Mary Belle Montessori Inc.-Annex Canlubang, Calamba City S.Y. 2018-2019 Practical Research Ii Approval Sheet

MARY BELLE MONTESSORI INC.
- ANNEX
CANLUBANG, CALAMBA CITY
S.Y. 2018-2019
PRACTICAL RESEARCH II i
APPROVAL SHEET
Student Researchers: Alvarez Bea Clarisse C.
Alvarez Mark Angelo C.
Alvarez Bryan Micko C.
Grade & Section: Grade 10- Amethyst
Thesis Title: FACTORS AFFECTING THE
RETENTION RATE OF GRADE
8 STUDENTS AT NORTH
MARIE MONTESSORI
ACADEMY INC. S.Y. 2017-2018
EXAMINING COMMITTEE
MARY JANE V. CABUTAJE

Thesis Adviser
RICHARD A. RAMOS
Thesis Facilitator
ORAL DEFENSE EXAMINING COMMITTEE
ASUNCION A. MALVEDA
Chairman
EMILY C. CONSUL
Member
RICHARD A. RAMOS
Member
JENNIFER H. LORICA
Member
Date Defended and Approved: March 15, 2017
Accepted and Approved In Partial Fulfillment for Moving up
GENEROSA B. MENDOZA Ed. D. ASUNCION A. MALVEDA

Directress Principal
MARY BELLE MONTESSORI INC.- ANNEX
S.Y. 2018-2019
PRACTICAL RESEARCH II
S.Y. 2018-2019
PRACTICAL RESEARCH II ii
Factors Affecting the Retention Rate of Grade 8 Students

at North Marie Montessori Academy Inc.
S.Y. 2017-2018
Thesis Presented to the Faculty of

North Marie Montessori Academy, Inc.
SirangLupa, Calamba City
In Partial Fulfillment for Moving up
By:
Alvarez, Bea Clarisse C.
Alvarez, Bryan Micko C.
Alvarez, Mark Angelo C.
Ms. Mary Jane V.Cabutaje

Thesis Adviser
March 2018
S.Y. 2018-2019
PRACTICAL RESEARCH II iii
TITLE : FACTORS AFFECTING THE

RETENTION RATE OF GRADE 8 STUDENTS
OF NORTH MARIE MONTESSORI ACADEMY
INC. SCHOOL YEAR 2017-2018
THE RESEARCHERS : BEA CLARISSE C. ALVAREZ
BRYAN MICKO C. ALVAREZ
MARK ANGELO C. ALVAREZ
ADVISER : MARY JANE V.CABUTAJE
SCHOOL : NORTH MARIE MONTESSORI ACADEMY,
INC.
SCHOOL YEAR : 2017-2018
ABSTRACT
The main focus of this study is to determine the Factors Affecting the Retention
Rate of Grade 8 Students at North Marie Montessori Academy Inc. School Year 2017-2018.
The respondents of the study consisted of 46 students. Descriptive Method was used to
possibly gather the essential information and to utilize certain data.
The study sought to answer the main question of determining the factors affecting
the retention rate of Grade 8 students at North Marie Montessori Academy Inc.
Moreover, it also sought to answer the following specific questions such as (1) What
is the retention rate of grade 8 students. (2) What are the factors that affect the retention rate
of the grade 8 students in terms of their environment, teachers, friends and lessons.
. The purpose of this study is to help the Grade 8 Students to adjust their study
habits in order to increase their retention rate

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PRACTICAL RESEARCH II iv
Based on the study, the factor affecting the retention rate with the lowest general
weighted mean of 2.65 environments, while the highest general weighted mean of lesson is
3.12.
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PRACTICAL RESEARCH II v
ACKNOWLEDGEMENT
To all people who helped them to do this and trusted them that they can make this
thesis, the researchers would like to thank them. They also thank their families that
supported them in this and they specially thank their thesis adviser, Ms. Mary Jane
V.Cabutaje, who taught them to do their thesis and motivated them that they can finish
it.
Thanks to the students who lend their time for them to answer their
questionnaires. Without them they can’t make this thesis and also thank to the other
group for their advice and for lending of their laptop.
The researchers would like to thank the following people for helping them to
accomplish this thesis.
To Mr. Richard A. Ramos, for his patience, motivation, enthusiasm, and

immense knowledge for guided them to make this thesis possible.
To Mrs. Asuncion A. Malveda, the researchers would like to thank for being a
supportive principal in doing this study. She always gives advice on how the researchers
are going to conduct the entire quantitative research.
School Administrators for letting the researchers to conduct their study.
Charis Pauleen L. Velasco and Mrs. Jennifer H. Lorica for the statistical assistance
and for teaching and helping them for the computations.
The researchers would like to thank their families, for their love, prayers, caring
and sacrifices for educating and preparing them for their future.
To their friends, the researchers would like to thank for helping them and for
sharing their ideas and knowledge.
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PRACTICAL RESEARCH II vi
Lastly and most importantly, the researchers would like to thank Almighty God
for giving them knowledge, blessing and guidance for this study to materialize.
The Researchers,
Bea Clarisse Alvarez
Bryan Micko Alvarez
Mark Angelo Alvarez

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vii
TABLE OF CONTENTS
Approval Sheet i
ii
Title
iii
Abstract
v
Acknowledgement
vii
Table of Contents
x
List of Tables
xi
List of Figures
Chapter 1: THE PROBLEM AND ITS BACKGROUND Page
Introduction 1
Theoretical Perspective 3
Statement of the Problem 4
Null Hypothesis 4
Scope and Limitation 4
Significance of the Study 5
Definition of Terms 5
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viii
Chapter 2: REVIEW OF RELATED LITERATURE AND STUDY Page

