Good Shepherd Cathedral School

Omega Avenue corner Rado Street, Fairview Park, Quezon City

A PAASCU - Accredited School

THE RELATIONSHIP BETWEEN THE WORKING MEMORY CAPACITY OF

GRADE 11 STUDENTS OF GOOD SHEPHERD CATHEDRAL SCHOOL

AND THEIR ACADEMIC ACHIEVEMENT: BASIS FOR MEMORY

ENHANCEMENT ACTIVITIES IN THE CLASSROOM DURING SUBJECT PERIODS

___________________________________________

A Thesis Proposal Presented to the

Faculty of Senior High School Department
Good Shepherd Cathedral School
Fairview, Quezon City
___________________________________________

In Partial Fulfillment
of the Requirements for the Courses
Inquiries, Investigations and Immersion &
Capstone Project

By

NORMAN RENZ T. CORPUZ

PATRICIA MAE F. DOMINADO
MARLEE NICOLE A. GENTILES
JAMIE D. LEGARDA
ACE LUIS B. WEI
Grade 12 – Fidelity (STEM Strand)

January 2020

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 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

Simultaneously following directions, mentally solving an amount spent at the

market, as well as remembering to measure and combine the correct ingredients when

the recipe is no longer in sight are only few of the practical situations wherein one’s

working memory is put to test. Due to the demands of everyday tasks and routines, our

memory capacity tends to deplete which often lead to the loss of information. Hence,

working memory, the capacity of the brain to store and manipulate information for very

brief periods of time, is critical in many real-world activities. (Alloway, Gathercole,

Kirkwood & Elliot, 2008).

Accordingly, students in school are equipped with knowledge and skills that

would enable them to function in the real-world. In 2013, the Philippines anchored its

curriculum to Republic Act (RA) 10533, also known as the K-12 program to nurture

students holistically. There are seven learning areas under the core curriculum namely,

Languages, Literature, Communication, Mathematics, Philosophy, Natural Sciences,

and Social Sciences, all in which students acquire in-depth knowledge, skills, values,

and attitudes through continuity and consistency across all levels and subjects (The K

To 12 Basic Education Program: Govph, 2013). However, based on an article published

by Business World last March 2019, a hearing was conducted by the Department of

Education (DepEd) to evaluate implementation of the said curriculum, wherein Senator

Sherwin T. Gatchalian, Vice Chairman of the Senate Committee on Education, Arts and

Culture, said NAT scores were low during the school year 2016-2017 with Grade 6

students recording a 40% average while Grade 10 students were graded at 44.1%. The

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performance was slightly lower than the 41.5% and 44.7% averages, respectively, in the

2015-2016 school year. The Department of Education (DepEd) data cited by Sen.

Gatchalian also indicated a decline in the overall NAT average for Grade 6 and Grade

10 students since 2013-2014. Thus, varying factors are reviewed as determiners of poor

academic achievement and/or performance.

Academic achievement (i.e., GPA or grades) is one tool to measure students’

academic performance. Based on the Center for Research and Development Academic

Achievement (CRIRES) (2005) report, academic achievement is a construct to measure

students’ achievement, knowledge and skills. To measure academic achievement,

educators use different types of assessment. Assessment is a continuous process that

brings some valuable information about the learning process (Linn and Gronlund, 1995).

Whether a student takes a summative test, aptitude test, or any form of tests, majority of

these items rely on cognitive understanding that would eventually lead to an efficient

skills-based application. According to McGilly K. (1996), students are not learning to their

full potential due to the fact that more often, they use rote memory procedure in the

classroom. With the increased competition in the work force and jobs becoming more

demanding, students need to be more prepared for higher learning with skills that evolve

from cognitive theory. Thus, different cognitive functions play a role in these cognitive

processes: perception, attention, memory, and reasoning. Each of these cognitive

functions work together to integrate new knowledge and create an interpretation of the

world around us.

The researchers claim that because working memory affects individual outcomes

on cognitive tasks, it follows that working memory capacity will also significantly

influence a child's performance in school. Students with a healthy working memory can

concentrate on tests as well as retain information and prioritize the steps needed to

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solve problems (Gathercole & Alloway, 2009). Children with low working memory

capacity on the other hand, often exhibit low abilities in reading and numeracy,

frequently fail to complete instructions, and often fail to complete learning activities. In

addition, many students with poor working memory go undiagnosed and are instead

labeled by teachers as being inattentive, unmotivated and having lower intelligence

levels (Durham University, 2008). As a result, classroom practices are not adjusted to

address working memory problems and students are not presented with opportunities to

improve their working memory capacity.

Working memory is important because it provides a mental workspace in which

we can hold information while mentally engaged in other relevant activities. The capacity

to do this is crucial to many learning activities in the classroom. Students often have to

hold information in mind while engaged in an effortful activity. The information to be

remembered may, for example, be the sentence that they intend to write while trying to

spell the individual words. It could also be the list of instructions given by the teacher

while carrying out individual steps in the task. Students with small working memory

capacities will struggle in these activities, simply because they are unable to hold in mind

sufficient information to allow them to complete the task. In these situations, their

working memory is overloaded. Losing crucial information from working memory will

cause them to forget many things (Gathercole, S. Alloway T., 2007). Since, students with

poor working memory fail in many different activities on many occasions due to working

memory overload, they are likely to struggle to achieve normal rates of learning and so

will typically make poor general academic progress.

Moreover, students with poor working memory share several common behavioral

characteristics. According to Stephan B. Hamann, Timothy D. Ely, Scott T. Grafton &

Clinton D. Klits (1999), the pleasant or aversive events in our life are we usually

4
remember other than neutral events that we experience. The method that they used to

measure amygdala activity is the Positron Emission Tomography. It is showed that the

bilateral amygdala activity during the memory encoding is correlated to the method that

is measured in our memory for both pleasant and aversive visual that stimuli the relative

to the neutral stimuli is the Enhanced Episodic Recognition and the relationship of the

specific emotion stimuli. Besides, the data suggest that the amygdala enhances episodic

memory in part throughout the modulation hippocampal activity. It seems that the human

amygdala is modulates the strength of the conscious memory for the events according to

the emotional importance regardless of whether in the emotion is pleasant or aversive.

According to Heater Zrebiec Uberti, Thomas E. Scruggs and Margo A.

Mastropieri (2012), the research facility ponders analyzing moderate physiological or

enthusiastic excitement initiated subsequent to learning showed that it improves memory

combination. However, no examinations have yet inspected this impact in an applied

setting. In that capacity, excitement was initiated after a school talk and its specific

impacts were analyzed on a later test execution. Members were separated into two

gatherings who either viewed an impartial video cut (n = 66) or a stimulating video cut (n

= 70) after talking in a brain research course. The last assessment happened two weeks

after the trial control. Just as the last execution on the gathering happened, the most

important test, things that secured material from the controlled talk, were essentially

extraordinary between gatherings. Different measurements, for example, the midterm

assessment and the absolute last assessment score, did not vary between gatherings.

The outcomes show that post-address excitement specifically expanded the later

recovery of talk material, regardless of the accessibility of the material for study when

the control. The outcomes fortify the job of post-learning excitement on memory union

procedures, extending the writing to incorporate a true learning setting.

