedule.
 2

To the respondents of this research study. We appreciate your cooperation, honesty,

and approachability in responding to our survey.

To our beloved family for their steadfast moral guidance, understanding, and

emotional support during our research endeavor.

We are most grateful to our All-powerful God for His boundless and unconditional
love, as well as for giving us the knowledge and fortitude we needed to complete this study.

v
 2

DEDICATION

We dedicate this study to our family, who have been the primary contributors to our

academic success with their eternal love and support. Their moral support and trust in us

provided us with motivation, and we will always be appreciative of their counsel.

We would like to dedicate this to all those who have been touched by the research

topic and to all those who have greatly contributed to the success of our journey. We

genuinely hope that our work will substantially improve the field's awareness and body of

knowledge.

Name of Researchers

Anne Jelyn E. Magalong

Johnlloyd Neblasca,

Anika Jed I. Marcelo

Mark Chester Quirimit

Hans Rainier Palado

Hannah Airish Malapo

Alberto Naui

vi
 TABLE OF CONTENTS
Page
TITLE PAGE i
APPROVAL SHEET ii
ABSTRACT iii

ACKNOWLEDGMENT v
DEDICATION vi
TABLE OF CONTENT vii
LIST OF TABLES ix
LIST OF FIGURES xi
CHAPTER 1 THE PROBLEM 1
Rationale 1
Theoretical Framework 4
Conceptual Framework 5
Research Paradigm 7
Statement of the Problem 8
Hypotheses of the Study 9
Assumptions of the Study 10
Significance of the Study 10
Scope and Delimitations of the Study 11
Definition of Terms 11
CHAPTER 2 METHODOLOGY 13
Research Design 13
Sources of Data 14
Instrumentation and Data Collection 14
Tools for Statistical Analysis 15
Ethical Considerations 18
CHAPTER 3 RESULTS AND DISCUSSIONS 20
Profile of the Students 20
Level of Impact of the Study Technique “active recall” in terms of class recitation 21
Level of Impact of Various Study Techniques in terms of writing Skills 23
Level of Impact of Various Study Techniques in terms of test scores 24
Level of Impact of Various Study Techniques in terms of academic achievements 26
Summary of the Level of Impact of Study Techniques to their Academic Performance 27
vii
 2

Relationship Between the Profile and the Level of Impact of Study Techniques
to their Academic Performance 28
CHAPTER 4 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 31
Summary 31
Conclusions 32
Recommendations 32
REFERENCES 34
APPENDICES 36
Appendix A Letter to Principal 36
Appendix B Letter to SHS Coordinator 37
Appendix C Letter to Content Validators 38
Appendix D Letter Respondents 41
Appendix E Sample Questionnaire 42
Appendix F Results of the Computation 44
Appendix G Sample Action Pictures 47
CURRICULUM VITAE 48

viii

LIST OF TABLES
 2

Table Title
No. Page
1 Profile of the Students 20

2 Level of Impact of Various Study Techniques in terms of class recitation 21

2.1 Level of Impact of Various Study Techniques in terms of writing Skills 23

2.2 Level of Impact of Various Study Techniques in terms of test scores 24

2.3 Level of Impact of Various Study Techniques in terms of academic 26

achievements

2.4 Summary of the Level of Impact of Study Techniques to their Academic 27

Performance

3 Relationship Between the Profile and the Level of Impact of Study 28

Techniques to their Academic Performance

ix
 LIST OF FIGURES
Figure No. Title Page
1 Paradigm of the Study 7

x
 1

CHAPTER 1

THE PROBLEM

This chapter involves the rationale, theoretical framework, conceptual framework,

research paradigm, statement of the problem, hypothesis, assumption, significance of the

study, scope and delimitation of the study, and definition of terms.

Rationale

Academic performance is considered an important achievement for students during

the educational process in the university. The achievement of the performance affects the

students’ current and future life (Kell et al., 2020), as well as portraying students’ inherent

productivity and ability (Hanushek, 2020; Sothan, 2021). Students are taught accounting

concepts and principles to be capable of improving a strong analytic skill, language skill,

business, information and communication technology, competence, and higher education’s

value (Lemos et al., 2019; Papageorgiou, 2018; Papageorgiou & Callaghan, 2020). However,

other researchers confirmed that students’ academic achievement is a “net outcome” from

both cognitive and non-cognitive attributes (Khine, 2021; J. Lee & Shute, 2020).

Researchers have indicated that students with good academic records and achievements

usually have better employment opportunities, higher income, more professional

development and advancement opportunities, and better employment benefits (Tentama &

Abdillah, 2019). Furthermore, academically successful students tend to have better self-

esteem and confidence ratios, lower occurrence of depression and anxiety, are more socially

involved and engaged and are less likely to be involved in social evils like drug usage,
 2

alcohol abuse, etc. (Ab Razak et al., 2019; Al-Noshan, Al-Hagery, et al., 2018; Nugroho

et al., 2020). However, research also indicates that a high number of higher education

institutes still report having an increased number of students that do not graduate on time or

drop out, suggesting that they have low academic performance (Bocsi et al., 2019; Katalin,

2019; Veronika et al., 2019).

Poor academic performance according to Aremu and (Aremu and Sokan, 2022) is a

performance that is adjudged by the examined and some other significance that portrays as

falling below an expected standard. Also, (Asikhia, 2020) described poor academic

performance as any performance that falls below a desired standard. Similarly, (Okoye,

2021) defines poor academic performance of the individual or candidate in a learning

situation as one in which a candidate fails to attain a set standard of performance in a given

evaluation exercise such as a test, an examination or series of continuous assessments.

Poor school performance not only results in the child having a low self-esteem, but

also causes significant stress to the parents. There are many reasons for children to under

perform at school, such as, medical problems, below average intelligence, specific learning

disability, attention deficit hyperactivity disorder, emotional problems, poor socio-cultural

home environment, psychiatric disorders and even environmental causes. The information

provided by the parents, classroom teacher and school counselor about the child's academic

difficulties guides the pediatrician to form an initial diagnosis. However, a multidisciplinary

evaluation by an ophthalmologist, otolaryngologist, counselor, clinical psychologist, special

educator, and child psychiatrist is usually necessary before making the final diagnosis. It is

important to find the reason(s) for a child's poor school performance and come up with a
 3

treatment plan early so that the child can perform up to full potential (Karande S, Kulkarni

M., 2020).

According to Rowena E. Nicolas (2022), one major issue in Philippine education is

the poor academic performance of the students. Thus, this paper focuses on the profile of

selected Grade 10 students of Bagong Silangan High School and its impact on their academic

performance in Social Studies. The study utilized a descriptive research design. Pearson

correlational statistical analysis was done to determine the relationship among variables.

Results showed that most of the student respondents’ parents were high school graduates

(43.81%), do not have occupation (57.78%), have family monthly income ranging from

10,000-19,999 (43.17%) and have 3 siblings (25.40%). Results also revealed that the extent

of the factors affecting the academic performance of students in Social Studies in terms of

teachers’ competency, learning environment, parents’ aspiration, student-parents relationship

and peer relationship are all high. In addition, there is a moderate positive and negative

correlation between the factors affecting the academic performance of students and their

academic performance in Social Studies in terms of teachers’ competency, parents’

occupation, learning environment and peer relationship with Pearson r’s of 0.015,0.403, -

0.069 and - 5984. An intervention program was recommended and prepared based on the

results of the study.