Related Literature 7
Related Study 9
Synthesis 11
Chapter 3: RESEARCH METHADOLOGY Page

Research Method 12
Research Design 12
Participants of the Study 13
Research Locale 13
Data Gathering Procedure 13
Research Instrument 14
Validation of Instrument 14
Statistical Treatment 14
Chapter 4: PRESENTATION, ANALYSIS Page
AND INTERPRETATION OF DATA
Retention Rate of Grade 8 students 17
Factors that Affect the Retention Rate of Grade 8 students 18

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PRACTICAL RESEARCH II ix
Chapter 5: SUMMARY, CONCLUSION AND RECOMMENDATION Page

Summary of Finding 23
Conclusion 25
Recommendation 26
BIBLIOGRAPHY xii
APPENDICES xiii
Appendix A Letter of Request xiv
Appendix B Questionnaire xv
Appendix C Curriculum Vitae Xix

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x
LIST OF TABLES
Tables Description Page
1 The Retention Rate of Grade 8 students 17
2.1 Factors that Affect the Retention Rate (Environment) 18
2.2 Factors that Affect the Retention Rate (Teacher) 19
2.3 Factors that Affect the Retention Rate (Friends) 20
2.4 Factors that Affect the Retention Rate (Lesson) 21
2.5 Summary of the data 22

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PRACTICAL RESEARCH II xi
List of Figure
Figure Description Page
1 Paradigm of study 12
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CHAPTER 1
PROBLEM AND ITS SETTING

Introduction
The retention rate or also known as prior knowledge is one of the factors affecting
students’ learning. Retention is the continued process, use, or control of something
(Dictionary.com), it also defined as the ability to keep something.
Prior knowledge is defined as a multi-dimensional and hierarchical entity that is
dynamic in nature and consists of several types of knowledge and skills. Prior knowledge has
long been considered the most crucial factor influencing learning and student
achievement. The amount and quality of prior knowledge positively influence both
knowledge acquisition and the capacity to apply higher-order cognitive problem-solving
skills. An essential factor in developing an integrated knowledge framework is to create a
learning environment in which learning means actively constructing knowledge and skills on
the basis of prior knowledge. Inadequate or fragmented prior knowledge is an important
issue to consider because if there is a mismatch between the instructors' expectations of
student knowledge and the students' actual knowledge base, learning may be hampered from
the start of the studies. Trying to learn something without having adequate prior knowledge
or, worse, having misconceptions, may result in rote memorization. This type of surface
learning may occur if students cannot relate the new knowledge to their existing knowledge
frameworks.
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Prior knowledge makes it easier for us to learn new things because of how our brain
2
works. Having prior knowledge does not mean that we must know a lot about a topic in
order to learn more. It just means that it is easier to learn when we already have something
for our additional information to hold on to. Not only does it make it easier for us to learn,
prior knowledge also makes it easier for us remember what we learned. It goes into our long-
term memory. When we remember what we learned, we are able to use it in settings
outside/inside of a classroom. Some of students cannot get high grades to their quizzes,
recitation and examinations because having a low prior knowledge. Sometimes the cause of
having a low prior knowledge is their seatmates because they waste time chatting to their
classmates during class hours. When the students are interested to the topics there have a
chance to gained prior knowledge on the lessons.
There are students studied their past lessons so that they can also have stack
knowledge in case having quizzes. But there are students who cannot avoid creating some
noise that made others feel annoyed or joined and be noisy as well and that is the reason why
there are students who cannot to be able to concentrate on their studies because there are
students who are creating noises while some of their classmates are trying to review or study
their lesson.
In general, when students do not have sufficient prior knowledge on the subject
matter, they are not able to grasp correctly and appropriately additional information; hence
the benefit of learning by teaching would be arguably decreased. Students’ prior knowledge
is a key factor in students’ overall achievement and performance. Most often, those lacking
knowledge always lag behind the rest.

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Theoretical Perspective
Learning is the central business of schooling and the abiding concern of teachers.
Yet no school of thought or discipline has told us definitively what it is, nor how it is
acquired. Indeed, we do not know whether we can separate what is learned from how it is
learned. Nevertheless, some perspectives are available from psychology, sociology,
philosophy and other disciplines that offer useful insights (Macleod and Golby, 2006).
The theoretical perspective is based on critical socio-cultural theories of learning and
teaching. Psychologists who study the theory of pedagogy (how we learn) have stated that
prior knowledge is the single most important factor in learning. Johann Friedrich Herbart, a
German philosopher, founded pedagogy as an academic discipline. It is important for
teachers to address inaccurate prior knowledge that might otherwise distort or impede
learning. In some cases, inaccuracies can be corrected simple by exposing students to
accurate information and evidence that conflicts with flawed beliefs and models. Because
knowing what is a very different kind of knowledge than knowing how or knowing when, it
is especially important that, as teachers, we are clear in our own minds about the knowledge
requirements of different tasks and that we not assume that because out students have one
kind of knowledge that they have another. Instead, it is critical to assess both the amount
and the nature of students’ prior knowledge so that we can design our instruction
approximately.
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Statement of the Problem
This study aimed to find what were the factors affecting the retention rate of grade 8
students at North Marie Montessori Academy S.Y. 2017-2018.
1. What is the retention rate of grade 8 students?
2. What are the Factors that affect the retention rate of the grade 8 students?
2.1 Environment
2.2 Teachers
2.3 Friends
2.4 Lessons
Null Hypothesis
There are no factors affecting the retention rate of Grade 8 students at North Marie
Montessori Academy Inc. S.Y. 2017-2018
Scope and Limitation of the Study
This study will focus in knowing the factors affecting the retention rate of the Grade
8 students. The respondents are Grade 8 students, specifically 28 boys and 18 girls, a total of
46 students from North Marie Montessori Academy, a private school from Siranglupa,
Calamba City.
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Significance of the Study
This study which found on the factors affecting the retention rate of grade 8
students at North Marie Montessori Academy will be beneficial to the following.
To the School, This study will serve as an eye-opener for those facilitators and
heads that there are factors that are affecting the retention rate of the Grade 8 student and
also this information can also be used as a reference to enhance their learning abilities of the
students.
To the Teachers, They can benefit from this research by identifying the possible
factors that can affect the retention rate of the Grade 8 students and may also be used as a
guide to adjust their teaching strategies to the students.
To the Parents, This research will be beneficial to the parents so they may
determine the factors that can affect the retention rate of their children and also to inform
them the possible reasons why their children experience such difficulties in learning new
lessons and give recommendations on how to improve their studying habits.
To the Students, This research can orient them to know what are the factors that
affect the retention rate of the Grade 8 students and also benefit in a way that this study will
inform them about the different factors and reasons why students need a prior knowledge to
their past lessons.