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 Stern S.A. & Alberini C.M. (2013) mentioned that memories lead us on how we

behave by causing us to remember the previous activities done. In identifying and

comprehending memory enhancers can amplify and strengthen the tools in treating

disorders in the cognitive role. They also stated that different stages of knowledge and

memory capacity should be given attention to be further improved, as well as the various

kinds of memories.

Gregory Mitchell (2019), drills, in the present time, has lost its value. He stated

that drills and repetitive structured practical exercises are essential to learn a certain skill

to not only develop the individual's capability to retain it, but also enhance how they do it

and produce a positive outcome after doing the patterned activity.

Mitchell indicated the importance of practicing or accomplishing drills of an

individual. Learning is essential to retrain the skill or knowledge. By continually practicing

the said skill, it will be overlearned by the individual wherein it would be involuntary for

them to complete the tasks. It would be unlikely for them to be disrupted while

performing the competence under stressful conditions events. When the skill is

continued being rehearsed until comprehended, then the old skill will be replaced by the

current existing one. The ability will be achieved without any hindrance.

Also, by performing repetitive exercises, individuals will be able to release their

inhibition while having their behavior change the slightest and lessen mental blocks. The

new behavior that will result to more developed skill will be learned and will replace the

old actions. Lastly, when the brain becomes disoriented due to trauma or a disability, the

individual will regain their ability by developing the other parts and components of the

brain to take responsibility over that task. In order for this to happen, it requires suitable

and proper exercises and drills to teach the brain how to function over that position.

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 The problem is that in the adoption of the new K to 12 curriculum, the Philippines

participated in the Programme for International Student Assessment or PISA, a triennial

survey of 15-year-old students around the world in three subjects: reading, mathematics

and science. Subsequently, sample group of students from the Philippines scored lowest

in reading, and second lowest in both mathematics and science than those in most of

the countries and economies that participated in PISA 2018. Indeed, over 80% of

students in the Philippines did not reach a minimum level of proficiency in reading, which

is one of the largest shares of low performers amongst all PISA-participating countries

and economies. Also, one of the lowest proportions amongst PISA-participating

countries and economies was held by the Philippines with 31% in growth mindset. It is

believed that students who do not hold a growth mindset are unlikely to make the

investments in themselves that are necessary to succeed in school and in life.

In summation, the point goal of this study is to know the relationship between

skills and working memory capacity of the senior high school students and their

academic achievement. The respondents of this study will be the senior high school of

the Good Shepherd Cathedral School within S.Y. 2019-2020. The major concern of this

study focuses on the low academic performance of students. The study will be

administered in Good Shepherd Cathedral School located at Fairview, Quezon City. The

data will be accumulated by collecting the grades of Grade 11 Senior High School

students of GSCS and the data of working memory capacity that will be assessed by a

Standardized Memory Scale for Clinical Use. As the data is collected, it will be

interpreted and will act as a basis for the memory enhancement activities that will target

on improving the students’ academic achievement.

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Theoretical Framework

This study uses three theoretical models as foundation which guided the

researchers into developing their claims upon the completion of the research. The three

frameworks are the Multi-Store Model of Atkinson and Shiffrin (1968), The Working

Memory Model by Baddeley and Hitch (1974) and the Social Cognitive Theory

formulated by Albert Bandura (1987).

Multi-Store Model

Atkinson and Shiffrin (1968) proposed that the memory is comprised of three

parts: the sensory register, short-term memory, and long-term memory. They described

the model as a linear order wherein the information travels to the sensory memory that

captures the attention of the individual that soon enters the short-term memory, where

they start to retain a certain topic discussed. The attained knowledge from the short-term

memory is transferred to the long-term memory, only if the data is practiced repeatedly.

If the rehearsal is neglected, then the information will be forgotten and be removed to the

short-term memory by process of decay or displacement.

This study will be using the multi-store model as its general basis. This model

can assist our investigation on what part of the memory, whether if it's sensory register,

short-term memory (STM), or long-term memory (LTM), affects the student's academic

learning; Determining how learner's thought classification can improve their focus and

attention to their academic enhancement. Atkinson's and Shiffrin's model mentioned that

each store is a unitary structure, which means that each has different ways of changing

and keeping memories. Information can be altered in the process of encoding it to be

stored in one’s memory. Accordingly, information can be encoded through either of the

following characteristics:

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 visual(picture)

 acoustic(sound)

 semantic(meaning)

These characteristics will serve as indicators of how student learning process occur

from a particular type of reference material. Likewise, factors affecting academic

performance can be observed based on the obtained outcomes. From these

characteristics, we will base a specific activity which the students learned and/or

remembered on a certain topic. Then using the three methods or processes that this

theory mentioned, the researchers will find out which is more commonly used in the

academic activity to enhance the students overall academic performance. In the context

of this research, if a specific activity has to be repeated constantly, the retention of the

student will determine if the student remembers or not. To prove that long term memory

has an effect on the academic performance of the student. Furthermore, the researchers

will also collect data as reference for proposed activities and strategies towards an

enhanced learning experience.

The Working Memory Model

Similarly, Baddeley and Hitch (1974), further explained that the Multi-store Model

is rather simple. They proposed the Working Memory, wherein instead of all the

information is being gathered in one store temporarily, there are different systems for

each type of data obtained. The designed model consists of three main sections. The

first is the Central Executive, the most important part of the working memory that

controls the whole system and assigns actions to the components. It is considered as

the system responsible when a cognitive process is lost. The second is Phonological

Loop which includes the articulatory control system and the phonological store. The

articulatory control system acts as an inner voice that revives and rehearses memory

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that has to do with auditory information, while phonological store holds the data and

information in speech-based form. Written words must need to be turned into an

articulatory code (spoken) before it can access the phonological store. Lastly, the Visuo-

Spatial Sketchpad handles the visual and spatial figures. This uses the eyes to stock

and manipulate different information such as remembering colors and shapes.

The working memory model is an in-depth representation of a complex process

that contains multiple systems that store our memories. In this study, the researchers will

use this theory to further classify what type of memory store system could best function

in alleviating student’s academic performance. As explained in multi-store model, we will

test if the student remembers a topic by either written words, audio, or visual memory by

using an activity in different learning materials. This will further show the limit of the

capability of the student in order to improve their academic performance. Data will be

gathered by using survey questionnaire after the activity. The evidence of this study will

prove if a student's short term memory focuses on either of the written words, audio,

visual or a combination of the three. This will also determine on what type of short-term

memory can be processed to long-term memory. With regards to our research, if a

student remembers a topic by a combination of written words and visual memory, the

short-term memory processes to long-term memory and that will prove as evidence

towards our claim of repetition or retention. Subsequently, perceived specific areas of

cognition as well as learning conditions will prompt emerging practices towards an

enhanced academic performance.

Social Cognitive Theory

Social Cognitive Theory (SCT) started as the Social Learning Theory (SLT) in the

1960s by Albert Bandura. It claims that knowledge is gained by observing a model doing

a specific behavior and understanding the outcome of it. If seen successful, the

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individual will imitate the behavior in attempt of achieving it. These experience of an

individual will factor on how they will behave and the reason behind why they partake in

a certain situation in a future event. The goal of Social Cognitive Theory (SCT) is to

explain how people regulate their behavior through control and reinforcement to achieve

goal-directed behavior that can be maintained over time. The first five constructs were

developed as part of the SLT; the construct of self-efficacy was added when the theory

evolved into SCT.