Study skills or techniques is an umbrella term for the competencies necessary to

effectively absorb, comprehend, process, and retain information within a learning context. At

this fundamental level, the question of study skills leads to a discussion of the strategies and

techniques that enhance an individual's learning capacity. Study skills are not innate but

learned and developed over time, encompassing various activities such as time management,
 4

note-taking, active reading, memorization techniques, and more (Cheyenne Lemmon,

2023).While the purpose of schooling may change over time and differ across jurisdictions,

the mechanisms by which human learning occurs arguably are somewhat more universal.

Learning techniques actions that learners themselves can take to enhance their learning–have

attracted considerable research interest in recent years (Edwards et al., 2014). This is

unsurprising given the direct, practical applicability of such research, and its relevance to

students, educators and school leaders alike.

According to Muelas and Navarro (2020), learning strategies are a collection of

methods that students employ to gain information and understanding. These methods include

taking notes, organizing information, summarizing, and coding.

Techniques and procedures that students employ to acquire, store, retain, recall, and

adapt knowledge are referred to as effective learning strategies. According to models of

cognitive learning, students play a central role in the educational process, moving beyond the

passive reception of knowledge to become engaged participants. As a result, students acquire

knowledge and information, but they also engage in mental processes to properly assimilate

and process it (Shi, 2019).

Active recall is a study technique that turns the traditional approach to learning on its

head. It is also known as active retrieval or practice testing. Students typically try to

internalize the knowledge they are learning. You learn by accessing knowledge from your

brain when you use active recall. Despite the weird seeming name, this is actually extremely

simple.
 5

Creating questions based on a topic you want to learn about and then constantly

testing yourself on those questions is called active recall. It guarantees that you actively learn

the material rather than just reading it by making your brain work for it. Active recall not

only increases your chances of remembering the material considerably, but it also helps you

become acutely aware of subjects that you still don't fully comprehend and that need

(Michael Owen, 2022)

Theoretical Framework

The fundamental ideas of the researcher and critically analyzed theories served as the

basis for this investigation, from which pertinent variables were extracted. This theoretical

framework served as a guide to the researchers to formulate and deepen the conceptual

framework as well as the research questions.

Jean Piaget, a Swiss psychologist and pioneer of Cognitive Learning Theory , introduced this

learner- centered approach in 1936. The Learning Theory of Cognitivism concentrates on

how a person’s mind receives, organizes, saves, and retrieves information. The cognitive

theory believes that the human mind functions like an information processor or computer.

Therefore, the cognitivist approach looks beyond noticeable behavior, considering learning

as an internal mental process.

In a classroom, cognitivism offers Advantageous Learning Environments that evolve

through interactive mental activities that stimulate the thinking ability of students. For

instance, when learners listen to thought-provoking questions, it tutors their brains to move

further from their current knowledge to get solutions. Embracing a 'thinking approach' to

learning promotes Cognitive Development of students and prepares them to use their brains
 6

more effectively. Cognitive learning involves long-lasting, constructive, and active

involvement of students in educational practices. It makes learners completely engaged in the

learning process which makes it easier to think, learn and remember things (Paul Main,

2022)

This theory gives a clear explanation on how students learn effectively in different

manners and different brain stimulating methods. It enhances their ability to think, store

information, and analyze problems.

Conceptual Framework

This study revolves around two variables. Study technique “Active Recall” as the

independent variable and Academic performance as the dependent variable. In this study,

academic performance has four aspects: (1) class recitation, (2) writing skills, (3) test scores,

and (4) school achievements

Study technique is a fundamental component that is crucial because they enable task

organization, goal prioritization, optimal use of available resources, more effective use of

time, and the creation of new methods and approaches to knowledge. to the future. The

purpose of the study approaches is to give the student every tactic available for achieving the

best academic outcomes and handling academic tasks appropriately.

([Link]/blog, 2022)

Academic performance is measured by objective standards like final course grades

and grading point average, and it is described as a student's capacity to fulfill academic

obligations (e.g., Carroll, & Garavalia, 2004; Naser, & Hamzah, 2018; Olivier et al., 2019).
 7

Many scholars have identified various factors that affect a student's academic achievement

(Kim et al., 2018; Lei, 2018).

Research Paradigm

INPUT PROCESS OUTPUT

1. What is the profile of students  Constructing a There is a “High” level

in terms of: questionnaire of impact of the study
technique “active recall”
 Conducting a to the academic
a. sex;
survey performance of the
b. daily hours spent in studying; students.
 Data analysis

c. study technique used  Using tally sheet

to accumulate the
2. What is the level of impact of
data
various study techniques to the
 Interpretation of
Grade 12 STEM students’
the data
academic performance with
regard to:

a. class recitation;

b. writing skills;

c. test scores;

d. school achievements

3. What are the proposed way

and recommendations to help

the students to even more

improve their academic

performance?
 8

Figure 2. Research Paradigm of The Level of Impact of Various Study Techniques to the

Grade 12 STEM Students’ Academic Performance.

The figure above reveals the research paradigm of the study. Under the Input are

the profile of the students in terms of a. sex, b. daily hours spent studying, and c. study

technique used.

It also includes the level of impact of various study techniques to the Grade 12 STEM

students’ academic performance with regard to a. class recitation; b. writing skills; c. test

scores; d. school achievements.

The process of constructing a questionnaire will be done to conduct a survey. After

conducting a survey, the researchers will accumulate the data by tally sheets and after that is

the interpretation of the gathered data.

The anticipated outcome of the study is to be able for the researchers to determine the

Level of Impact of the Study Technique “Active Recall” to the Academic Performance of

Grade 12 STEM Students.

Statement of the Problem

This study attempts to determine how the “active recall” study technique affects

students’ academic performance. The following problems will be addressed by this study in

attempt to find solutions.

Specially, it seeks to answer the following questions:

1. What is the profile of the respondents in terms of:

a. sex;
 9

b. daily hours spent studying;

2. What is the level of impact of the “active recall” study technique on the academic

performance of the students with regard to:

a. class recitation;

b. writing skills;

c. test scores;

d. academic achievements;

3. Is there a significant relationship between the profile of the respondents and the level of

impact of the study technique “active recall”?

4. What are the proposed way and recommendations to help the students to even more

improve their academic performance?

Hypothesis of the Study

Null Hypothesis (Ho): There is no significant relationship between the profile and

the level of impact of the study technique “active recall” to the academic performance of

grade 12 STEM students.

Assumptions of the Study

1. The students who spent longer period of time daily studying are mostly females.

2. The female students have better academic performance than males.

3. Most of the students excel in writing skills.

 10

Significance of the Study

This study is conducted to determine the level of impact of the study technique

“active recall” to the academic performance the grade 12 STEM students. Thus, the

following are the possible beneficiaries:

Students. This study can help students determine the most effective study techniques

and apply it to their study routine to improve their academic performances.

Parents. They can use this study as a guide to help their children have effective study

routine and to help them overcome difficulties with their lessons

Teachers. They can help their students to enhance the skills and knowledge they have

through this study.

Future Researchers. They can use this study as a guide and a reference for their

future research.

Scope and Delimitation of the Study

This study will be conducted at Luciano Millan National High School. The

respondents are the Grade 12 STEM students; the researchers will be randomly distributing

the survey questionnaire to 80 STEM students only during the school year 2023-2024. The

study will be focusing on four aspects of academic performance and four types of study

techniques.
 11

Definition of Terms

This part of study presents the operational definition of terms to further understand

the words or terms that are involved in this study.