S.Y. 2018-2019
PRACTICAL RESEARCH II 6
Future Researchers, This study will serve as a guide and additional knowledge for
their studies that is related to this study which is the factors affecting the retention rate of
Grade 8 students in their academics.
Definition of Terms
The following terms are defined conceptually and operationally for better
understanding of the readers.
Academics -is anything relating to education and knowledge.
Impede - delay or prevent (someone or something) by obstructing them.
Knowledge- refers to the facts, information, and skills acquired by a person through
experience or education.
Noisy – making a loud or constant noise.
Prior knowledge – is the knowledge that stems from previous experiences.
Retention rate – it is used as a way how students remembered their past lesson.
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CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDY
Related Literature
According to Alexander et al., (1998), exposing students to instructional objectives
prior to instruction can enhance learning. The result may be attributed to students’
determination to achieve the set instructional objective. This finding also lends support to
the fact that goal setting is a pre-requisite to achieving success in one’s endeavors.
The information stored in long-term memory is not randomly scattered around in
the storehouse but is organized so that information stored can be retrieved. The
irretrievability of information is related to the ways in which specific knowledge items are
presented, and the organization of bodies of knowledge in the long-term memory, which is
related to the ways the information is processed (the level or quality of information
processing), and the number of times the information is processed in the short-term
memory, according to Gredler (2001).
Byrnes stated in 2001 that learning is all about attending to information in the
environment and using strategies to transfer it from short-term storage to long-term storage.
Additionally according to Clark (2003), when students possess relevant prior knowledge in
long term memory, it is easier for them to learn related new material.
Based on the an article by Torney-Purta (1999), when learners receive additional
information and can associate meaning or a relationship to something they already know,
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schemata helps to organize and integrate the new information with their existing
information. Andrew (2014) found that retention is a scarring event in the educational life
of a student. The researcher found that not only did retention reduce the likelihood of
graduation by 75% but it also affected many other areas of a student’s life including
relationship with their parents.
The focus of research has been on developing the one grand theory of learning
instead of exploring the ways students go about learning. However, Biggs concedes that this
trend has been changing towards research in student learning. This study bears testimony to
that change. Here, the objective was to understand learning – with specific focus on how
students use their prior understanding of concepts during the learning of selected acid-base
concepts, according to Biggs (2003).
Brody (2001) explained that background knowledge refers to concepts, experiences,
information, and text structures that are relevant to a text under study. On the other hand,
prior knowledge refers to the accurate or inaccurate text-related knowledge that the reader
believes prior to reading a text. The reader has developed this prior knowledge through
experiences throughout their life. This knowledge is retrieved from long-term memory and
allows the reader to have discussions about the new text prior to reading. Both background
knowledge and prior knowledge require the reader to engage in meta-cognitive thought
about the unfamiliar concept that is going to be read. However, looking more closely at the
research on background knowledge, direct instruction of background knowledge appears to
be a more effective priorreading approach that enhances student comprehension as opposed
to activating prior knowledge of the reader.

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According to Clewell (2012), activating prior knowledge is something that we do
naturally as adult readers, as mature readers. We always relate what we're reading to
something we know. As a matter of fact, when we read we really have to think about those
connections.
Sometimes students don’t access their background knowledge because they never think that
it's important or if they don’t have the background knowledge the teacher doesn’t have an
opportunity to really build that background knowledge.
Related Studies
Based on a study by Rittle-Johnson (2006), found that self-explanation was effective
when accompanied by either direct instruction or discovery learning. According to Schworm
and Renkl (2006), found that self-explanation effects were significantly diminished when
learners could access explanations, presumably because learners made minimal attempts to
answer the explanatory prompts before consulting the provided information.
Koeze (2007) showed that differentiated instruction had a positive effect on
student’s performance. Based on study, it had an increase in performance and has impact on
student achievement, and it is greatly suggested that teacher using differentiated instruction
should first administer a learning style inventory to their students before implementing
differentiated instruction because this learning style inventory will provide the teacher with
the necessary information on how to differentiate lessons according to the choice and
interest of the studentsT