(1) Reciprocal Determinism - An individual is influenced by both personal and

social environmental factors.

(2) Behavioral Capability - The capability to exhibit the behavior with necessary

understanding and skill.

(3) Observational Learning - The observation done by the individual showed by the

people around them, if the performance of behavior is achieved, they, as well,

can accomplish the said behavior.

(4) Reinforcements - The reactions or responses by people to the behavior of the

individual that influences whether they continue doing that behavior or not.

(5) Expectations - The expected outcome due to the individual’s behavior that

influences them to perform their skill better.

(6) Self-efficacy - The individual’s confidence in successfully executing the skill or

behavior.

This theory focuses on what factors influence an individual towards the outcome

of the activity. This will observe the behavior of the students in observing a role model

and achieving their goals. Interviewing teachers and students will be the prominent

source of information for this theory. This will provide insight on how teachers and

students behave and interact towards one another to know if the teachers or students

affect their overall academic performance. The basis of this theory focuses on the social

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and environmental factors. This will prove that other factors, not only short-term or long-

term memory, affect the overall academic performance of the students. In relation to our

thesis, if a student is affected by either of the two, this will cause the student to recall or

remember what the activity was or goal that needs to be accomplished.

Conceptual Framework

Based on the theories that are mentioned in the theoretical framework, the

researchers formulate a conceptual framework (see in Figure 1) that the working

memory capacity of the student has a relation to his or her academic achievement. The

memory enhancement activities will be the tool in achieving long-term memory.

As Measured by Standardized Memory Scale As Measured by the General Weighted

for Clinical Use Average of Students for the 1st Semester

Student’s Working Memory Academic Achievement

Capacity

MEMORY ENHANCEMENT ACTIVITIES

IN THE CLASSROOM

LONG TERM MEMORY

Figure 1.

The Research Paradigm

The Relationship between Working Memory Capacity of Grade 11 Students of Good

Shepherd Cathedral School and their Academic Achievement: Basis for Memory

Enhancement Activities in the Classroom

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 As shown in figure 1, the working memory capacity of students will be measured

using Standardized Memory Scale for Clinical Use. On the other hand, the general

weighted average of the Grade 11 Senior High School students during the first semester

of School Year 2019-2020 will be obtained as basis of the academic achievement of the

respondents. Once the data are collected, the researchers will determine whether there

is a relationship between the two variables which is the working memory capacity and

the academic achievement. Researchers will distribute the Standardized Memory Scale

for Clinical Use to the Grade 11 Senior High School students. There are some factors

that can affect the working memory capacity of a student. The outcome of the test

answered by the respondents will be interpreted by the researchers to know their

working memory capacity.

The memory enhancement program that will be proposed will be based from the

results of the relationship of the working memory capacity and academic achievement of

the Grade 11 Senior High School students. This enhancement activities assets the core

subjects e.g Math, Science, Filipino and English. It will be conducted by the subject

teachers of the Grade 11 Senior High School students. With this enhancement program,

an improvement will be gradually visible in order to develop and increase the students'

working memory capacity, to have better academic performance and to acquire long

term memory.

Statement of the Problem

The purpose of this study is to determine the relationship between working

memory capacity of Grade 11 Senior High School students in Good Shepherd Cathedral

School to their academic achievement. Specifically, it seeks to find answer to the

following questions:

1. What is the working memory capacity of Grade 11 Senior High School

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 students of Good Shepherd Cathedral School?

2. Does memory capacity significantly affect the academic achievement of

Grade 11 Senior High School students of the Good Shepherd Cathedral

School?

3. What memory enhancement activities can be proposed based on the

collected data?

Hypothesis

This study covers the relationship between the Working Memory Capacity of the

Grade 11 Senior High School student on Good Shepherd Cathedral School to their

Academic Achievement. The researchers hypothesized that the working memory

capacity of Senior High School students in Good Shepherd Cathedral School has no

significant relationship to their academic achievement. This will be tested using 0.05

level of significance.

Significance of the Study

The results of the study are expected to benefit the following:

Students. This may benefit the students largely being the focus of the study. The

result of this study is expected to raise awareness of the student’s working memory

capacity and for them to adapt memory enhancement practices that are best suitable in

their learning conditions.

Teachers. The Senior High School teachers will also benefit in this study in

areas of improving teaching strategies to be employed that would cater specific needs of

their learners. Through this, they can also offer support especially to students with poor

working memory capacity.

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 Good Shepherd Cathedral School. This quantitative research can provide a

significant impact to the school in terms of weighing the facets of academic success

and/or achievement. It will specifically provide input about how students process

different types of tests as well as measure their efficacy therein.

Parents. This study is significant to the parents of the Senior High School

students as basis for parental guidance in terms of the strengths and weaknesses of

their children in school.

Future Researchers. This may serve as a reference for other researchers which

can also be a baseline of information for any future related studies in the field.

Scope and Delimitation

This study focuses on analyzing the relationship of the working memory capacity

of the Grade 11 Senior High School students of Good Shepherd Cathedral School for

School Year 2019-2020 and their academic achievement. The study will not focus on the

other factors that can affect the memory capacity of the respondents. The researchers

will measure their working memory capacity using the Standardized Memory Scale for

Clinical Use. This tool will be given to the 90 students from the Grade 11 Senior High

School department to measure their working memory capacity. On the other hand, the

academic achievement of student-respondents will be determined using their general

weighted average for the first semester of School Year 2019-2020.

The tool that will be used is limited and is not applicable to measure all the

components of academic achievements; furthermore, this will be used as a basis or a

guide to know if their working memory capacity has a significant effect on their academic

achievement but will not measure their performance academically.

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Definition of Terms

As used in this research, the following terms are hereby defined either

conceptually or operationally:

Academic Achievement. It refers to the performance outcomes that indicate

the extent to which a person has accomplished specific goals that were the focus of

activities in instructional environments, specifically in school, college, and university. In

this research, academic achievement will focus on the general weighted average of the

Grade 11 Senior High School students. This will be measured by getting their general

average during the first semester of School Year 2019 - 2020.

Memory Enhancement Activities. It is an exercise for our brain to make sure

that the information goes from short-term memory to long-term memory. In this study,

memory enhancement activities are the drills that will cater the memory capacity of the

Grade 11 Senior High School students conducted by the researchers.

Senior High School Students. They are the students under the K to 12

program that has been implemented by the Department of Education here in the

Philippines since 2012 particularly, Grades 11 and 12. The researchers describe the

Senior High School students as the Grade 11 learners from Good Shepherd Cathedral

School and will act as their subjects and target respondents to know the relationship

between their working memory capacity and their academic achievement.

Working Memory Capacity. It is the ability of the brain to hold and manipulate

information for brief periods of time. In the context of this study, working memory

capacity is the Grade 11 Senior High School students’ competence to attain knowledge

in a short period of time as measured by the Standardized Memory Scale for Clinical

Use.

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 CHAPTER II

REVIEW OF RELATED LITERATURE ANS STUDIES

This chapter presents related studies and literature both in foreign and local

sources which have significant bearing or relation to the problem under study. The

chapter highlights fundamental points, claims, methodologies, and findings on working

memory, memory capacity, academic performance/achievement, as well as memory

enhancement activities in the classroom. This review is made in support to studying the

relationship between a student’s working memory capacity and academic achievement

as basis for memory enhancement activities in the classroom.