Academic Performance. This refers to the different achievements and performance

of the STEM students inside the school.

Active Recall. This refers to one of the choices of techniques of STEM students in

studying. This technique is done when trying to stimulate the brain memory by practice tests,

flash cards, and writing down the remembered information on a piece of paper.

Class Recitation. This refers to the ability of STEM students to recall and repeat

information during class discussion. It is one of the aspects of academic performance of the

School Achievements. These are the acquired awards like medals or certificates of

the STEM students inside the school.

Study Technique. This refers to the way of STEM students to learn, retrieve

information, and understand concepts.

Test scores. This refers to the STEM students’ scores in quizzes and exams that is

also one of the aspects that will be analyzed.

Writing Skills. This is the ability of the STEM students to write academic papers with
proper grammar usage.
 12

CHAPTER 2

RESEARCH METHODOLOGY

This part of the study includes the research design, sources of data, locale of the

study, population sampling, instrumentation and data collection, tools for data analysis and

ethical considerations.

Research Design

The purpose of the study was to ascertain whether or not there is a substantial

correlation between the profiles of the students and the degree to which the study technique

‘active recall” affects their academic performance. This study focused on grade12 STEM

students. The research design employed in this study was a descriptive correlational one.

Descriptive research, according to Bayat (2007), is gathering information that will

provide a more thorough explanation of the situation and provide impartiality to present

concerns or problems. This approach makes sure that data collection for the study's variables

is impartial. It can provide a more complex and lucid image of a collective.

According to Ary (2006:27), correlational research collects information from

people based on two or more factors, and subsequently looks to see if there is a correlation

between the two variables change in an inverse (negative correlation) or direct (positive)

manner association). A numeric index is used to express the degree of link known as the

correlation coefficient.
 13

Sources of Data

There was a total of 80 Senior High School STEM Students in Luciano Millan

National High School as the respondents. Systematic random sampling was used in this

study.

The particular data gathered from the respondents were their a.) sex; b.) daily hours

spent studying.

Instrumentation and data collection

The researchers formulated the questionnaires to gather data such as their sex, daily

hours spent studying. The questionnaire went under the evaluation of qualified validators to

ensure the validity and clarity of the questions before conducting a survey.

The questionnaire contains 2 parts. Part I is the profile of the students in terms of Sex;

daily hours spent studying. Part II is the questions prepared by the researchers. The

questionnaire is composed of four aspects of academic performance. The researchers chose

not all but only four aspects. Each aspect contains 5 statements which will be the basement

of the respondents in rating using 5- point likert scale where in 5-Very High; 4- High; 3-

Moderate; 2- Low; 1- Very Low.

The questionnaire went under the validation of some teachers as qualified validators

in Luciano Millan National High School. Corrections, suggestions, and revision were taken

into account for validity of the questionnaire. Additionally, the researchers consulted a

statistician for further corrections and suggestions.

The questionnaire was answered by 80 Grade 12 STEM students of Luciano Millan

National High School.

 14

Tools for Statistical Analysis

The gathered information that addresses the problem statement was arranged and

used in the data processing. Tables and graphs containing the information collected from the

respondents will be displayed

Slovin’s Formula is used to compute the sample from the population of Grade 12 students.

N
2
1+ Ne

Where: n = Sample

N = Population

e = Margin of error

Percentage and Frequency distribution is used to organize, analyze, and determine the

profile of the respondents based on the statement of the problem number 1.

The formula to compute the equivalent percentage is:

Fx
%= x 100
N

Where: % = Percentage

Fx = Frequency

N = Total number of respondents

100 = Constant value

 15

Weighted mean is used to calculate the average value of data gathered based on the

statement of the problem number two (2), the level of impact of the study technique “active

recall” to the academic performance of grade 12 STEM students.

∑ w xi
i
WM=
n

Where: WM = Weighted mean

w = Weight of each scale

x i = Frequency for each scale

n = total of respondents

Likert scale is one of the most common method in quantitative research is the Likert

scale. It is a rating system that evaluates beliefs, attitudes, and actions in a quantitative

manner. In order to determine the level of impact of the study technique “active recall” is

very high, high, moderate, low, or very low with the questions regarding the level of impact

of the study technique “active recall” to their academic performance, this study uses a likert

scale. Subsequently, the participants were assigned numerical numbers to enable statistical

analysis.
 16

Table 1

The scale used to gather the average level of impact the study technique “active

recall” to the academic performance of grade 12 STEM students.

Mean Scale Range Descriptive Rating

5 4.21 – 5.00 Very High

4 3.41 – 4.20 High

3 2.61 – 3.40 Moderate

2 1.81 – 2.60 Low

1 1.01 – 1.80 Very Low

Pearson’s r is used to measure the correlation or relationship between the profile of the

students and the level of impact of the study technique “active recall” to their academic

performance. It is used to answer the statement of the problem number three (3).
 17

With the aid of this formula, one may determine the correlation coefficient, or r, whic

h ranges from -1 to + 1. Two variables are represented by a positive and a negative r,

respectively, when their correlation is positive. The closer r gets to +1 or -1, the closer the

liner connection is. There is little to no linear relationship between the variables if r is around

0.

Tabe 2
The scale used to rate the relationship between the profile and level of impact of the
study technique “active recall” to the academic performance of grade 12 STEM Students of
Luciano Millan National High School.
Descriptive Value Numerical Value
Very low positive (or negative) correlation 0.00 to 0.30 (or 0.00 to -0.30)
Low positive (or negative) correlation 0.30 to 0.50 (or -0.30 to -0.50)
Moderate positive(or negative) correlation 0.50 to o.70 (or -0.50 to -.70)
High positive (or negative) correlation 0.70 to 0.90 (or -0.70 to -0.90)
Very high positive (or negative) correlation 0.90 to 1.00 (or -0.90 to -1.00)

Ethical Considerations

This study aims to determine the level of impact of the study technique “active recall”

to the Grade 12 STEM students’ academic performance. However, the researchers assure that

the personal information of the participants were strictly protected considering the

confidentiality and privacy of the respondents. There was also no participant forced into
 18

answering the questionnaire, all the respondents’ decision whether or not to participate is

highly respected.

The questionnaire contains no harm and or bias statements against the religious and ethical

beliefs of the respondents to make sure that the respondents can freely answer the

questionnaire without compromising their beliefs. Additionally, this study contains no

plagiarized parts and the researchers made sure that citations were added to acknowledge

borrowed studies from other researchers as a reference.

So, scientific integrity, respect for human rights and dignity, and cooperation between

science and society all depend on research ethics. These guidelines ensure that study

volunteers are safe, informed, and willing to participate in investigations.

Maintaining equilibrium between employing ethical research methodologies and

processes and achieving significant research aims is crucial. Whether intentional or not, it is

always vital to protect participants against long-term or severe harm. Research that violates

ethics standards will also be less credible since it will be difficult for people to accept the

evidence if the procedures used were immoral.

The value of a research idea to society does not excuse abusing study participants'

human rights or dignity.

 19

CHAPTER 3

RESULTS AND DISCUSSIONS

The data analysis and explanation for the concerns identified in this study's current

chapter are presented which are: (1) the profile of the student in terms of: a.) sex, b.) daily

hours spent studying (2) the level of impact of the study technique “active recall” to the

academic performance of grade 12 STEM in terms of: a.)class Recitation, b.)writing Skills,

c.)test Scores, d.)School Achievements (3) is there any significant relationship between the

profile and the level of impact of the study technique “active recall” to the academic

performance of grade 12 STEM,(4) recommendations proposed by the researchers.