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Moreover according to Geiser and Santelicset al., (2007), if the admission points are
high, then the academic performance is likely to be high and if admission points are low,
then academic performance may be low. The ability to pay attention is most important when
students are engaged in tasks that demand higher mental processes, such as learning new
concepts or when teachers are verbally presenting new or complex information, as stated by
Thompson (2003).
Abraham (2002) stated that teaching reading demands that teachers should activate
the students schema during the pre- reading phase by helping students recognize the
knowledge that they already have about the topic of a text on the premise that for a reader
who is not actively using his/her background knowledge, a significant part of the reading
process is not taking place.
Chan et al., (2014) reported in their study that “no evidence that retention in the
elementary grades impairs students’ general motivation for educational attainment in Grade
9”. The results from the study indicate the retention benefits students’ motivation and their
value of education. Likewise Pagani et al., (2001) researched the effects of grade retention on
behavioral development. Their study focused on the pro-social behaviors of retained
students and concluded that pro-social behavior appeared unaffected by grade retention.
According to Hughes et al., (2013) Students who are retained in grades 1 to 5 are
performing in middle schools as well as their propensity matched, continuously promoted
peers, both academically and in terms of behavioral engagement and student-reported school
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belonging. Also Strangman and Hall (2004) stated that teachers may improve students'
writing skill by activating their background knowledge.
Synthesis
All the cited literature and studies are found to be relevant to the current study
undertaken. They serve as lenses to how the researcher can better connect them to the study
at hand.
In particular, Alexander et al, believed that having prior knowledge has a positive
impact to the students and has an advantage and disadvantage to them. Moreover, Rittle-
Johnson et al., found that self-explanation was effective to the students to easy to understand
the lessons. According to Brody, background knowledge refers to concepts, experiences,
information, and text structures that are relevant to a text under study. According to Koeze,
it is evidently showed that differentiated instruction had a positive effect on student’s
performance. According to Andrew, retention is a scarring event in the educational life of a
student. All these studies were reviewed as related literature for this research.
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Chapter 3
METHODOLOGY AND PROCEDURE
This chapter presents the research method, research design, participants of the study,
research locale, research instrument, data gathering procedure, validation of instruments and
statistical treatment
Research Method
The researchers used descriptive method to utilized accurate facts and data as this is
a fact-finding research that defines a certain phenomenon. This was used to identify “Factors
affecting the retention rate of grade 8 students of North Marie Montessori Academy Inc.
S.Y.2017-2018.
Research Design
INPUT PROCESS OUTPUT
Factors affecting Survey Factors that affect the

retention rate of questionnaire retention rate
Grade 8 students at Tallying Data 2.1 Environment
North Marie 2.2 Teachers
Montessori 2.3 Friends
Academy S.Y. 2.4 Lessons
2017-2018.
FEEDBACK
Figure 1 Paradigm of Study

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Participant of the study
The participants of the study were the grade 8 students of North Marie Montessori
Academy Inc. S.Y. 2017-2018 consisting of a total of 46 students (28 boys, 18 girls).
Research Locale
The study was conducted at the Grade 8 students of North Marie Montessori
Academy Inc. during S.Y. 2017-2018.
The researchers chose North Marie Montessori Academy because of its accessibility
and convenience the researchers in collecting the data regarding the study.
Data Gathering Procedure
The student-respondents were oriented by the researchers on the nature of the study.
Then, after an explanation of the direction, the approved questionnaire was administered to
the student-respondents. The researchers were in their respective classes while the student-
respondents were answering.
The questionnaires given the respondents were retrieved on the same week they were
given to make sure that everyone has answered it. The result of the survey was cross-
checked, tallied, analyzed and interpreted for better understanding to the readers.
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Research Instrument
The types of instrument used in conducting the survey were questionnaire. The
questionnaires were made by the researchers and were expected to answer the question
posted on the statement of the problem.
Validation of the Instrument
The instruments used by the researchers were validated by their research adviser.
The survey questionnaire has two parts: the demographic profile of the respondents and the
questions that would determine the factors affecting the retention rate of the respondents.
Statistical Treatment of Data
To interpret the date effectively, the researcher will employ the following statistical
treatment: mean and percentage.
This statistical treatment of data will determine the frequency counts and percentage
distribution of personal related variables of the respondents.
Percentage
This formula was employed to determine the frequency counts and distribution of
personal related variables of the respondents.
𝐹
Formula: P = 𝑁 x 100
P is the percentage
F is the Frequency
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N is the total number of respondents
100 is a constant value
Average Weighted Mean
This formula was used to determine the assessment of the respondent with regards
to their personal profiles.
∑𝐹𝑤
Formula: Wm = 𝑁
Where: Wm = Weighted Mean
N = Total numbers of indicators
∑Fw = Sum of mean score of each indicator
Mean Percentage Score
This formula was used to determine the mean percentage score of the respondents
to their subjects.
𝑀𝑒𝑎𝑛
MPS = 𝑇𝑜𝑡𝑎𝑙 𝐼𝑡𝑒𝑚 x 100
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Rating Legend Interpretation
4 3.25 – 4.00 Always
3 2.50 – 3.24 Often
2 1.75 – 2.49 Rarely
1 1.00 – 1.74 Never
Average Description
91-100 Excellent
81-90 Very Good
71-80 Good
61-70 Satisfactory
60 below Poor
Where: Average- value of a set data which calculated by the set number
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CHAPTER 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This part of study presents the results of the inquiry based on the acquired data to
meet its endeavor of the generating relationship between Factors Affecting the Retention
Rate of Grade 8 Students at North Marie Montessori Academy Inc. S.Y. 2017-2018.
Furthermore, this chapter unleashes the findings of the study in a sequential manner
using the tabulation method and graphical presentation with their corresponding analysis and
interpretation divided from the statistical treatment of data.
Table 1. The Retention Rate of Grade 8 Students at North Marie Montessori Academy Inc. S.Y.
2017-2018.
SUBJECT MPS INTERPRETATION
Filipino 64% Satisfactory
A.P 50% Poor
English 74.4% Good
Science 37% Poor
Math 61.3% Satisfactory
Legend: 91-100 (Excellent), 81-90 (Very Good), 71-80 (Good), 61-70 (Satisfactory), 60 below (Poor)
The above table shows that among the five major subjects. English subject got the
highest MPS of 74.4% interpreted as good followed by Filipino subject with a MPS of 64%
and Math with the MPS of 61.3%which are both interpreted as satisfactory. While Science
got the lowest MPS of 37%and A.P with the MPS of 50% are both interpreted as poor.
These means that the Grade 8 students have highest retention rate in English subject
compared to other subjects.