Related Literature

Foreign

Working memory is one of the most important concepts to emerge from cognitive

psychology in the past 50 years (Esposito, M., Postle, B., 2014). What is known about

working memory has significant implications for cognitive functioning and, in particular,

for academic learning. The commonly accepted model in support to the study of working

memory was developed by Baddeley and Hitch (1974) which was later on extended by

Baddeley (2000). The model illustrates working memory constrains which consists of a

central executive that controls attention, processing and three subsystems: the

phonological loop, the visual-spatial sketchpad and the episodic buffer. According to

Dehn (2008), the central executive has several core functions. The first function,

selective attention, is the ability to focus on the relevant information while inhibiting

external forms of disruptions. Switching, the second function, is the capacity to

coordinate several cognitive activities at once. The central executive also has the ability

17
to allocate resources to other parts of working memory and the ability to temporarily

retrieve, store and manipulate information from long-term memory.

Baddeley suggests that the central executive acts more like a system which

controls attentional processes rather than as a memory store. This is unlike the

phonological loop and the visuospatial sketchpad, which are specialized storage

systems. The central executive enables the working memory system to selectively

attend to some stimuli and ignore others. On the other hand, the phonological loop is

one of the subsystems of central executive that deals with auditory information. It is

subdivided into the phonological store which holds words we hear and the articulatory

process which allows us to repeat words in a loop. The articulatory control process

which is linked to speech production acts like an inner voice rehearsing information from

the phonological store. It circulates information round and round like a tape loop. As long

as we keep repeating it, we can retain the information in working memory.

Dehn (2008) analogized the phonological loop to an audio tape recorder loop of a

certain length. He emphasized that unless the information is rehearsed or stored in long-

term memory, the phonological loop will only store verbal information for 2 seconds or

less. Whereas, the visual-spatial sketchpad is responsible for processing and

maintaining information that can be represented with visual or spatial characteristics. It

also contributes in the generation and manipulation of mental images. Similar to the

phonological loop, information is quickly forgotten unless it is rehearsed or stored in

long-term memory. Furthermore, the most recent addition to the working memory model

as proposed by Baddeley (2000) is the episodic buffer in which he argued that there’s a

need for a separate buffer capable of representing and integrating inputs from all

subcomponents of working memory and from long-term memory systems in a

multidimensional code. At some point, the representations must therefore converge and

18
be chunked together and experienced consciously as a single object or event.

Researchers believe that working memory is central to the functioning of the

mind. It correlates with many more general abilities and outcomes—things like

intelligence and scholastic attainment. Because learning depends on memory,

deficiencies in any aspect of memory can prevent children and adolescents from

acquiring the skills and knowledge necessary for success in life. As the research

accumulates, it is becoming quite evident that memory problems are frequently the

cause of learning problems. According to researchers from Durham University, who

surveyed over three thousand children, children who underachieve at school may just

have poor working memory rather than low intelligence. They found that ten percent of

school children across all age ranges suffer from poor working memory seriously

affecting their learning.

Gathercole & Alloway (2010) claim that children with poor working memory

function are at very high risk of educational underachievement. They’ve suggested that

deficits in working memory might be a cognitive phenotype for children who make slow

progress at school but who do not have general learning difficulties. They further argue

that working memory impairments are associated with a wide range of developmental

disorders of learning, including attention-deficit hyperactivity disorder (ADHD), dyslexia,

specific language impairment (SLI), as well as reading and mathematical difficulties.

In 2006, approximately 2.9 million children, or about 5.5% of the school-age

population in the United States, received special education for a specific learning

disability (U.S. Department of Education, 2006). Many educators and psychologists

acknowledge that individuals with learning disabilities are likely to have a deficiency in

one or more cognitive processes including phonological processing, auditory processing,

long-term retrieval, attention, short-term memory, and working memory.

19
 Consequently, Soderqvist and Bergman Nutley (2015), discussed two theoretical

routes through which improved working memory capacity could impact academic

outcomes; the learning route and the performance route. These two theoretical routes

are in no way exclusive from one another, but they are nonetheless significant when

designing an intervention study as their interaction and effects are otherwise likely to be

overlooked. Both mechanisms influence academic performance through improving

learning capacity and direct involvement to academic tasks. As the learning route

mechanism increases attention and capacity to digest new knowledge, the performance

route mechanism likewise increases working memory capacity on outcome measures of

already learned skills.

In an article published by Esposito, M., Postle, B., (2015), entitled The Cognitive

Neuroscience of Working Memory, they highlighted that psychological theory and

cognitive neuroscience data have converged on the idea that information is encoded into

working memory by allocating attention to internal representations, whether semantic

long-term memory (e.g., letters, digits, words), sensory, or motoric.

To support memory enhancement drills/activities, Alavi and Toozandehjani

(2017) further concluded that having a background of the learning styles of students can

enhance their learning and at the same time help students strengthen self-actualization.

Teevan, Michael and Schlesselman (2011) also emphasize that knowledge of the

learning styles can help facilitate teachers to employ suitable teaching strategies and

methods to nurture students' academic performance.

Down syndrome, and reading and

mathematical difficulti
Local

Soriano’s (2012) research cited factors that can affect the academic performance

20
of the students. One of these aspects was intelligence. Accordingly, some researchers

claimed that academic achievement was significantly connected with general

intelligences (Ackerman, Peters & Duckman, 1971; McGrow, 1966 & Robeek, 1964).

Another aspect was student motivation, Lindgren (1969) stated that the main key to

success in their school works was their motivation. Lastly, was student study habit

(Gonzales, 1976) as well as social class.

At a forum on Innovation and Entrepreneurship for a Globally Competitive

Philippines, Guillermo, L., (2011) presented the results of 2010-2011 Global

Competitiveness Report of the World Economic Forum, which showed that the

Philippines only fared better than Cambodia, among the eight Southeast Asian countries

that were surveyed in the fields of education, science and technology and innovation.

Herein, the Philippines ranked 69th in educational system, specifically 112th in science

and math.

Just recently, for the first time, since the adoption of the new K to 12 curriculum,

the Philippines participated in an international assessment of basic education. The

Programme for International Student Assessment or PISA is a triennial survey of 15-

year-old students around the world. Consequently, over 80% of students in the

Philippines did not reach a minimum level of proficiency in reading. On the same

assessment result, 31% of students hold a growth mindset, which is one of the lowest

proportions amongst PISA-participating countries and economies (OECD average:

63%).

Tumapon, T. (2016) in her article about Coping with complexity in the classroom,

asserts that being complex involves a lot of different but related parts which is not solely

due to cultural diversity but also sources of complexity in the classroom on memory and

learning styles and some ways to cope with these. She further claims that teacher’s

21
ability to create a learning environment that acknowledges distinct memory capacities

can ensure that learners thrive well academically.