Table 3
Profile of the Students
n=80

Profile Category F Percentage

Female 29 36.25%
Sex
Male 51 63.75%
Total 80 100%
1-2 hours 24 30%
Daily hours spent
studying 3-4 hours 31 38.75%
5 hours or more 25 31.25%
Total 80 100%

This study’s first concern on the statement of the problem was to determine the profile of

the respondents. The significant variables related to the profile of the student’s sex and daily

hours spent studying.

 20

Sex. Table 1 shows that there were 29 or 36.25% female students and 51 or 63.75%

male in grade 12 STEM students of Luciano Millan National High School among the

respondents. The number of male students is greater than the female students.

Daily Hours Spent Studying. In terms of the daily hours spent studying, there were 24

or 30% spent studying1-2 hours, 31 or 38.75% spent 3-4 hours and 25 or 31.25% spent

studying 5 hours or more. Thus, 3-4 hours spent studying is greater than 1-2 hours and 5

hours or more.

Table 4
Level of Impact of the Study Technique “Active Recall” to the Academic Performance of
Grade 12 STEM Students in the matter
Of Class Recitation
n=80

Class Recitation WM DE
1. Became more confident in raising hand and answering 4.04 H
questions.
[Link] more during class discussions because the student 4.09 H
understands the topic.
3. Answering questions regarding the topic asked by the teacher 4.26 VH
during class recitation.
4. Remembering the things that the students studied about the 4.14 H
topic during class recitation.
5. Answering questions correctly during class recitation. 4.00 H

Average Weighted Mean 4.11 H

Note: DE= Descriptive Equivalent, WM= Weighted Mean
Legend: 1.00-1.80- Very Low, 1.81- 2.60- Low, 2.61- 3.40- Moderate, 3.41-4.20- High,
4.21-5.00- Very High

This table provides valuable insight into how various study techniques affect different

aspects of class recitation among Grade 12 STEM students.

 21

The study found that students reported feeling more confident in raising their hands

and answering questions during class recitation, with a weighted mean of 4.04 and a

descriptive equivalent of "High". Students indicated that they participate more during class

discussions because they understand the topic better, with a weighted mean of 4.09, and a

descriptive equivalent of "High". Participants reported that they are no longer afraid to

answer questions asked by the teacher during class recitation, with a weighted mean of 4.26,

also categorized as "Very High". Regarding the retention of studied material during class

recitation, students reported a slightly lower impact level, with a weighted mean of 4.14 and

a descriptive equivalent of " High ". In terms of the ability to answer questions correctly

during class recitation, students reported a weighted mean of 4.00 and a descriptive

equivalent of “High”

Overall, the average weighted mean for all aspects of class recitation evaluated is

4.11, and a descriptive equivalent of "High” (H), indicating that the level of impact of “active

recall” among students’ academic performance is high

According to Bonwell and Eison, the definition of active learning “involves students

in doing things and thinking about the things they are doing.” Simply stated, learners

transition from mere “observing” to “actively engaging” with the new information presented

to them. When learners are directly engaged with their learning materials, they develop a

positive relationship with their training. It allows them to gain a deeper understanding and

connection with the material, which helps result in improved learning success.

This proves that different techniques in studying can help the students in actively

participating in class.
 22

Table 5
Level of Impact of the Study Technique “Active Recall” to the Academic Performance of
Grade 12 STEM Students in the matter
Of writing Skills
n=80

Writing Skills WM DE
1. Fewer grammatical errors in academic writings. 4.18 H
2. Improved skills in writing with correct sentence structure. 4.21 VH
3. Improved vocabulary. 4.15 H
4. Remembers the meaning of words. 4.06 H
5. Organized content of academic writings. 4.03 H
Average Weighted Mean 4.13 H
Note: DE= Descriptive Equivalent, WM= Weighted Mean
Legend: 1.00-1.80- Very Low, 1.81- 2.60- Low, 2.61- 3.40- Moderate, 3.41-4.20- High,
4.21-5.00- Very High

This table provides valuable insight into the effectiveness of the study technique

“active recall” in enhancing specific aspects of writing skills among Grade 12 STEM

students.

In Table 2.1, The study found that students reported noticing fewer grammatical errors in

their writing, with a weighted mean of 4.18 and a descriptive equivalent of " High ". Students

also indicated improvement in their skills related to correct sentence structure, with a

weighted mean of 4.21 and a descriptive equivalent of "Very High". Participants reported an

improvement in their vocabulary, with a weighted mean of 4.15 and a descriptive equivalent

of "High". Students stated that they no longer forget the meanings of words, with a weighted

mean of 4.06 and a descriptive equivalent of “High". Regarding the ability to organize
 23

writing content well, students reported a slightly lower impact level, with a weighted mean of

4.03, categorized as "High Impact".

Overall, the average weighted mean for all writing skills evaluated is 4.13, and a

descriptive equivalent of "High " (H) category, indicating a general consensus among

students regarding the beneficial impact of the study technique on their writing skills.

Students that actively participate in the learning process will foster an environment

that is meaningful and favorable to learning. In the classroom. Cooperative learning will

provide students with the chance to work with other pupils in finishing assignments with

structure. In addition, every student turns into a resource for knowledge for the others. Place

yourself in.

Wena (2011), cooperative learning will make the learning process more significant because

students can impart knowledge to one another.

This implies that various study techniques have a great impact to the students’ writing

skills.

Table 6
Level of Impact of the Study Technique “Active Recall” to the Academic Performance of
Grade 12 STEM Students in the matter
Of Test Scores
n=80

Test Scores WM DE
1. Having high scores in exams and quizzes. 4.03 H
2. No longer struggles in answering the test questions. 4.16 H
3. No longer fail in exams and quizzes. 4.15 H
4. Clearly remember the right answers in test questions. 4.05 H
5. Became more confident in answering test questions. 4.28 VH
Average Weighted Mean 4.13 H
Note: DE= Descriptive Equivalent, WM= Weighted Mean
Legend: 1.00-1.80- Very Low, 1.81- 2.60- Low, 2.61- 3.40- Moderate, 3.41-4.20- High,
4.21-5.00- Very High
 24

This table provides valuable insight into the effectiveness of the study technique

“active recall” in enhancing specific aspects of test scores among Grade 12 STEM students.

In Table 2.2, The study found that students reported noticing high scores in their exams and

quizzes, with a weighted mean of 4.03 and a descriptive equivalent of " High". Students also

indicated that they no longer struggle in answering the test questions, with a weighted mean

of 4.16 and a descriptive equivalent of "High". Participants reported they are no longer fail in

exams and quizzes, with a weighted mean of 4.15 and a descriptive equivalent of "High".

Students stated that they are clearly remember the right answers in test questions, with a

weighted mean of 4.05 and a descriptive equivalent of "High". Regarding in become more

confident in answering the questions, with a weighted mean of 4.28, categorized as "Very

High" . Overall, the average weighted mean for all test scores evaluated is 4.13, and a

descriptive equivalent of "High" (H) category, indicating a general consensus among students

regarding the beneficial impact of the study techniques on their test score. According to Siahi

and Maiyo's study (2015), the results show that there has been a significant positive

relationship of 0.66 between study habits and academic achievements.