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Table 2.1. Factors that affects the Retention Rate
(Environment)
Frequency
Question
Always Often Rarely Never TWF WM Interpretation Rank
No.
(4) (3) (2) (1)
1. The room
is conducive 18 27 1 0 155 3.37 Always 1
for learning.
2. Can you
focus on the
lesson when
0 14 16 16 90 1.96 Rarely 4
the room or
surrounding
is noisy?
3. The
classroom is
well- 7 16 20 3 119 2.59 Often 3
ventilated
and lighted.
4. Does the
class provide
an
environment
4 25 15 2 123 2.67 Often 2
for free and
open
expression
of ideas?
GWM 2.65 Often
Legend: 3.25 – 4.00 (Always), 2.50 – 3.24 (Often), 1.75 – 2.49 (Rarely), 1.00 – 1.74 (Never).
Based on the table above it shows that students can rarely focus on the lesson when
the room or surrounding is noisy having the lowest weighted mean of 1.96. Also, the
learning of the student relies on the conduciveness of the environment, having the highest
weighted mean of 3.37. The general weighted mean is 2.65 interpreted as Often. Other
factors relating in the environment such as noise, ventilation and lighting can affect the
student’s learning.
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According to Thompson (2003), the ability to pay attention is most important when
students are engaged in tasks that demand higher mental processes, such as learning new
concepts or when teachers are verbally presenting new or complex information.
Table 2.2 Factors that affects the Retention Rate (Teacher)

Frequency
Question No. Always Often Rarely Never TWF WM Interpretation Rank
(4) (3) (2) (1)
1. I can
remember the
lesson when
12 21 11 2 135 2.93 Often 2
my teacher
uses different
strategies.
2. I feel bored
when my
15 12 15 4 130 2.83 Often 3
teacher only
read the lesson.
3. I understand
the lesson
when my
teacher uses 8 22 12 4 126 2.74 Often 4
oral recitation
as the only
strategies.
4. My teacher
encourages
equal
12 26 7 1 141 3.07 Often 1
participation of
all students in
our class.
GWM 2.89 Often
Based on the data in Table 2.2, they understand the lesson when the teacher uses oral
recitation as the only strategies, having the lowest weighted mean of 2.74. Also, if the teacher
encourages equal participation of all students in the class, the students learn more, having the
highest weighted mean of 3.07. The general weighted mean is 2.89interpreted as Often.
Another factor affecting the retention rate of the students is the teachers which serve
a crucial role in the learning process of their students. According to Koeze (2007), it is
S.Y. 2018-2019
evidently showed that differentiated instruction had a positive effect on student’s
performance. Based on study, it had an increase in performance and has impact on student
achievement, and it is greatly suggested that teacher using differentiated instruction should
first administer a learning style inventory to their students before implementing
differentiated instruction because this learning style inventory will provide the teacher with
the necessary information on how to differentiate lessons according to the choice and
interest of the students.
Table 2.3 Factors that affects the Retention Rate (Friends)
Frequency
(4) (3) (2) (1)
1. I chat with my
friends during class 3 14 15 14 98 2.13 Rarely 4
discussion.
2.I remember the
lesson when my
21 20 4 1 153 3.33 Always 1
friends influence me
to study.
3. My friends help
me in our seat-work, 14 15 13 4 131 2.85 Often 3
assignment, etc.
4. My friends are
open about
12 23 9 2 137 2.98 Often 2
contradicting
knowledge.
GWM 2.82 Often
Based on the data, it is rarely happening that students chat with their friends during
discussion with the lowest weighted mean of 2.13. Students don’t usually do this to prevent
distractions from learning. The data also showed with the highest weighted mean of 3.33
shows that students highly encourage their friends to study. The general weighted mean is
2.82 interpreted as Often.