On the other hand, one avenue that provided enhanced training on memory

capacity amongst Filipino is through memory sports competition organized by Philippine

Mind Sports Association, Inc. The sport was introduced to the country by Robert Racasa

whose gift of teaching and mentoring, led many of his students on to becoming

academic achievers and elite memory athletes. One of them is Mark Anthony

Castaneda, the Philippines’ very first Filipino Grand Master of Memory (GMM). He

memorized 1140 random numbers in an hour, a deck of cards in 1 min. and 10 secs,

and 13 shuffled decks of cards in an hour en route to his GMM title. The 24-year-old’s

meteoric rise in Memory Sports have seen him from being an unranked rookie

contestant to being in the Top 100 in the world with a rank of 58, all in his first ever

competition, and currently ranked 17th just after 3 years. Similarly, Philippine Memory

Team’s youngest player, Jamyla Lambunao smashed two world records at the WMC

2013 in the Random Words event by memorizing 151 words in 15 minutes; and the

Speed Numbers event, where she was able to recall 206 numbers in five minutes. She

nailed her 1st World Record in the 15 Minute Random Numbers event at the Hong Kong

Open Memory Championship 2013, where she was able to juggle 280 random digits and

perfectly recall it afterwards. Besides bringing honor to the country, the Philippine

Memory Team also aims to empower the youth and promote the importance of memory

in learning and information retention through Memory Sports. They firmly believe that no

matter how great the intellectual capability of a person is, it will always be limited by the

extent of information that can be stored and recalled in a person’s mind and that’s when

memory training comes in.

Correspondingly, The Brain Republic Inc. (2013), founded by Anne Bernadette

22
“Coach AB” Bonita has become the leading Memory Enhancement and Mind Sports

training center in the Philippines offering Seminars and Workshops in the country and

across the globe. Headed by Coach AB and her team of experienced coaches, The

Brain Republic has produced several International Memory Champions, Academic

Excellence Awardees, Board Exam Passers, and is now known as the Top Mind

Enhancement and Memory Sports training school in the Philippines. Moreover, The

Brain Republic employs non-traditional style of teaching which is open to students ages

9-70 for they agree with the notion that there is no age barrier to people who are

enthusiastic and passionate about learning.

While in the article mentioned by Rafika Zebdi, Louise Goyet, Charlotte

Pinabiaux and Bahia Guellaï (2016). Their evidences is correlated between executive

functions like working memory and mental flexibility to psychological disorder like anxiety

and depression, towards the development of a person. This article also mentions

ecological factors which is the environment that an individual is expose to can be

another factor to the mental development of an individual.

Related Studies

Foreign

Brackett, Rivers, White and Salovey (2012), in their study on Cognitive

Engagement, state that the academic performance of students is increased by being

more engrossed to learning alongside the help of the classroom emotional environment.

It was further supported in Molina and Laguda’s (2014) study in accordance to

the claim of Greene and Miller (1996), that intellectual achievement is greatly influenced

by the potential and learning objectives of the students by the use of cognitive

engagement exercises.

23
 While research administered by Jaarrold and Towse (2009) reveals that

individual difference plays a crucial role in developing theories of working memory with a

particular correlation to three informative areas of working memory research. First, the

importance of memory measures as correlates of high-level psychological feature skills.

Second, the extent of human working memory relies on domain-general/specific

component subsystems. Lastly, the precise reasons why working memory measures

relate to other important indicators of human cognitive function. These suggest that

memory depends on a mixture of domain-specific mimetic systems and domain-general

process and management systems. This will measure the working memory captured by

the individuals’ ability to combine maintenance and processing demands that limit the

loss of information or forgetting.

Furthermore, early examinations of working memory limit (WMC) and thinking

capacity proposed that the Conway’s (2003) concept stating that WMC may be

connected to Spearman's general intelligence. In any case, late work has revealed

insights regarding the essential procedures engaged with working memory assignments,

which has brought about a progressively principled way to deal with task advancement.

Thus, this shall guarantee that connection among WMC and general intelligence is

progressing. To support this, an audit of the ongoing examination uncovers that WMC

and general intelligence are in fact exceptionally related, yet not indistinguishable.

Local

In the study conducted by Tabuan and Yu (2011), working memory is a major

process used by students and other individuals which involves learning and information.

After statistically gathering the results from the data on the performance of the groups

who have participated in the experiment, the researchers have come to a conclusion that

mnemonic devices can aid and improve memory retention among students. Majority of

24
the participants showed better performance after treating with a certain mnemonic

technique that would aid them in a certain kind of test, such as series of words or

numbers being memorized. Students have a variety of learning capabilities and some of

the other strategies, may also be included in the future to understand more mnemonic

codes and identify if improvement of retention among students in increased.

The study was supported by the research of Davis (2011) by referencing the

research conducted by Jarrold & Towse (2006), stating that the research concerning the

individual's differences in working memory is the reason why the performance of

individuals varies. The result of this study shows that working memory is dependent on

the representational systems, such as drawings, letters, and numerals, together with the

general processing, which suggests that people have mechanisms that assist basic

learning despite the kind of knowledge is attained. They also stated that working

memory also determines the individual's capability to process necessities and demands

that restrict intelligence decay due to distractions or unlearning.

According to Magulod (2019) there was a study examined by the students

enrolled in applied sciences courses at a public higher school campus in the Philippines '

preferences for the learning style, study habits and level of academic achievement. The

research involved a total of 75 respondents who were intentionally surveyed using

descriptive correlational research design. The author has used two sets of similar

instruments. The study results showed that students in applied sciences favor visual,

community and kinesics styles as main styles of learning, while expressing modest rates

of learning practices. The measure of difference showed a significant difference in their

perceived styles of learning from academic performance, father's professions and the

high school level. Their research patterns often varied when they were divided into high

schools, writing skills, mother's reading, and measuring anxiety. Finally, important

25
relationships were formed between student learning styles, study habits and academic

performance in applied science courses. The results of the analysis will help teachers

prepare and provide effective instructional steps.

While according to Torio, V.A. & Cabrillas-Torio, M.Z. (2015), the study of

Hermann (1998) & Biffle (2013) developed the whole brain teaching (WBT) which is

brain-based teaching strategy build in concepts. This strategy treats every individual

child to have four brain areas that require close attention which correspond to four

learning activities to address their complete needs. The four learning activities are

lecture, individual work, group work, and practical display. This study determined the

effect of the whole brain teaching on students learning gain and motivation which results

to have positive effect academic performance and motivation can be derived from the

use of WBT as teaching strategy.

However, according to a study about the achievement goal orientation and

classroom experience as predictors of academic performance among high school

students conducted by Capistrano in 2013 concludes that the relation between mastery

orientation and the orientation towards efficiency and avoidance towards academic

performance is negligible. Meaning it influenced their course conduct, such as

involvement and active participation in university activities and exams, which then affects

their overall academic performance ratings in the type of achievement goal orientation.

The lower the academic performance score they will get, the relationship and impact of

the performance strategy. Students who display lower academic performance tend to be

oriented towards the target. It is also safe to assume that mystery-oriented students are

significantly related to both literature and past studies (mystery and academic

orientation) and to other positive conductual patterns and practices. The lower the

academic performance score they will get, the relationship and impact of the

26
performance strategy. Students who display lower academic performance tend to be

oriented towards the target. It is also safe to assume that mystery-oriented students are

significantly related to both literature and past studies (mystery and academic

orientation) and to other positive conductual patterns and practices.

Synthesis of Reviewed Literature and Studies

The review of related literature discusses the definition, purpose, and aspects of

both foreign and local sources of the study. It covers the fundamental points and claims

of working memory, memory capacity, academic achievement and performance, and

memory enhancement activities and exercises that are to be done inside the classroom.

