Evaluating the Learning Strategies that Promotes Lesson Retention among

Grade 12 Student’s at Catumbalon National High School

A research Paper Submitted to the faculty of Catumbalon National High School in Partial
Fulfillment of the requirements in Practical Research 2

Caagoy, Rovy May B.

Carbon, Angelo Dane A.
Cartagena, Kathllen Joy C.
Fabular, Erryle Joy D.
Maglinte, Mayline G.
Villanueva, Vincent Jay G.

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 CHAPTER I
Background of the Study

Student retention on the lessons they take is a significant concern in many educational
institutions, particularly in secondary education. For schools like Catumbalon National High
School, retaining Grade 12 students until they successfully complete their studies is a key
objective. Several factors, including academic performance, social and emotional well-being, and
motivation, can influence a student's decision to stay in school or drop out. Identifying effective
learning strategies is essential to ensure that students remain engaged and motivated to complete
their education. Grade 12 is a crucial year for students as it is the final stage before entering higher
education or the workforce. At this stage, students face academic challenges that require them to
adopt appropriate learning strategies to enhance retention. These strategies may include
personalized learning, peer tutoring, teacher support, the use of educational technology, and a
strong focus on self-directed learning skills.
There are few research studies with relevant literature indicating students' learning
strategies and students retention. Ineffective study and learning strategies are two major causes of
students' academic failure. Study and learning techniques: by putting these techniques to use,
students become enthusiastic and involved in their education, are able to make connections
between new and old information, and eventually have a better, faster rate of learning (Hubalovsky
et al., 2019). However, there are a few other studies that are more effective for students retention.
In recent decades, many researchers have done some attention and research on the topic of study
and learning strategies (Zheng, Li, and Chen, 2016). Guerrero et al. (2020) reported that research
on learning with learning tools demonstrated the products' efficacy, efficiency, and orbital
satisfaction. Information processing has drawn a lot of attention lately as one of the learning
theories (Weinstein, Palmer, and Acee, 2016).
According to Roediger, Nestojko, and Smith (2019), learning-retention strategies are
applicable in a variety of learning situations due to their scientific backing and, when applied
appropriately, can result in enduring and adaptable information and abilities. According to the
study of Bowman and Culver (2018), Reader (2018), Soria and Taylor (2016), and other
researchers, students who engage in honors programs, live-learning communities, and invasive
advising in their resident halls had greater retention rates and overall GPAs than their peers on
campus. Other researchers, have been contradicted the idea of other researchers. According to
the literature (Bowman and Culver 2018; Forrester et al. 2018; Kampf and Teske 2013; McElveen
and Rossow 2014; Sithole et al. 2017), it doesn't matter what kind of engagement students
participate in—whether it's an academic co-curricular like an honors program, a living-learning

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community within a residence hall, or campus recreation programming—as long as they show
higher retention rates than their "academic" peers.
This study focuses on the relationship between learning strategies and learning attention,
as well as how these strategies impact learners. Most studies focus on student retention across
different grade levels. However, previous research has explored the impact of various learning
strategies on student engagement, academic performance, and motivation, but there is a limited
understanding of the specific strategies that effectively promote retention among Grade 12
students This gap is particularly relevant considering the unique socio-economic and cultural
factors that might influence student retention in this specific school setting. Furthermore, existing
studies often lack a quantitative focus, relying primarily on qualitative data. This study aims to
address this gap by conducting a quantitative investigation into the relationship between specific
learning strategies and lesson retention rates, using measurable indicators like graduation rates
and attendance records.
Strategies for learning can contribute to student retention because they enable students to
interact with material more effectively, have a better comprehension of it, and develop self-
assurance.
Enhanced Learning Experience is one of the Learning strategies that promote active
engagement, such as group discussions, hands-on activities, and real-world applications, making
learning more enjoyable and meaningful. Students can overcome using learning tactics. To help
students manage their workload and stay on track, for example, good time management
strategies, study abilities, and resource utilization can lower the risk of falling behind or dropping
out. Students' confidence and motivation are increased when they successfully implement learning
strategies and observe improvements in their learning. Their sense of achievement motivates them
to keep going to school and aim for greater success. This leads to a more positive learning
experience, which in turn increases student motivation and desire to continue their studies. This
sense of accomplishment encourages them to continue their academic journey and strive for
further success.
Learning strategies serve as important instruments for increasing student retention; they are
not just for gaining knowledge. Administrators and educational institutions may create a good,
encouraging environment for learning that promotes engagement, achievement, and eventually a
higher chance of students finishing their academic goals by providing them with useful learning
tools.