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Table 2.4. Factors that affects the Retention Rate (Lesson)
Frequency
(4) (3) (2) (1)
1. I remember my
past lessons that
6 21 18 1 124 2.70 Often 3
were complicated
to learn.
2. I remember my
past lessons that 29 14 2 1 163 3.54 Always 1
were easy to learn.
3. I’m interested
17 18 10 1 143 3.11 Often 2
in lesson.
GWM 3.12 Often
Based on the data in Table 2.4, they often remember their past lessons that were
complicated to learn, having the lowest weighted mean of 2.70. Also, students always
remember their past lessons that were easy to learn, having the highest weighted mean of
3.54. The general weighted mean is 3.12 interpreted as Often.
According to Clewell (2012), activating prior knowledge is something that we do
naturally as adult readers, as mature readers. We always relate what we're reading to
something we know. As a matter of fact, when we read we really must think about those
connections. Sometimes students don’t access their background knowledge because they
never think that it's important or if they don’t have the background knowledge the teacher
doesn’t have an opportunity to really build that background knowledge

S.Y. 2018-2019
Table 2.5 Summary of the data of the factors affecting Retention Rate.
Factors Gen.WM Interpretation Rank
1.Environment 2.65 Often 4

2. Teacher 2.89 Often 2
3. Friends 2.82 Often 3
4.Lesson 3.12 Often 1
Average 2.87 Often
Based on the study, the factor affecting the retention rate with the lowest general
weighted mean is Environment (2.65). While the factor affecting the retention rate with
highest general weighted mean is Lesson (3.12). In conclusion, it is often that is the most
common response of the participating students in the study, as revealed in the over-all mean
of 2.87.
S.Y. 2018-2019
CHAPTER 5
SUMMARY OF FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS
This chapter presents the summary of findings, conclusions and recommendations
of this study. The study focuses on the factors affecting the retention rate of Grade 8
students at North Marie Montessori Academy S.Y 2017-2018.
Instrument used to gather information needed on this study were the checklist type
of questionnaire and likert scale. These questionnaires were given to 46 respondents of
North Marie Montessori Academy to be able to gather information that would support the
obtained facts about the topic. The gathered data from the respondents were analyzed and
interpreted statistically based on the respondent’s answers.
Summary of Findings
The following are the summarized findings gathered from the presented, analyzed
and interpreted result in Chapter IV in this study.
1. What is the retention rate of grade 8 students?
The study compared five subjects (Filipino, AralingPanlipunan, English, Science, and
Mathematics) in terms of the student’s retention rate. As seen on the results, the students of
Grade 8 have a highest grade on English subject among the other that has a percentage of
74.4% and interpreted as Good. This means that Grade 8 students have the highest
S.Y. 2018-2019
retention rate on English subject which may be due to be one of the first subjects that they
learned before going to school. The lowest retention rate on Science subject among others
which may be due to its difficulty.
2. What are the Factors that affect the retention rate of the grade 8 student?
i. Environment
Based on the table above it shows that students can rarely focus on the lesson when
the room or surrounding is noisy having a weighted mean of 1.96. Also, the learning of the
student relies on the conduciveness of the environment, having a weighted mean of 3.37.
Other factors relating in the environment such as noise, ventilation and lighting can affect
the student’s learning.
ii. Teachers
Based on the data in Table 2.2, when the teachers use different strategies the
students often actually learn the lesson, having a weighted mean of 2.93. Also, if the teacher
encourages equal participation of all students in the class, the students learn more, having a
weighted mean of 3.07.
iii. Friends
Based on the data, students do not usually talk to their friends during discussions to
prevent distractions from learning. The data also showed that students highly encourage
their friends to study. Additionally, students always help their friends with their seatwork,
S.Y. 2018-2019
assignment, etc. Furthermore, friends are often open about contradicting knowledge. This
exhibits a positive relationship between encouraging friends and studying.
iv. Lessons
Based on the data in Table 2.4, students remember their past lessons more that were
easy to learn than they remember their past lessons that were complicated to learn.
Conclusions
Based on the summary of the gathered data that was presented, the researchers have
come up with the following conclusions:
1. The determined factors that can affect the retention rate and learning capabilities of
students, including environment, teachers, friends and lessons.
2. Factors of the learning environment such as conduciveness, ventilation, and lighting
exhibited a direct relationship to the learning and retention rate of the student.
3. Teachers acts as the facilitator for education, they serve a key role in the learning
process of their students. The results showed that when the teacher encourages equal
participation of all students in the class, the students learn more.
4. There is a positive association between encouraging friends and studying.
5. The difficulty of the subject shows how well the student remembers their lessons.
6. Based on the result of the study there are factors affecting the retention rate of grade
8 students at North Marie Montessori Academy Inc. School Year 2017-2018.

S.Y. 2018-2019
In conclusion, it can be seen that in general, it is often that is the most common
response of the participating students in the study, as revealed in the over-all mean of 2.87.
Recommendations
Based on the findings of the study, the following are recommendations to determine
the factors affecting the retention rate of Grade 8 students at North Marie Montessori
Academy Inc.:
1. Information seminar is to be developed so that the students may know essential
information regarding factors affecting their retention rate such as the learning
environment, teachers, etc.
2. Students having low prior knowledge have encountered problems with their
grades. They must be oriented to adjust their learning habits in order to increase
their retention rate. They must acknowledge their deficiency in learning by
studying in advance.
3. To conduct more thorough analysis to determine other factors that may affect
the retention rate of Grade 8 students.
4. Administering the study for all students in North Marie Montessori Academy
Inc.
5. To conduct an aptitude exam to determine the areas where the students
excel and use it as a guide in knowing which subjects to focus more on.
S.Y. 2018-2019
PRACTICAL RESEARCH II xii
BIBLIOGRAPHY
A. BOOKS
Macleod and Golby. 2006. Theories of learning and pedagogy: issues for teacher
development
Michael K. Seery. 2009. The Effect of Prior Knowledge in Undergraduate Performance

in Chemistry: A Correlation Prediction Study
B. ELECTRONIC REFERENCES
Prior Knowledge: Definition & Theory. Undated. Retrieved 1-13-18

https://study.com/academy/lesson/prior-knowledge-definition-theory-quiz.html
Activating Prior knowledge. 2012. . Retrieved 1-13-18

https://strategiesforspecialinterventions.weebly.com/activating-prior-knowledge.html
Background knowledge vs. Prior knowledge April 27, 2010. . Retrieved 1-13-18
https://mrbossblogs.wordpress.com/2010/04/27/background-knowledge-vs-prior-
knowledge/
The Importance of Background Knowledge. Undated. . Retrieved 1-15-18

http://www.ascd.org/publications/books/104017/chapters/The-Importance-of-
Background-Knowledge.aspx
Prior Knowledge and Its Relevance to Student Achievement in Introduction to