Esposito and Postle (2014), Hitch’s (1974) and Baddeley (2000) on Working

Memory model by asserting that the working memory is composed of phonological loop,

the visual-spatial sketch pad, and the episodic buffer. Dehn (2008) has mentioned that

the central executive deals with the ability to focus on the essential information, the

ability to execute cognitive activities all at once, and the capability to momentarily store,

manage, and regain data gathered from the long term memory. Accordingly, Gathercole

and Alloway (2010) together with the U.S. Department of Education has mentioned

about students who have poor working memory are at risk with poor academic

performance due to their deficiency in their cognitive composition and that individuals

who suffer with learning disabilities are more presumably to be little to various deficit in

their cognitive processing.

While Soderqvist and Bergman Nutley (2015), mentioned two theories, one

enhances the capacity of the students working memory that could impact their academic

results and the second enhances performance. Esposito and Postle (2015) also

27
explained that both psychological theory and cognitive data combine on the information

that is being encrypted into the working memory by identifying the attention into

representation, either long-term, sensory or motoric. It was further explained by Alavi

and Toozabdehjani (2017), and with Teevan, Michael, and Schlesselman (2011), by

stating that the student’s learning styles can influence their learning achievement,

moreover strengthening their self-actualization, and that their learning styles can assist

the teachers to create learning strategies and method to develop their academic

performance. Tumapon (2016) claims that being intricate involves many of different but

related parts which is not entirely because of cultural diversity but also due to the

sources of complicatedness in the classroom both on memory and learning styles.

Soriano (2012), likewise, mentioned the factors that could possibly affect the

performance of students, academically, such as intelligence (Ackerman, Peters, &

Duckman, 1971); (McGrow, 1966); & (Robeek, 1976); motivation of the students to

achieve success (Lindgren, 1969); and study habits of the learners (Gonzalez, 1979).

After the Philippines adapted the new K to 12 curriculum, they competed on The

Programme for International Student Assessment (PISA), and showed that students in

the Philippines scored the lowest in Reading and second lowest in Mathematics and

Science, in the year 2018. The Philippine Memory Team stated that regardless of how

great ones’ intellectual capacity is there will always be a restriction of the information that

can be stored in their mind. Moreover, The Brain Republic Inc. (2013) has stated that

there is no age limitation to people who are passionate and dedicated about learning.

While Rafika Zebdi, Louise Goyet, Charlotte Pinabiaux and Bahia Guellaï (2016) sadi

that the working memory and mental flexibility have a significant relationship to the

psychological disorder like anxiety and depression, towards the development of a

person.

28
 Brackett, Rivers, White, and Salovey (2012) and Magulod (2019) state that

students become more engaged with their studies due to the environment that they are

in along with their preferred style of learning and their study habits. In addition to Davis’s

(2011) study, referred to Jarrold and Towse (2006), by saying that the individuals with

difference in their performances is affected by their differences in their working memory.

However, Tabuan and Yu (2011), claimed that academic performance can increase with

the help of strategies, such as the mnemonic technique. Together with what Molina and

Laguda (2014) acknowledged, saying that academic achievement is gratefully being

affected by certain cognitive drills. As well as early exams of working memory limit

(2009) that has been proposed by Conway (2003), noted that working memory capacity

is being influenced by accomplishing assignments, which has been showed to have

relation.

In conclusion, our study will focus only focus on a factor which is academic

achievement that affects the working memory capacity. This factor could result to an

increase or decrease of the students’ working memory capacity. Unlike any other

studies, this will also act as a general basis for future research like effects of the

teaching styles of the teachers, individual intellect and behavior or learning experiences

of the students, and type of learning materials on the working memory capacity of the

students.

CHAPTER III

29
 METHODOLOGY

This part of the research will be utilizing the processes administered by the

researchers in order to collect factual data of the respondents, the instruments used, the

methods in collecting data and the statistical tools used in the study.

Research Design

The researchers will be using the quantitative correlational design because it is

appropriate to fulfill the intention of this study.

The correlational format is a variety of non-experimental research design that

measures what extent do the two variables are associated. This design also determines

the statistical relationship among them without manipulation from any extraneous factor

(McCombes, S., 2019). McLeod (2018) stated that the correlational design permits the

researchers to examine variables that possibly immoral or inoperable for assessment.

He also mentioned that it helps the researchers to apprehend the variables used.

These are the fundamental components that has been highlighted on the

steps to conduct a correlational research.

• Identify quantitative variables of the study. This will analyze what factors

will be correlated within the study.

• Identify the potential relationship of the variables of the study. Correlational

design can create various results for the study.

* Positive correlation – the relation of the variables both increased and

decreased simultaneously.

* Negative correlation – the relation of the variables wherein both don't match

one another, the one variable increased while the variable integrated decreased.

30
 *Zero correlation – there's no evident output that the variables relate to every

other.

These possible correlation will examine the results of the study after the data

has been gathered and interpreted by the use of coefficient of correlation.

• Identify either to use scatter plot or coefficient of correlation.

When the data has been gathered, it could be presented in two different

ways:

* Scattergram– the variables are going to be depicted by a figure on a graph

within the study.

* Coefficient of Correlation – the variables are going to be depicted by a

numerical figure by using the Pearson’s R.

This research will correspond to the two variables of our study, the working

memory capacity of Grade 11 Senior High School students to their academic

achievement as a whole to one another towards their academic enhancements. We will

conclude that these two variables will produce an outcome that will become a basis for

memory enhancement in their classrooms and future studies towards the end of this

research. The research members will choose appropriate strategies and methods that

will further explain the result at the later chapters of the study.

Respondents of the Study

The respondents of this study are the Grade 11 Senior High School students of

Good Shepherd Cathedral School who are enrolled for School Year 2019-2020. There

are a total of 90 respondents. Specifically, a total of 16 students in Grade 11-Hope

31
(ABM); 26 students in Grade 11-Charity (HUMSS); and 48 students in Grade 11- Faith

(STEM). Grade 11 is the highlight of K to 12 curriculum which is the curriculum being

implemented in the Philippines. The Grade 11 bridges the skills acquired up to Grade 10

and before reaching the end of the curriculum which is Grade 12.

Grade 11 – Hope (ABM) Grade 11 – Charity (HUMSS) Grade 11 – Faith (STEM)

16 26 48

Sampling Procedure

A cluster or area sampling will be used in selecting the respondents in this study.

This is a type of probability technique where the respondents are from a one group of

elements. The chosen respondents will be the Grade 11 students from the Senior High

School level of Good Shepherd Cathedral School.

Instruments and Techniques

The Standardized Memory Scale for Clinical Use was constructed by David

Wechsler in the year 1945. The Scale comprises of 7 parts that analyze the individual's

Personal and Current Information, their immediate Orientation, Mental Control, Logical

Memory, Memory Span, Visual Reproduction and their Associate Learning. The

instrument was later changed to the name of Wechsler Memory Scale-I (WMS-I) due to

its following revisions. After 42 years, it was revised by Wechsler (1987) to be WMS-R to

analyze memory for verbal and figural stimuli. The revision was an endeavor to

acknowledge the criticism of the prior design. It later amended after 10 years, the WMS-

III, that contains 17 subsets which both are revised and retained – Information and

Orientation, Mental Control, Logical Memory, Visual Reproduction, Verbal Paired

Associates, Digit Span, and Spatial Span (previously called as Visual Memory Span).