According to Ashish (2013), students need to give up bad study habits and pick up

productive ones if they want to improve test scores and ensure academic success for the

entire school year. Regardless of age or academic ability, he continues, employing effective

study strategies might be the difference between passing a class with flying colors, barely

passing, or worse, failing miserably. She admits that many of the most common study habits

and approaches available today can lead to complete disappointment even with the greatest

of intentions.
 25

Table 7
Level of Impact of the Study Technique “Active Recall” to the Academic Performance of
Grade 12 STEM Students in the matter
Of Academic Achievements
n=80

Academic Achievements WM DE
1. Received academic certificates or medals. 4.13 H
2. Obtained leadership positions. 4.24 VH
3. Improved class ranking 4.11 H
4. Obtained high grades in different subjects. 4.1 H
5. Have won in school competitions. 4.1 H
Average Weighted Mean 4.14 H
Note: DE= Descriptive Equivalent, WM= Weighted Mean
Legend: 1.00-1.80- Very Low, 1.81- 2.60- Low, 2.61- 3.40- Moderate, 3.41-4.20- High,
4.21-5.00- Very High

This table provides valuable insight into the effectiveness of the study technique

“active recall” in enhancing specific aspects of academic achievements among Grade 12

STEM students. In Table 2.3, The study found that students reported noticing receiving

academic certificates or medals , with a weighted mean of 4.13 and a descriptive equivalent

of "High". Students also indicated that they obtained leadership positions, with a weighted

mean of 4.24 and a descriptive equivalent of "Very High". Participants reported they

improved their class ranking, with a weighted mean of 4.11 and a descriptive equivalent of

"High". Students stated that they are obtained high grades in different subjects, with a

weighted mean of 4.1 and a descriptive equivalent of "High ". Regarding in have won in

school competitions, with a weighted mean of 4.1, categorized as "High" . Overall, the

average weighted mean for all academic achievements evaluated is 4.14, and a descriptive
 26

equivalent of "High " (H) category, indicating a general consensus among students regarding

the beneficial impact of the study techniques on their academic achievements.

Due to the fact that various academic activities necessitate distinct processing

strategies, ranging from simple to more complicated ones, research on learning strategies has

demonstrated that students may adopt many learning strategies. According to certain research

(Pennequin, Sorel, Nanty, & Fontaine, 2010; Muelas & Navarro, 2015; Pinto, Bigozzi,

Vettori, & Vezzani, 2018; Tan, 2019), learning techniques may be a reliable indicator of

academic success.

Table 8
Summary of the Level of Impact of Study Technique “active recall” to the Academic
Performance of Students
n = 80
Factors WM DE
Class Recitation 4.11 H
Writing Skills 4.13 H
Test Scores 4.13 H
Academic Achievements 4.14 H

Overall 4.13 H
Note: DE= Descriptive Equivalent, WM= Weighted Mean
Legend: 1.00-1.80- Very Low, 1.81- 2.60- Low, 2.61- 3.40- Moderate, 3.41-4.20- High,
4.21-5.00- Very High

This table summarizes the level of impact of the study technique “active recall” on

the academic performance of students. The overall weighted mean score across all factors is

3.84, corresponding to a descriptive equivalent of “High Impact."

 27

This study technique has a weighted mean score of 4.11, and a descriptive equivalent

of “High”. This suggests that students perceive class recitation as having a positive impact on

academic performance. With a weighted mean score of 4.13 and a descriptive equivalent of

“High”, students believe that writing skills contribute significantly to their academic

performance. This factor has a weighted mean score of 4.13 and a descriptive equivalent of

“High”, indicating that students see test scores as influential on their academic performance.

This factor has a weighted mean score of 4.14 and a descriptive equivalent of “High”. This

suggests that students perceive academic achievements as important for their overall

academic performance. According to Muhammad Hafeez, many instructors believe that

traditional lecture method is not more successful in the cognitive development of learners as

traditional lecture method is a passive method of learning. It does not involve the learners to

contribute in the educational process. Usually, instructor presents the whole lecture before the

learners. The learners get the notes of the lecture and prepare them forthe examination

(Jungst et al., 2003).

 28

Table 9
Relationship Between the Profile and the Level of Impact of the Study Technique “active
recall” to the Academic Performance of Grade 12 STEM Students
n=80
Relationship between sex and the level of impact of study technique “active recall” to
the academic performance of students

Profile Level of Impact r value P value Remarks Decision

of Study
Techniques
Sex Class Recitation 0.050 0.66 Moderate positive Accept Null
Correlation Hypothesis
Sex Writing Skills 0.011 0.92 Very high positive Accept Null
Correlation Hypothesis
Sex Test Scores -0.001 0.99 Very high negative Accept Null
Correlation Hypothesis
Sex Academic -0.075 0.51 Moderate negative Accept Null
Achievements correlation Hypothesis
*Correlation at the level of 0.05 (Two-tailed)

Table 10
The relationship between daily hours spent studying and the level of impact of study
technique “active recall” to the academic performance of students

Profile Level of Impact of r value P Remarks Decision

Study Techniques value
Daily hours Class Recitation 0.064 0.57 Moderate Accept Null
spent positive Hypothesis
studying Correlation
Daily hours Writing Skills 0.064 0.57 Moderate Accept Null
spent positive Hypothesis
studying Correlation
Daily hours Test Scores -0.039 0.73 High negative Accept Null
spent correlation Hypothesis
studying
Daily hours Academic -0.038 0.74 High negative Accept Null
spent Achievements correlation Hypothesis
studying
*Correlation at the level of 0.05 (Two-tailed)
 29

Based to on the result from table 3 above, it indicates that there is no significant

relationship between the profile of the students namely sex and daily hours spent studying,

and the level of impact of the study technique “active recall” to their academic performances.

It shows that p> 0.05 therefore, we accept the null hypothesis.

According to the study of Nigeria, Fakeye (2019), distinction between pupils who are

masculine and female accomplishments in the English language weren't important. (T-value

of 0.305, level of independence) was 398 and the significance level was higher than.05. of

additional empirical research on the same topic subject by many scholars in various locations

utilizing various samples and techniques, but nonetheless reached the same finding, stating

that gender substantial impact on the academic performance of pupils studying English

(Okoye, 2009); Babalola and Onyiloye; Obadaki, (2011), Adeyemi and Adeyemi, (2012)

However, Kalan, Kazemi, and Zoghi (2013) looked at the impact of in a related study

Gender in the context of English as a Foreign Language (EFL) Iran Language Institute (ILS)

employs one hundred pupils. (50 each of men and women) chosen from four distinct classes.

It turned out that females outperformed male. And another study of Haleh Jafari,Abbas

Aghaei, and Alireza Khatony (2019), the most significant predictor of academic

performance is one's study habits, which have been shown to have an impact on academic

performance worldwide.8 Medical students, in particular, must learn and apply study skills to

cope with the abundance of information they encounter.5,9 Research indicates that learners

who lack sufficient knowledge about study strategies are unlikely to achieve effective and
 30

stable learning, which will lead to an inappropriate level of academic achievement.3 Put

another way, students who perform better academically employ these skills more than those

who perform less well.

 31

CHAPTER 4

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

The study's summary of results, conclusions, and recommendations—which were

previously presented in chapter—are covered in this chapter. This may also serve as one of

the references of the future researchers.

Summary

This study aims to determine the level of impact of the study technique “active recall”

to the academic performance of 12 STEM Students in Luciano Millan National High School.

The problems stated that the researchers aim to find answers are 1. The profile of the

respondents; 2. The impact of the study technique “active recall” to their academic

performance, 3. Whether or not there is a significant relationship between the profile and the

level of impact of study technique to their academic performance. Finally, 4. What are the

proposed way and recommendations to help the students to even more improve their

academic performance?