Psychology. April 1, 2003. . Retrieved 1-19-18
http://journals.sagepub.com/doi/abs/10.1207/S15328023
TOP3002_02?journalCode=topa&
S.Y. 2018-2019
PRACTICAL RESEARCH II xiii
APPENDICES
S.Y. 2018-2019
PRACTICAL RESEARCH II xiv
Appendix A
Letter of Permission
February 27, 2018

Mrs. Asuncion A. Malveda
School Principal
North Marie Montessori Academy
Siranglupa, Calamba City
Madam:
We, the grade 10 students of North Marie Montessori Academy Inc. are conducting
a study entitled Factors Affecting the Retention Rate of Grade 8 Students at North
Marie Montessori Academy Inc. S.Y. 2017-2018 as a partial requirement for the moving
up.
In line with this, may we request your permission to conduct a survey among the
grade 8 students. Rest assured that the gathered data will be used only for our study.
Your approval regarding this matter is highly appreciated.
Respectfully Yours,
ALVAREZ, BEA CLARISSE C.
ALVAREZ, BRYAN MICKO C.
ALVAREZ, MARK ANGELO C.
Noted:
MARY JANE V. CABUTAJE RICHARD A. RAMOS

Thesis Adviser Thesis Facilitator
Approved:
ASUNCION A. MALVEDA GENEROSA B. MENDOZA .Ed.D.

Principal Directress
S.Y. 2018-2019
PRACTICAL RESEARCH II xv
Appendix B
NORTH MARIE MONTESSORI ACADEMY
SirangLupa, Calamba City
Good day! We are Mark Angelo Alvarez, Bea Alvarez and Micko Alvarez of Grade 10-
Amethyst from North Marie Montessori Academy Inc. This questionnaire is part of our
thesis entitled “Factors Affecting the Retention Rate of the Students in their Academics of
Grade 8 students at North Marie Montessori Academy Inc. S.Y. 2017-2018”.Any
information obtained in connection with this study that can be identified with you will
remain confidential.
Respondent’s Information
Name: _______________________________
QUESTIONS ALWAYS OFTEN RARELY NEVER
1. The room conducive for learning?
2. I can remember the lesson when my teacher
uses different strategies.
3. I chat with my friends during class discussion.
4. I remember my past lessons that were
complicated to learn.
5. Can you focus on the lesson when the room
or surrounding is noisy?
6. I feel bored when my teacher only read the
lesson.
7. I remember the lesson when my friends
influence me to study.
8. I remember my past lesson that were easy to
learn.
9. The classroom is well-ventilated and lighted.
10. I understand the lesson when my teacher
uses oral recitation as the only strategies
11. My friends help me in our seat work,
assignment, etc.
12. I’m interested in the lesson.
13. Does the class provide an environment for
free and open expression of ideas?
14. My teacher encourages equal participation of
all students in our class.
15. My friends are open about contradicting
knowledge.
S.Y. 2018-2019
PRACTICAL RESEARCH II xvi
Encirlce the letter of the correct answer

Filipino
1. Ito ay isangakdangpampanitikannakaraniwangnasusulatnang may sukat at tugma
a. Salawikain b. sawikain c.kasabihan d. karunungan
2. Ito ay tumutukoy at naglalarawan ng kilos ,ugali at gawi ng isangtao.
a. salawikain b.sawikain c. kasabihan d. karunungang-bayan
3. Angtawagsa pang-abay ng nagsasaad ng lugar o pooknapinangyarihan ng kilos.
a. pamanahon b.pamaraan c. panlunan d. panlugar
4. Gumagamitito ng mgasalitangtulad ng di totoo o di gaano.
a. pahambingnamagkatulad c. pahambingna di magkatulad
b. palamangd.pasahol
5. Ito ay isanguri ng panitikangmaaaringnaglalahad ng mgapangyayaringmakatotohanan o likha ng

guni-guni.
a. lathain b.alamat c. kwentongbayan d. karunungangbayan
AralingPanlipunan
1. Ito ay nangangahulugang “handy man”?
a. Homo Erectus b. Homo Sapiens c. Homo Habilis. d. Australopitheas
2. Angpagkakawatak-watak ng kontinentenanaganapnoong 135 taonnanakalipas.
a. Permian b. Triassic c. Jurassic d. Cretaceous
3. Syaangmetralohiyang Aleman nakauna-unahangnagmungkahi ng teoryang continental drift.
a. Alfred Wegener b. Harry Hess c. Duane Gish d. Charles Darwin
4. Angpagkakawatak-watak ng kontinente na200 milyongtaonnanakalipas.
a. Permian b. Triassic c. Jurassic d. Cretaceous
5. Kailannilathalani Charles Darwin ang “Descent Man”?