Finally, the tool was revised to be WMS-IV, wherein it has a more precise examination

32
for possible impairments that can be found. The WMS-IV a preferred test to analyze an

individual's memory of Social Security disability exams. It now has four new subtests–

Designs I and II, Symbol Span, and Spatial Addition.

Validation of the Instrument

Drozdick, Holdnack, Weiss, & Zhou (2013) stated that the WMS-IV measures

exceed the number of examining cognitive components that affects the performances of

the domains that are evaluated. They also stated that it can be used to gauge various

features of the memory. They also said that it provides a range of clinical measures for

assessing the mental function of people with disorders with psychiatrically,

neurologically, developmentally, or medically.

The instrument was used by Kear-Colwell (1973) and said that it measures two

or three components which include memory and attention, as well as the individual's

working memory. It was also used by Rao, Hammeke, McQuillen, Khatri & Lloyd (1984)

to study multiple sclerosis. And was additionally applied by Brooks (1976) on his study

concerning brain damage. After the final revision was done and introduced new tests,

Holdnack & Drozdick (2009) stated that WMS-IV was built to evaluate the three

concepts- Auditory Memory, Visual Memory, and Visual Working Memory.

The researchers modified the Standardized Memory Scale for Clinical Use in

Filipino and in Good Shepherd Cathedral School context. It was face validated by Ms.

Charmaine Monsalud, the school’s psychometrician, on December 19, 2019. The

modified instrument was also content validated by Ms. Rachel Anne Balmaceda, the

school’s psychometrician, on January 7, 2020.

Data Gathering Procedure

The researchers will provide the Standardized Memory Scale for Clinical Use to

33
the selected Grade 11 Senior High School in order to determine their working memory

capacity. While for academic achievement of the respondents, the researchers will

request a copy of their scores in their summative Tests (Periodical Test). Then, the

researchers will look for the relationship between the two variables.

DATE ACTIVITY
Request for a copy of scores of the Grade 11
January 30, 2020 senior high school students General Weighted
Average during the first semester.
Administration of Standardized Memory Scale
February 3-7, 2020
for Clinical Use
Checking of data from Standardized Memory
February 8-11, 2020
Scale for Clinical Use
Interview the teachers of the respondents for
February 12, 2020
triangulation.

February 13, 2020 Interview the respondents for triangulation.

Interpretation of data based on the

February 14, 2020
Interviews.

February 15-17, 2020 Interpretation of data from the results of

Standardized Memory Scale for Clinical Use
Relationship of the Standardized Memory
Scale for Clinical Use results and academic
February 21, 2020
achievement of Grade 11 senior high school
students

Statistical Treatment of Data

Pearson Product Moment Correlation Coefficient will be used for the quantitative

correlation of working memory capacity and the academic achievements of the Grade 11

senior high school students. In order to find the altitude of capacity of their working

34
memory, it will be converted to percentage. The weighted mean will be used to find the

working memory capacity and academic achievement.

Lund Statistics (2018) defined Pearson Product Moment Correlation Coefficient

(r) or Pearson’s correlation as a tool to measure of the strength of connection that exists

between two variables. Pearson’s correlation will be used in finding the strong

relationship between the working memory capacity and the academic achievement of

the grade 11 students from senior high school department. The formula is:

Where:

n = no. of respondents

x = average academic achievement

y = average working memory capacity

Percentage defines as how many parts are there in one hundred parts in a

distinct matter with the formula of:

rs
%=
n

Where:

rs = raw score of the student

35
n = total number of Standardized Memory Scale for Clinical Use per subtest

CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

36
 This chapter reveals the findings, analysis and interpretation of data. The problems

showed in this study were answered straightly. Textual presentations followed by tables

were presented to exhibit the data as well as its interpretation.

Problem No. 1 - The Working Memory Capacity of Grade 11 Senior High School

Students of Good Shepherd Cathedral School

Table 1

Working Memory Capacity of Section A

Working Memory Capacity Score Range Frequency Percentage

Current Information 0-4

Mental Control 0-3

Logical Memory 0-48

Digits 0-20

Visual Presentation 0-12

Associate Learning 0-20

TOTAL: 0-107

Average Score:

Table 2

Working Memory Capacity of Section B

Working Memory Capacity Score Range Percentage

37
 Current Information

Mental Control

Logical Memory

Digits

Visual Presentation

Associate Learning

TOTAL:

Average Score

Table 3

Working Memory Capacity of Section C

Working Memory Capacity Score Range Percentage

Current Information

Mental Control

Logical Memory

Digits

Visual Presentation

Associate Learning

TOTAL:

38
 Average Score

Table 4

Percentage in each Domain of Section A

Problem No. 2 – The Significantly Effect of the Working Memory Capacity to the

Academic Achievement of Grade 11 Senior High School Students

Problem No. 3 - Working Memory Enhancement Activity in the Classroom to

Improve the Working Memory Capacity and the Academic Achievement of the

grade 11 Senior High School Students

Through working memory enhancement activities, the Grade 11 Senior High

School students’ working memory capacity will be improved and will be able to acquire

long-term memory and will lead to better academic achievement of the students.

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter exhibits the summary of findings, conclusions and recommendations

offered based on the presented in the first chapter of this study.

Summary of Findings

39
1. Working Memory Capacity of the Grade 11 Senior High School Students

Using the Standardized Memory Scale for Clinical Use, the result revealed that…

2. Relationship of the Working Memory Capacity to the Academic Achievement

of the Grade 11 Senior High School Students

The outcome exhibited by the data gathered shown that the …

3. Working Memory Enhancement Activities in the Classroom

The proposed activity which is entitled,” Working Memory Enhancement Activities

for an Increased Academic Achievement” is focused generally on improving the

working memory capacity of the students of Good Shepherd Cathedral School. The

activities aims to enhance the students’ working memory capacity in the following

domains: …

Conclusion

Therefore, this study acknowledges the following conclusions based on their

findings:

1.

2. The general weighted average of the respondents were beneficial in determining their

academic achievement and presented that the students from different sections are…

3. The working memory capacity of the Grade 11 Senior High School Students can be

an element that will determine their academic achievement since the two variables have

a…

4. The execution of the working memory enhancement activities will …

40
Recommendation

Based on the findings and conclusions of the study, the following recommendation

are offered:

1. Determining the working memory capacity of a student can assist the school in

evaluating the academic achievement of the student. Consequently, the school should

consider enriching their working memory capacity through working memory

enhancement activities.

2. Measure the working memory capacity and the academic achievement of the

students in the beginning of the school year. With the enforcement of the working

memory enhancement activities, it will help the students to attain long- term memory.

3. For the future researchers, they should consider other factors affecting the

working memory capacity of the students.

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Durham University (2008). Children’s Under-Achievement Could be Down to Poor

Working Memory. Durham University News. https://www.dur.ac.uk/news/newsitem

/?itemno=6219. Last Access: November 12, 2019.

Enderun. A Brief Overview of Senior High Strands in the Philippines. Enderun Colleges.

https://www.enderuncolleges.com/senior-high-strand/. Last Accessed: November

14, 2019.

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Legislature, Republic Acts. (2013). Republic Act No. 10533. Official Gazette of the

Republic of the Philippines. https://www.officialgazette.gov.ph/2013/05/15/republic-

act-no-10533/. Last Access: November 15, 2019.