The study used a descriptive- correlational research design, where the level of impact

of the study technique “active recall” to their academic performance of the Grade 12 STEM

students was determined using a 5-point likert scale and the statistical tools used were

frequency, percentage, and weighted mean. To see if there is a significant relationship

between the profile and the level of impact of study technique to their academic performance,

Pearson’s r correlation was used.

 32

Conclusions

1. The majority of the respondents were male with a frequency of 43 while there

were 37 females.

2. Most of the respondents study for 3-4 hours daily while 26 others study for 1-2

and more than 5 hours daily.

3. The respondents generally agree that the study technique “active recall” have just

enough impact to their academic performance.

4. Regardless of the significant effects of the study technique “active recall” , it

turned out that there is no significant relationship between the profile and the level

of impact of study technique “active recall” to the respondents’ academic

performance.

Recommendations

1. Practice time management to have more time studying complex subjects especially

that STEM students have more difficult math and science subjects.

2. Explore different study techniques to find what works the best and most effective.

3. Engage in collaborative activities inside the classroom especially during class

discussions.

4. Read academic books to widen knowledge, deepen vocabulary, and improve

grammar usage.
 33

5. Take advantage of the different available resources like technology and books to

make effective review materials.

6. Set goals to have a motivation to study and lessen the chance of procrastination

that hinders students from enhancing their academic achievements.

 34

REFERENCES

Jeanellie Avelino (2022). Active learning, its benefits and how to apply it
[Link]
Muhammad Hafeez (2021). Impact of Teacher’s Training on Interest and Academic
Achievements of Students by Multiple Teaching Methods
[Link]
R. F. ATTAH AND P. M. ITA (2017). Gender as a predictor of academic
achievement
[Link]
Muelas and Navarro (2015).The impact of learning strategies on the academic
achievement of university students in Saudi Arabia
[Link]

Haleh Jafari,Abbas Aghaei, and Alireza Khatony (2019). Relationship between study
habits and academic achievement in students of medical sciences in Kermanshah-Iran
[Link]
Nugroho et al. (2020). Determinants of poor academic performance among
undergraduate students—A systematic literature review (Bocsi et al., 201)
[Link]

Kell et al. (2013). Factors affecting the academic performance of college students
[Link]

(Khine, 2016; J. Lee & Shute (2010). Non-Cognitive Skills and Factors in
Educational Success and Academic Achievement
[Link]
Cognitive_Skills_and_Factors_in_Educational_Success_and_Academic_Achievement

Aremu and Sokan (2003). Poor academic performance in the school

[Link]

Tentama & Abdillah( 2019). Determinants of poor academic performance among

undergraduate students—A systematic literature review
[Link]

Asikhia (2010) Students and teachers' perception of the causes of poor academic
performance in ogun state secondary schools [Nigeria]: Implications for couselling for
national development
[Link]
289769514_Students_and_teachers'_perception_of_the_causes_of_poor_academic_performa
 35

nce_in_ogun_state_secondary_schools_Nigeria_Implications_for_couselling_for_national_d
evelopment

Nigeria, Fakeye (2011); Okoye(2009); Babalola and Onyiloye, Obadaki, (2011),

Adeyemi and Adeyemi, (2012). Gender as predictor of academic achievement inenglish
among senior secondary school
two[Link]

Kalan, Kazemi, and Zoghi (2013); Haleh Jafari,Abbas Aghaei, and Alireza Khatony
(2019). Gender as predictor of academic achievement in
english among senior secondary school two
students in calabar metropolis, cross river
STATE
[Link]

Bayat (2007). Descriptive Research Method

[Link]
PCFJSC6CLE6#:~:text=According%20to%20Bayat%20(2007)%2C,the%20study's
%20variables%20are%20objective.

Wena (2011). The Effect of Various Strategies of Learning on Writing Skill of

Scientific Work [Link]

Pennequin, Sorel, Nanty, & Fontaine, 2010; Muelas & Navarro, 2015; Pinto, Bigozzi,
Vettori, & Vezzani, 2018; Tan, (2019). Th e impact of learning strategies on the academic
achievement of university students in Saudi
Arabia[Link]

Shish (2013), Impact on learning habit and academic performance of students

[Link]
 36

Appendix A. Letter to Principal

Republic of the Philippines

DEPARTMENT OF EDUCATION
Region I
Pangasinan Division II
LUCIANO MILLAN NATIONAL HIGH SCHOOL
Asingan, Pangasinan

MR. FLORENCIO B. QUEZON JR.

Principal IV Luciano Millan National High School
Asingan, Pangasinan

Dear Sir,

Greetings!

We, the undersigned Grade 12 STEM Students of this school presently conducting a study entitled
“THE LEVEL OF IMPACT OF THE STUDY TECHNIQUE “ACTIVE RECALL” TO
THE ACADEMIC PERFORMANCE OF GRADE 12 STEM STUDENTS OF
LUCIANO MILLAN NATIONAL HIGH SCHOOL” for the School Year 2023-2024 in
partial fulfillment of the requirement for the subject Research in Daily Life 2.

In this regard, the undersigned would like to ask your heartfelt permission to conduct a
survey among Luciano Millan National High School students in our School. Attached
herewith is the survey questionnaire for this study.

Rest assured that any data gathered as a result of the study is purely academic purposes only
and shall be dealt with strict confidentiality.

The researchers are expecting that this request will collect a favorable response. Thank you
so much, and God bless!

Respectfully yours,

SGD. ANNE JELYN E. MAGALONG SGD. HANNAH AIRIESH S.

MALAPO
SGD. JOHN LLOYD V. NEBLASCA SGD. ANIKA JED I. MARCELO
SGD. MARK CHESTER C. QUIRIMIT SGD. ALBERTO H. NAUI III
SGD. HANS RAINER R. PALADO

Noted: Approved by:

 37

SGD. MAUREEN A. GARCIA SGD. FLORENCIO B. QUEZON, JR

Subject Teacher Principal
Appendix B. Letter to SHS Coordinator

Republic of the Philippines

DEPARTMENT OF EDUCATION
Region I
Pangasinan Division II
LUCIANO MILLAN NATIONAL HIGH SCHOOL
Asingan, Pangasinan

MR. RENE BOY T. DISMAYA, MT -II

SHS Coordinator Luciano Millan National High School
Asingan, Pangasinan

Sir,

Warmest greetings!

We, the undersigned Grade 12 STEM-Shakespeare Students of this school and currently
conducting a study entitled “THE LEVEL OF IMPACT OF THE STUDY TECHNIQUE
“ACTIVE RECALL” TO THE ACADEMIC PERFORMANCE OF GRADE 12 STEM
STUDENTS OF LUCIANO MILLAN NATIONAL HIGH SCHOOL” for the School
Year 2023-2024 in partial fulfillment of the requirement for subject Research in Daily Life 2.

In this regard, the undersigned would like to ask your heartfelt permission to conduct a
survey among Luciano Millan National High School students in our school.

Absolutely guaranteed that any data collected as an outcome of the study will be used solely
for academic purposes and will be treated with utmost secrecy.
Thank you so much for your kind response and support of our request.

Respectfully yours,

SGD. ANNE JELYN E. MAGALONG SGD. HANNAH AIRIESH S.