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Research Question
This study aimed to Identify Learning Strategies to Promote Grade 12 Student's Retention at
Catumbalon National High School.

Specifically, it sought to answer the following questions:

a. What are the best learning strategies to promote Grade 12 Student's retention at
Catumbalon National High School?
b. To what extent do different learning strategies contribute to the retention rate of Grade 12
students at Catumbalon National High School?
c. Is there a connection between learning strategies and student retention?

Objectives of the Study

a. determine what learning strategies can promote Grade 12 students retention.

b. How much do different learning styles affect whether Grade 12 students stay in school?
c. To find out the relationship between learning strategies and students retention

Significance of the Study

This study, Identifying learning Strategies to promote Grade 12 Student's Retention at Catumbalon
National High School is significant to the following individuals.

TEACHERS: The teachers could benefit from this study in a way that it can widen their point of
view to the students and help the teachers understand the students issues.

STUDENTS: The students could also benefit this study for the reason that this study only revolves
in them and it can help improve their academics.

FUTURE RESEARCHERS: This study could be used as the basis of further studies on identifying
learning strategies that could promote students retention. Other researchers who wish to choose
similar studies for development and improvement may find this a good source.

COMMUNITY: By conducting this research people can know more about the learning strategies
that could help students retention.
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PARENTS: Parents could also benefit from this study. It would be their baseline in knowing what
are the circumstances that their child may have encountered

Scope and Delimitation

This study focuses on identifying effective learning strategies to enhance lesson retention.
The study will investigate the relationship between specific learning strategies and student
retention rates during the academic year 2024-2025. The research will be conducted at
Catumbalon National High School, specifically targeting the Grade 12 student. The study will utilize
a survey questionnaire to gather data on student perceptions of learning strategies, their academic
performance, and their likelihood of staying enrolled in school. The findings will be analyzed to
determine the effectiveness of different learning strategies in promoting student retention,
excluding the other factors may affect the students retention like teacher quality and students
environment.

Definition of Terms

Learning. is the process of acquiring new knowledge, skills, values, attitudes, and behaviors
through experience, study, or instruction. It's a complex and ongoing process that involves
changes in our brains and behaviors.

Strategies are well thought out plans or techniques intended to accomplish particular objectives or
address issues. Setting goals, weighing options, and choosing the best course of action to take in
order to successfully handle opportunities or problems are all part of it.

Learning strategies are methods you use to learn better, such as setting goals, organizing what
you need to study, practicing regularly, and reviewing what you’ve learned. They help you
understand and remember information more effectively.

Retention refers to the ability to remember and recall information or skills learned previously. It's
the process of keeping information stored in long-term memory and being able to access it when
needed.

