CHAPTER I

INTRODUCTION

Background of the study

Poor retention is the problem in Grade II Pupils of Buayan Elementary School.

According to M.T.V. Nagaraju (2004) that study habit serves as the vehicle of learning

and poor study habits create anxiety in the pupils. He also explained that if the pupils

have a good study habit it makes them to have a good performance and good retention.

Statement of the Problem

This study determined the poor retention of the Grade II pupils at Buayan

Elementary School.

Specifically, the study sought to answer the following questions:

1. What factors affects the poor retention of the Grade II Pupils of Buayan

Elementary School?

2. What factors might be useful for improving the poor retention of the Grade II

Pupils of Buayan Elementary School?

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Significance of the Study

The result of this research will benefit the school, teachers, pupils and to the

researchers as well. For in this study, the school will know the reason why their pupils

had a poor retention so that they can make a possible action towards this concern. In

this way, the school will certainly be given an idea on how do they were going to face

the fact that their pupils were experiencing a decreasing academic performances at

school which was the most concerned problem raised by the teachers, and the findings

will provide them some basis in planning more effective educational guidance that

geared towards the formation of the pupils character as a person.

Definition of Terms

In order to have a clear understanding of the study the following terms were

used.

Buayan Elementary School this term refers to an elementary grade school in Mlang

South District located in Barangay Buayan, Mlang, Cotabato.

Factors it’s something that contributes or has an influence on the outcome of

something.

Pupils a person of either male or female of grade II Pupils of Buayan Elementary

School. Also a person of either sex of any age under the case of a teacher; a

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 person especially a young person who is being taught under the supervision of a

teacher or tutor as in school (Webster Dictionary 1995 p.1, 689)

Retention The ability to recall or recognize what has been learned or experienced;

memory. The capacity to remember.

Study habit refers to the pupils way of carrying out the task of studying by using varied

techniques in studying in order to keep him afloat and it includes wise use

of his/her time in studying.

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 CHAPTER II

REVIEW OF LITERATED LITERATURE

Learning affects all aspects of our existence, every day. The process of learning

new things or refreshing existing knowledge keeps our minds up to date and also

improves the quality of our life. So, it is very important to retain what we have learned as

it helps us to be effective in yielding desired outcomes. Generally, most of us have the

tendency to forget most of the things. (https://blog.commlabindia.com/elearning-

design/tips-to-overcome-poor-retention-of-learning).

A child's working memory is the ability to retain information in his head and

manipulate it. If he is underachieving in school because he has an inability to follow the

teacher's directions and remember instruction received in the classroom, he may be

suffering from poor retention, or a weak working memory. Your child's working memory

can be improved when you and his teacher implement strategies at home and in the

classroom. There is a variety of possible reasons for poor retention in your child. The

lack of a healthy diet and poor concentration skills contribute to a weak memory. More

serious underlying reasons include depression or anxiety in your child, side effects from

certain medications, seizures or brain tumors. If your child is fatigued or suffers from a

physical disability, he may also struggle with a weak working memory. ( Jiva Education:

Weak Memory). At present, poor working memory is rarely identified by teachers, who

often describe children with this problem as inattentive or as having lower levels of

intelligence. Intervention in working memory could lead to a reduction in the number of

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those failing classes and help address the problem of under-achievement in schools.

(https://www.opencolleges.edu.au/informed/features/how-to-improve-working-memory/)

Existing educational activities can be converted into retrieval-based learning

activities. For instance, answering questions and taking quizzes are effective ways to

practice retrieval. In some circumstances, students might answer questions on quizzes

or practice worksheets by looking up answers in their notes or books, rather than by

attempting to retrieve the answers. One study directly compared this type of open-book

questioning to closed-book conditions in which students were required to retrieve the

answers to questions rather than looking them up (Agarwal, Karpicke, Kang, Roediger &

McDermott, 2008). Answering questions in open-book conditions led to more forgetting

over one week than did attempting to retrieve the answers, closed-book and then

studying the answers. In other words, closed-book quizzes, which required retrieval

practice, were more effective than open-book quizzes, which did not require learners to

engage in retrieval.

As described by Mayo et.al (2005), a meaningful knowledge base is developed

through having many varied experiences with materials, places, and people.

Vocabulary building occurs through talking about those experiences. Oral language is

developed through participating in back and forth communication, individual

conversations, and group discussions. Looking at books and having books read aloud

to them also promote children's oral language skills. Phonological awareness is

developed through noticing sounds, playing with the sounds of words, and noticing what

sound a word begins with. Print awareness is developed as children notice the

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usefulness of print. This occurs as they experiment with making notes and scribbling

and as they find a word in a line of print. Alphabet knowledge is developed as children

recognize and name letters and name the letter that represents a certain sound.

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 CHAPTER III

RESEARCH AND METHODOLOGY

This study made used of the descriptive research design. This study describes

the profile, the psychological and social aspects of factors affecting the poor retention of

Grade II pupils. Descriptive statistics was used to explore the data collected regarding

the personal profile of respondents.

RESPONDENTS

The respondents of this study were the 30 pupils of grade II of Buayan

Elementary School for the School Year 2017-2018.

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 CHAPTER IV

PRESENTATION OF ANALYSIS AND PRESENTATION OF DATA

This chapter presents the poor retention of Grade II Pupils towards their studies

as perceived by the teacher.

DATA GATHERING AND PROCEDURE

Table 1

Factors Affecting Poor Male Female Total

Retention
13 17 30

1. Lack of Motivation 4 5 9

2. Lack of desire to Learn 5 5 10

3. Inability to comprehend 3 5 8

content

4. Financial concerns 1 2 3

This table shows that Poor Retention is the problem of Grade II Pupils of Buayan

Elementary School.

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 Factors Might be useful for improving retention rates in Grade II Pupils

Table 2

Factors for Improving Retention # of Respondents (30) Percentage (%)

Rates

1. Embrace Technology 5 17

2. Promote Peer to Peer 7 23

coaching

3. Emphasize Homework 7 23

4. Tutoring 7 23

5. Lecture Based 4 14

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 CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Specifically the study sought to find the answers to the following questions.

1. What factors affects the poor retention of the Grade II Pupils of Buayan

Elementary School?

2. What factors might be useful for improving poor retention of the Grade II Pupils of

Buayan Elementary School?

CONCLUSION

Based on the findings the following conclusion is made. Lack of desire to learn is

the cause of poor retention of the pupils. According to the survey, using tutorial,

promote peer to peer coaching and emphasize homework in the classroom might be

useful to improved the poor retention of the Grade II Pupils.

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RECOMMENDATION

Based on the findings of this study, the following recommendations are given:

To the parents, whose still need for improvement on how involve they are on their

children’s’ school matters, it may be helpful to continue monitoring their children’s’

academic performance considering right time management to support the students

study techniques. To the teachers to continue motivating students in their studies to

make them appreciate the value of good study habit, peer acceptance, and guidance

towards academic performance. It may be helpful to schedule remedial classes to

assess low performing students and will encourage self-awareness in order to help the

students improved their academic performance considering their time management and

study techniques.

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