Memory Retention and Math Performance of Grade 6 Learners in Guimba, Nueva Ecija

Abstract

 The study determined the memory retention and mathematics
performance of grade 6 learners in Guimba, Nueva Ecija, during the
school year 2022-2023. Data were collected from 105 randomly selected
Grade 6 learners from 12 elementary schools using survey
questionnaires, and descriptive and inferential statistics were used to
analyze the data. Most learner-respondents were 11-year-old females
whose parents were primarily high school graduates with blue-collar
jobs with an average monthly income of Php 11,612.40.
Concerning memory retention, different activities in motivation
practices and experiences contribute significantly to the learners'
memory retention, thus contributing to their mathematics performance.
Similar to goal setting and accomplishments, different activities in goal
setting and achievements contribute very much to the learners' memory
retention. Thus, it helps the learners' performance in mathematics.
On the other hand, findings revealed that different activities in
personalized learning contributed significantly to the learners' memory
retention, affecting their mathematics performance. However, the
teaching strategies and learning strategies that their teachers utilized
were effective and contributed to the retention factors of the learners.
Educational resources and learning devices have recently been widely
integrated into daily life, facilitating access to vast information.
The respondents' mathematics performance was based on their
grades in the “Project All Numerates” program. Memory retention, such
as motivational practices and experiences, goal setting and
accomplishments, personalized learning, teaching strategies and
learning activities, and educational resources and learning devices, was
manifested by most respondents, who were categorized as nearly  numerates.

Only the mother’s occupation was significantly related to the
respondents' mathematics performance. At the same time, all memory
retention had a solid positive correlation with the respondents’
mathematics performance. This implies that the higher the students'
perceptions (based on their participation/experiences) of the mentioned
factors, the better their academic performance in mathematics.