MALAPO

SGD. JOHN LLOYD V. NEBLASCA SGD. ANIKA JED I. MARCELO

SGD. MARK CHESTER C. QUIRIMIT SGD. ALBERTO H. NAUI III

SGD. HANS RAINER R. PALADO

 38

Noted: Approved by:

SGD. MAUREEN A. GARCIA SGD. RENEBOY T. DISMAYA, MT -II

Subject Teacher SHS Coordinator
Appendix C. Letter to Content Validators

Republic of the Philippines

DEPARTMENT OF EDUCATION
Region I
Pangasinan Division II
LUCIANO MILLAN NATIONAL HIGH SCHOOL
Asingan, Pangasinan

March 13, 2024

EMEREY P. MEJICA
SHS Teacher III

Ma’am:

You are chosen as one of the three evaluators to evaluate the content validity of the
researcher made questionnaire for the Grade 12 STEM students in Luciano Millan National
High School.

The said questionnaire will be used as my instrument regarding my study entitled; “THE
LEVEL OF IMPACT OF THE STUDY TECHNIQUE “ACTIVE RECALL” TO THE
ACADEMIC PERFORMANCE OF GRADE 12 STEM STUDENTS OF LUCIANO
MILLAN NATIONAL HIGH SCHOOL” Your expertise in this field will contribute so
much to the development of a better instrument.

Thank you very much.

Respectfully yours,

SGD. ANNE JELYN E. MAGALONG

SGD. JOHN LLOYD V. NEBLASCA
SGD. MARK CHESTER C. QUIRIMIT
SGD. ANIKA JED I. MARCELO
SGD. HANNAH AIRIESH S. MALAPO
A SGD. LBERTO H. NAUI III
SGD. HANS RAINER R. PALADO
Researchers

Noted:

SGD. MAUREEN A. GARCIA

 39

Subject Teacher

SGD. RENE BOY T. DISMAYA, MT -II

SHS-Coordinator

SGD. FLORENCIO B. QUEZON, JR.

Principal IV
Republic of the Philippines
DEPARTMENT OF EDUCATION
Region I
Pangasinan Division II
LUCIANO MILLAN NATIONAL HIGH SCHOOL
Asingan, Pangasinan

March 13, 2024

GENESIS V. DELMENDO
JHS Teacher III

Sir:

You are chosen as one of the three evaluators to evaluate the content validity of the
researcher made questionnaire for the G12 STEM students of Luciano Millan National High
School.

The said questionnaire will be used as my instrument regarding my study entitled; “THE
LEVEL OF IMPACT OF THE STUDY TECHNIQUE “ACTIVE RECALL” TO THE
ACADEMIC PERFORMANCE OF GRADE 12 STEM STUDENTS OF LUCIANO
MILLAN NATIONAL HIGH SCHOOL” Your expertise in this field will contribute so
much to the development of a better instrument.

Thank you very much.

Respectfully yours,

SGD. ANNE JELYN E. MAGALONG

SGD. JOHN LLOYD V. NEBLASCA
SGD. MARK CHESTER C. QUIRIMIT
SGD. ANIKA JED I. MARCELO
SGD. HANNAH AIRIESH S. MALAPO
SGD. ALBERTO H. NAUI III
SGD. HANS RAINER R. PALADO
Researchers

Noted:
 40

SGD. MAUREEN A. GARCIA

Subject Teacher

SGD. RENE BOY T. DISMAYA, MT -II

SHS-Coordinator

SGD. FLORENCIO B. QUEZON, JR.

Principal IV

Republic of the Philippines

DEPARTMENT OF EDUCATION
Region I
Pangasinan Division II
LUCIANO MILLAN NATIONAL HIGH SCHOOL
Asingan, Pangasinan

March 13, 2024

ALDRIN M. MEJIA
JHS Teacher III

Sir:

You are chosen as one of the three evaluators to evaluate the content validity of the
researcher made questionnaire for the G12 STEM students of Luciano Millan National High
School.

The said questionnaire will be used as my instrument regarding my study entitled; “THE
LEVEL OF IMPACT OF THE STUDY TECHNIQUE “ACTIVE RECALL” TO THE
ACADEMIC PERFORMANCE OF GRADE 12 STEM STUDENTS OF LUCIANO
MILLAN NATIONAL HIGH SCHOOL” Your expertise in this field will contribute so
much to the development of a better instrument.

Thank you very much.

Respectfully yours,

SGD. ANNE JELYN E. MAGALONG

SGD. JOHN LLOYD V. NEBLASCA
SGD. QUIRIMIT
SGD. ANIKA JED I. MARCELO
SGD. HANNAH AIRIESH S. MALAPO
SGD. ALBERTO H. NAUI III
SGD. HANS RAINER R. PALADO
 41

Researchers

Noted:

SGD. MAUREEN A. GARCIA

Subject Teacher

SGD. RENE BOY T. DISMAYA, MT -II

SHS-Coordinator

SGD. FLORENCIO B. QUEZON, JR.

Principal IV
Appendix D. Letter to Respondents

Republic of the Philippines

DEPARTMENT OF EDUCATION
Region I
Pangasinan Division II
LUCIANO MILLAN NATIONAL HIGH SCHOOL
Asingan, Pangasinan

Dear Respondents,
Wonderful day!
We, the Grade 12 STEM-Shakespeare students and currently conducting on a research study
entitled, “THE LEVEL OF IMPACT OF THE STUDY TECHNIQUE “ACTIVE
RECALL” TO THE ACADEMIC PERFORMANCE OF GRADE 12 STEM
STUDENTS OF LUCIANO MILLAN NATIONAL HIGH SCHOOL” In line of this,
may we request your generosity and participation, as well as 2-4 minutes of your time in
answering the attached questionnaire. Your response will be handled with the utmost
confidentiality.
Thank you very much for your cooperation.
Respectfully yours,
SGD. ANNE JELYN E. MAGALONG
SGD. JOHN LLOYD V. NEBLASCA
SGD. MARK CHESTER C. QUIRIMIT
SGD. ANIKA JED I. MARCELO
SGD. HANNAH AIRIESH S. MALAPO
SGD. ALBERTO H. NAUI III
 42

SGD. PALADO
Researchers

Noted:
SGD. MAUREEN A. GARCIA
Subject Teacher

Appendix E. Sample Questionnaire

The Level Impact of the Study Technique “Active Recall” to the Academic
Performance of G12 STEM Students of Luciano Millan National High School

Name(optional): ____________________________________________
Section:

PART I.
Directions: Please read the statement carefully and put a check (/) in the space provided that
correspond to your answer.
Sex:
Male Female
Daily hours spent studying: 1 - 2 hours 3 - 4 hours 5 hours or more

PART II.
Directions: Please read carefully and honestly answer the checklist below. Put a check (/) in
the box that corresponds to your answer. Answer based on the level of impact of “active
recall” to your academic performance:
1- VERY LOW 2 – LOW 3 – MODERATE 4 – HIGH 5 – VERY HIGH
Statements 5 4 3 2 1
A. CLASS RECITATION
[Link] confidence in raising hand and
answering questions.
 43

[Link] more during class discussions

because I understand the topic.
[Link] longer afraid in answering questions
regarding our topic asked by the teacher during
class recitation.
4. Remembers things that I studied about our
topic during class recitation.
5. Can answer questions correctly during class
recitation.
B. WRITING SKILLS
1. Noticed fewer grammatical errors in my
writing.
2. Improved my skills in writing with correct
sentence structure.
3. Improved my vocabulary.
4. No longer forgets the meaning of words.
[Link] organize well the content of what I’m
writing.