Lund Research Ltd. (2018). Pearson's Product-Moment Correlation using SPSS

Statistics. https://statistics.laerd.com/spss-tutorials/pearsons-product-moment-

correlation-using-spss-statistics.php. Last Access: November 13, 2019.

McCombes, S. (2019). Correlation Research. https://www.scribbr.com/methodology/

correlational-research/ Last Accessed: November 9, 2019.

McLeod, S. (2012). Working Memory.

https://www.simplypsychology.org/working/memory.html/. Last Accessed:

November 21, 2019.

Mcleod, S. (2017). Multi Store of Memory. https://www.simplypsychology.org/multi

store.html. Last Accessed: November 21, 2019.

McLeod, S. (2018). Correlation. https://www.simplypsychology.org/correlation.html. Last

Accessed: November 21, 2019.

OpenStax College. (n/a). Ways to Enhance Memory: Introduction of Psychology. Lumen.

https://courses.lumenlearning.com/wsu-sandbox/chapter/ways-to-enhance-

memory/. Last Access: November 10, 2019.

Statistics and Risk Management. (n/a). Pearson Product-Moment Correlation Coefficient

jukebox.esc13.net/untdeveloper/RM/Stats_Module_5/Stats_Module_55.html. Last

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http://www.staff.vu.edu.au/mcaonline/units/percent/permea.html. Last Access:

46
 November 13. 2019.

APPENDIX A

A Standardized Memory Scale for Clinical Use

I. Personal Information

Name: Date:

Grade & Section: Age:

II. Current Information

1. Who is the President of the Philippines? ______________________

2. Who was the President before him/her? ______________________

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 3. Who is the Mayor in Quezon City? ______________________

4. Who is the Barangay Captain in West Fairview? ______________________

III. Mental Control

1. Count backward from 20 to 1.

Instructor: “I want to see how well you can count backward from 20 to 1,

like this- 20, 19, 18-all the way back to 1.” The examiner may repeat

directions but gives no aid whatsoever during subject’s effort. Record

errors and time (in seconds). Time Limit 30”.

2. Instructor: “I want to see how quickly you can say the alphabet for me--A, B, C-go

ahead!”

3. Instructor: Counting by 3’s. “I want to see how quickly you can count by 3’s

beginning with 1.”

IV. Logical Memory (Immediate recall)

1. Instructor: “I am going to read to you a little selection of about 4 or 5 lines.

Listen carefully because when I am through I want you to tell me everything I

read to you. Are you ready?”

Memory Selection (A)

Juan Dela Cruz / of North / Fairview / employed / as a carpenter / in an office

building / reported / at the City Hall / Station / that she had been held up / on

Holy Spirit Street / the night before / and robbed / of fifteen thousand /. He

had four / little children / the rent / was due /, and they had not eaten / for 2

48
 days /. The officer / touched by the woman’s story / gave him money / to help.

Instructor: “Now, Tell me everything starting from the top.”

“I will read another set of selection. Please, listen carefully.”

Memory Selection (B)

The Victory / liner / Cubao / was stranded / near SM Mega Mall/ Monday /

evening /. In spite of a blinding / thunderstorm / and darkness / the sixty /

passengers, including 18 / women /, were all rescued /, though the boat /

were tossed about / like corks / in the heavy flood /. They were brought into /

the evacuation area / by St. Luke’s / rescuers.

V. Digits

Instructor: “I have two sets of numbers and I am going to say it per set. When I am

through I want you to write them right after me. Listen.”

Digits Forward

SET 1 SET 2

6439 7286

42731 75836

619473 392487

5917423 4179386

58192647 38295174

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Instructor: “I want to see how well you can hold numbers in your mind. I have two sets of

numbers and I am going to say it per set. When I am through I want you to write them

after me backward.”

Digits Backward

SET 1 SET 2

263 415

3279 4968

15286 61843

539418 724856

3129365 4739128

VI. Visual Reproduction

Directions: The designs are given in order, (a), (b), (c).

Formula for (a) and (b):

Instructor: “I am going to show you a drawing. You will have just 10 seconds to look at it:

then I shall take it away and let you draw it from memory. Don’t begin to draw till I say

‘go.’ Ready?”

Formula for (c):

Instructor: This card has 2 drawings on it. I want you to look at both of them carefully

again you will have only 10 seconds to loot at the card, then I shall take it away and let

50
you make both drawings; the one on the left side-here (pointing to space in which

subject is to make drawing) and the right on here (pointing). Ready?”

A.

1.

2.

51
3.

B.

1.

D1

D2

2.

52
3.

4.

5.

C.

53
1.

2.

3.

54
4.

VII. Associate Learning

Instructor: “I am going to read to you a list of words, 2 at a time. Listen carefully because

after I am through I shall expect you to remember the words that go together. For

example, if the words were EAST-WEST; GOLD-SILVER; then when I would say the

word EAST, I would expect you to write WEST. And when I said the word GOLD you

would, of course, you will write SILVER. Do you understand?”

First Presentation First Recall

Metal-Iron North

Baby-Cries Fruit

Crush-Lark Obey

North-South Rose

School-Grocery Baby

Rose-Flower Up

Up-Down Cabbage

Obey-Inch Metal

Fruit-Apple School

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 Cabbage-Pen Crush

Second Presentation Second Recall

Rose-Flower Cabbage

Obey-Inch Baby

North-South Metal

Cabbage-Pen School

Up-Down Up

Fruit-Apple Rose

School-Grocery Obey

Metal-Iron Fruit

Crush-Lark Crush

Baby-Cries North

Third Presentation Third Recall

Baby-Cries Obey

0bey-Inch Fruit

North-South Baby

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 School-Grocery Metal

Rose-Flower Crush

Cabbage-Pen School

Up-Down Rose

Fruit-Apple North

Crush-Lark Cabbage

Metal-Iron Up

APPENDIX B

Interview Guide

Interview Guide for the Grade 11 Senior High School Students

(1) Do you struggle remembering number sequences e.g., taking down notes like a

telephone number? Why?

(2) Do you struggle to remember what you've read? If yes, why?

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 (3) Do you struggle remembering long instructions given in several steps, such as

following recipes, directions or school/work assignments? If yes, why?

(4) If someone speaks quickly to you, do you find it hard to remember what you were

told or asked? Why?

(5) Do you find it hard to recall a person's name that was just introduced to you?

Why?

(6) Do you have brain training or brain exercise to enhance your cognitive abilities?

If yes, what training you usually do and how?

(7) Do you find it hard to remember things that you have done at the same time?

(8) How do you manage to remember all your lessons?

(9) What are the strategies you do to remember things easier?

(10) How do these strategies help you?

Interview Guide for the teachers of Grade 11 Senior High School Students

(1) Did any student ask you questions or clarification?

(2) Did any student misbehave while you are giving instruction to them?

(3) Do you have any struggle in giving instruction to your students? Why?

(4) What type of learning material do you use often? (video, PPT, or book)

(5) Do you have any teaching strategy that you use in your class?

(6) Why do you use these teaching strategies for the students?

(7) How frequent do you have to repeat the instructions to the students?

(8) What are the activities done inside the classroom that could affect the students’

retention about the lesson?

(9) What are the reinforcements or assistance that is being done when the students

don’t recall about the lesson?

(10) What are the factors that influence the students’ memory inside the classroom?

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59