S.Y. 2018-2019
PRACTICAL RESEARCH II xvii
a. 1871 b. 1881 c. 1981 d. 1971
English
1. Tell senses impression- what you see,hear or feel?
a. Expositon b. Description c. Narration d. Argumentation
2. The part of the passage where the word is used and which help to explain that word.
a. Context b. Aside c. Drama d. Play
3. Speech made by an actor/actress to himself/herself especially when alone on the stage.
a. Soliloquy b. Drama c. Dramatic convention of time d. Aside
4. Gives an opinion or belief supported by the evidence.
a. Narration b. Exposition c. Description d. Argumentation
5. Tell a series of events usually in chronological order.
a. Description b. Exposition c. Argumentation d. Narration
Science
1. At what temperature does water freeze on the kelvin scale ?
a. 263 K b. 273 K c. 253 K d. 283 K
2. The phase change that take place when a become a liquid is ?
a. Boiling b. Condensation c. Evaporation d. Freezing
3. It is any gas that can be condensed into liquid form.
a. Vapor b. Vaporization c. Evaporation d. Condensation
4. It is the SI unit of heat at it is measure of energy transfer.
a. Kilocalorie b. Joule c. Calorie d. Celsius
5. it is a metric temperature scaleaften used by the scientist
a. Fahrenheit b. Celsius c. Kelvin d. Thermometer
Mathematics
1. Is an algebraic expression where the exponents of the variables are all non-negative integers?
S.Y. 2018-2019
PRACTICAL RESEARCH II xviii
a. Real numbers b. Polynomials c. Whole number d. Binomial
2. Is a polynomial that consists of two terms?
a. Binomial b. Trinomial c. Polynomial d. Whole number
3. A Polynomial consist of three terms ?
a. Binomial b. Trinomial c. Polynomial d. Whole number
4.Factoring greatest common factor state that axᵐ+xᵐ=xm (ax+1) where a,m are element of ?
a. Whole number b. Real number c. Polynomial d. Binomial
5. The square of binomial state that (x+y)²=___
a.x²+2x²+y² b. x²-2xy+y² c.X²+2xy+y² d. 2xy+2xy²
-------------------------------------------------End Here--------------------------------------------
The Researchers,
Bea Clarisse Alvarez
Bryan Micko Alvarez
Mark Angelo Alvarez

S.Y. 2018-2019
PRACTICAL RESEARCH II xix
Appendix C
CURRICULUM VITAE
S.Y. 2018-2019

Mary Belle Montessori Inc.-Annex Canlubang, Calamba City S.Y. 2018-2019 Practical Research Ii Approval Sheet

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MARY BELLE MONTESSORI INC.

MARY JANE V. CABUTAJE

ORAL DEFENSE EXAMINING COMMITTEE

Date Defended and Approved: March 15, 2017

Accepted and Approved In Partial Fulfillment for Moving up

GENEROSA B. MENDOZA Ed. D. ASUNCION A. MALVEDA

Factors Affecting the Retention Rate of Grade 8 Students

Thesis Presented to the Faculty of

In Partial Fulfillment for Moving up

Ms. Mary Jane V.Cabutaje

TITLE : FACTORS AFFECTING THE

possibly gather the essential information and to utilize certain data.

habits in order to increase their retention rate

To Mr. Richard A. Ramos, for his patience, motivation, enthusiasm, and

School Administrators for letting the researchers to conduct their study.

Bea Clarisse Alvarez

Bryan Micko Alvarez

Mark Angelo Alvarez

Chapter 1: THE PROBLEM AND ITS BACKGROUND Page

Statement of the Problem 4

Scope and Limitation 4

Significance of the Study 5

Chapter 2: REVIEW OF RELATED LITERATURE AND STUDY Page

Chapter 3: RESEARCH METHADOLOGY Page

Participants of the Study 13

Data Gathering Procedure 13

Chapter 4: PRESENTATION, ANALYSIS Page

AND INTERPRETATION OF DATA

Retention Rate of Grade 8 students 17

Factors that Affect the Retention Rate of Grade 8 students 18

Chapter 5: SUMMARY, CONCLUSION AND RECOMMENDATION Page

Appendix A Letter of Request xiv

Appendix C Curriculum Vitae Xix

Tables Description Page

1 The Retention Rate of Grade 8 students 17

2.1 Factors that Affect the Retention Rate (Environment) 18

2.2 Factors that Affect the Retention Rate (Teacher) 19

2.3 Factors that Affect the Retention Rate (Friends) 20

2.4 Factors that Affect the Retention Rate (Lesson) 21

2.5 Summary of the data 22

Figure Description Page

PROBLEM AND ITS SETTING

students’ learning. Retention is the continued process, use, or control of something

(Dictionary.com), it also defined as the ability to keep something.

Prior knowledge is defined as a multi-dimensional and hierarchical entity that is

knowledge acquisition and the capacity to apply higher-order cognitive problem-solving

skills. An essential factor in developing an integrated knowledge framework is to create a

the basis of prior knowledge. Inadequate or fragmented prior knowledge is an important

issue to consider because if there is a mismatch between the instructors' expectations of

chance to gained prior knowledge on the lessons.

knowledge always lag behind the rest.

learned. Nevertheless, some perspectives are available from psychology, sociology,

The theoretical perspective is based on critical socio-cultural theories of learning and

German philosopher, founded pedagogy as an academic discipline. It is important for

learning. In some cases, inaccuracies can be corrected simple by exposing students to

Statement of the Problem

students at North Marie Montessori Academy S.Y. 2017-2018.

1. What is the retention rate of grade 8 students?

Montessori Academy Inc. S.Y. 2017-2018

Scope and Limitation of the Study

Significance of the Study

students at North Marie Montessori Academy will be beneficial to the following.

guide to adjust their teaching strategies to the students.