C. TEST SCORES
1. Gets high scores in exams and quizzes.
[Link] longer struggles in answering the test
questions.
3. No longer fails in exams and quizzes.
[Link] remembers the right answers in test
questions.
[Link] more confident in answering test
questions.
D. ACADEMIC ACHIEVEMENTS
[Link] academic certificates or medals.
[Link] leadership positions.
[Link] my class ranking
4. Ibtained high grades in different subjects.
5. Have won in school competitions.
 44

Appendix F. Result of the Computation

Descriptive Statistics
N Minimum Maximum Mean
A1 80 1 5 4.04
A2 Descriptive
80 2 Statistics
5 4.09
A3 N 80 Minimum
2 Maximum
5 Mean
4.26
B1 0 4.18
A4 80 1 5 4.14
B2 80 1 5 4.21
4.00
A5 80 1 5
B3 80 2 5 4.15
Valid N 80
B4 80 2 5 4.06
(listwise)
B5 80 2 5 4.03
Valid N 0
(listwise)

Descriptive Statistics
N Minimum Maximum Mean
C1 80 2 5
4.03
C2 0
4.16
C3 80 1 5
4.15
C4 80 2 5
4.05
C5 80 2 5
4.28
 45

Descriptive Statistics
N Minimum Maximum Mean
D1 80 2 5
4.13
D2 80 1 5
4.24
D3 80 2 5
4.11
D4 80 2 5
4.1
D5 80 1 5
4.1
Valid N 80
(listwise)
Sex
Frequenc Valid Cumulative
y Percent Percent Percent
Valid 1 51 63.75 63.75 63.75
2 29 36.25 36.25 100.00
Total 80 100.00 100.00

Daily hours spent studying

Frequenc Valid Cumulative
y Percent Percent Percent
Valid 1 24 30 30 30
2 31 38.75 38.75 38.75
3 25 31.25 31.25 31.25
Total 80 100.00 100.00 100.00
 46

Appendix G. Sample Action Pictures

 47

CURRICULUM VITAE

A. PERSONAL INFORMATION

Name : Anne Jelyn E. Magalong

Address : San Vicente West, Asingan,

Pangasinan

Contact Number : 09624208042

Email Address :
annejelynmagalong16@[Link]

Civil Status : Single

Date of Birth : August 16, 2005

Place of Birth : Asingan, Pangasinan

Religion : Iglesia Ni Cristo

Citizenship : Filipino

Name of Mother : Riolyn E. Magalong

Name of Father : Isagani A. Magalong

B. EDUCATIONAL ATTAINMENT

Junior High School : Luciano Millan National High School

Poblacion West, Asingan, Pangasinan

Elementary : San Vicente West Integrated School

San Vicente West, Asingan, Pangasinan

Motto : “Work in silence and let your success be your noise.”

 48

A. PERSONAL INFORMATION

Name : Johnlloyd V. Neblasca

Address : Poblacion East, Asingan,

Pangasinan

Contact Number : 09275486834

Email Address :
johnlloydneblasca59@[Link]

Civil Status : Single

Date of Birth : July 24, 2006

Place of Birth : Asingan, Pangasinan

Religion : Roman Catholic

Citizenship : Filipino

Name of Mother : Ruth I. Neblasca

Name of Father : Bryan I. Neblasca

B. EDUCATIONAL ATTAINMENT

Junior High School : Luciano Millan National High School

Poblacion West, Asingan, Pangasinan

Elementary : Narciso R. Ramos Elementary School

Poblacion West, Asingan, Pangasinan

Motto : “The only way to achieve the impossible is to believe it is

possible.”
 49

A. PERSONAL INFORMATION

Name : Anika Jed I. Marcelo

Address : Carosucan Norte, Asingan,

Pangasinan

Contact Number : 09458829456

Email Address : marceloanikajed@[Link]

Civil Status : Single

Date of Birth : August 26, 2006

Place of Birth : Asingan, Pangasinan

Religion : Roman Catholic

Citizenship : Filipino

Name of Mother : Jennifer R. Iglesia

Name of Father : Edgardo D. Marcelo

B. EDUCATIONAL ATTAINMENT

Junior High School : Carosucan Norte National High School

Carosucan Norte, Asingan, Pangasinan

Elementary : Carosucan Norte Elementary School

Carosucan Norte, Asingan, Pangasinan

Motto : “Life doesn’t have to be perfect to be wonderful.”

 50

A. PERSONAL INFORMATION

Name : Mark Chester C. Quirimit

Address : Domanpot, Asingan,

Pangasinan

Contact Number : 09668044357

Email Address : markchesterquirimit0906@[Link]

Civil Status : Single

Date of Birth : September 09, 2006

Place of Birth : Urdaneta City, Pangasinan

Religion : Roman Catholic

Citizenship : Filipino

Name of Mother : Kimberly C. Quirimit

Name of Father : Monchito A. Quirimit

B. EDUCATIONAL ATTAINMENT

Junior High School : Luciano Millan National High School

Poblacion West, Asingan, Pangasinan

Elementary : Domanpot Community School

Domanpot, Asingan, Pangasinan

Motto : “Never stop learning because life never stops teaching.”

 51

A. PERSONAL INFORMATION
Name : Hannah Airiesh S. Malapo

Address : Carosucan Norte, Asingan,

Pangasinan
Contact Number : 09274594394
Email Address : hannahairiesh09@[Link]
Civil Status : Single
Date of Birth : January 01, 2007
Place of Birth : Asingan, Pangasinan
Religion : Roman Catholic
Citizenship : Filipino
Name of Mother : Arcelle S. Verginiza
Name of Father : Haries P. Malapo

B. EDUCATIONAL ATTAINMENT
Junior High School : Carosucan Sur National High School
Carosucan Norte, Asingan, Pangasinan
Elementary : Carosucan Sur Elementary School
Carosucan Norte, Asingan, Pangasinan
Motto : “Everything happens for a reason.”
 52

A. PERSONAL INFORMATION

Name : Hans Rainer R. Palado

Address : Ariston West, Asingan,

Pangasinan

Contact Number : 09274594394

Email Address : hansrainerpalado15@[Link]

Civil Status : Single

Date of Birth : October 15, 2006

Place of Birth : Asingan, Pangasinan

Religion : Roman Catholic

Citizenship : Filipino

Name of Mother : Amelia R. Palado

Name of Father : Pepe S. Palado

B. EDUCATIONAL ATTAINMENT

Junior High School : Ariston Bantog National High School

Ariston Bantog , Asingan, Pangasinan

Elementary : Ariston Bantog Elementary School

Carosucan Norte, Asingan, Pangasinan

Motto : “To change the world, start by changing yourself.”

 53

A. PERSONAL INFORMATION

Name : Alberto H. Naui III

Address : Baro, Asingan, Pangasinan

Contact Number : 09535808060

Email Address : albertonaui72@[Link]

Civil Status : Single

Date of Birth : November 10, 2005

Place of Birth : Asingan, Pangasinan

Religion : Roman Catholic

Citizenship : Filipino

Name of Mother : Maria Blanca D. Hashimoto

Name of Father : Alberto P. Naui Jr.

B. EDUCATIONAL ATTAINMENT

Junior High School : Angela Valdez Ramos National High School

Macalong, Asingan, Pangasinan

Elementary : Narciso R. Ramos Elementary School

Poblacion West, Asingan, Pangasinan

Motto : “Change the world by being yourself.”

54