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 CHAPTER II

In this generation the predominant teaching methods still revolve around delivering lectures
and assigning independent reading to students. However, other research indicates that students
attention span typically lasts only 5-10 seconds on average. It’s hardly surprising then that the
effectiveness of the learning process often falls short. Based on the World Economic forum’s
Future of Job survey Report (2018), active learning and teaching approaches are among 2022’s
trend abilities where it has been reported that one of the challenges confronted by learners in this
twenty first century is not only about what they learn but how they learn. To dig deeper in this
issue, this research will examine existing studies on learning strategies, students retention, and
factors influencing academic performance in Senior High School Learning strategies are the tools
students use to acquire and retain information.
These strategies can include techniques like note-taking, organizing information,
summarizing, and coding (Muelas & Navarro, 2015). While learning styles describe how a person
processes information based on their personality, learning strategies refer to the specific
approaches students use in different learning situations (Medwell, Wray, Wang, & Xiaojing, 2016).
Effective learning strategies go beyond just acquiring knowledge; they help students store,
retain, recall, and apply what they learn. Cognitive learning theories recognize that students are
active participants in the learning process, not just passive receivers of information (Shi, 2017).
This means students can choose their own learning strategies, direct their learning, and manage
their emotions to achieve their learning goals (Díaz, Zapata, Diaz, Arroyo, & Fuentes, 2019).
Researchers have categorized learning strategies into microstrategies and macrostrategies
(Jiménez, García, López-Cepero, & Saavedr, 2017). Microstrategies focus on specific tasks, such
as summarizing or highlighting information. Homework is a good example of a microlearning
strategy, which explains why these strategies are commonly used by students (Nikou and
Economides, 2019). Microlearning provides information in short bursts through focused activities.
Macrostrategies, on the other hand, involve broader approaches like planning, self-regulation,
monitoring, revising, and self-assessment. They are more general and developmental and can't be
easily defined. It also show that active learning methodologies can have positive effects on student
learning outcomes, including better retention of information, increased motivation and
engagement, and higher levels of achievement (Arjomandi et al., 2018). According to David J.
Shernoff et al. (2014a, p. 167), if engagement with learning arises from the interaction between
learners and their learning environment, then a teacher's ability to engage students rests on their
ability to "create, shape, and influence the whole learning environment," especially in helping
students store information (Hamari et al., 2016; Krath et al., 2021) Beyond academic performance,
studies have also investigated the psychological benefits of effective learning strategies. For
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instance, Tan (2019) found that learning strategies moderate the connection between self-concept
and problem-solving abilities in math students. Similarly, Montero and Arizmendiarrieta (2017)
discovered that interventions aimed at improving learning strategies enhanced students' motivation
and learning beliefs. Vega-Hernández et al. (2017) also found a positive relationship between
learning strategy use and perceived emotional intelligence (repair, attention, and clarity).
While students often use learning strategies, many rely on ineffective methods such as
simply rereading material (Blasiman et al., 2017, Hartwig and Dunlosky, 2012). Students are easily
misled by what's known as a "metacognitive illusion," where they mistake short-term performance
or ease of understanding as reliable indicators of long-term learning (Kornell et al., 2011,
Soderstrom and Bjork, 2015). This "experience-learning-versus-actual-learning paradox" leads
students to overestimate the effectiveness of their self-chosen learning strategies compared to
their actual academic performance (Winne & Jamieson-Noel, 2002) and often believe ineffective
strategies are effective (McCabe, 2011, Soderstrom and Bjork, 2015) Student retention, often
measured by year-to-year return rates, is more accurately considered student persistence or
progress (Lucido, 2020) as simple numbers don't capture the full picture. Understanding the
reasons behind low retention rates is crucial (Tight, 2020) as it can inform strategies to improve
student success. Factors influencing retention can vary depending on demographic differences,
and some are beyond an institution's control. These include changes in financial support, career
choices, or personal issues (Rizkallah & Seitz, 2017).
Learning retention focuses on the transfer of new information from short-term to longterm
memory (Andriotis, 2017). This type of knowledge, which remains in an individual’s mind, is one of
the most important academic outcome..However, institutions can address several key factors that
positively impact retention. These include providing supportive learning environments (study
spaces, resources, etc.), accommodating diverse learning styles, fostering personal attributes like
seeking help and time management, and developing technological skills (Shaw et al., 2016).
These factors contribute to a student's attitude, values, beliefs, learning abilities, and overall
success (Jeffreys, 2015).
Other factors influencing retention relate to a student's perception of online courses,
including psychological factors like satisfaction and stress, and misconceptions about the cognitive
load of online learning (Bawa, 2016). Academic factors, such as GPA, study skills, attendance,
and class schedules, also play a role (Fraser et al., 2018). These factors are often influenced by
individual student needs and the institution's philosophy. For a lot of students, family can be a
huge stressor and burden, especially when there is a family emergency and the student has to
take time off from school affecting their focus in academic performance (Staff Writer, 2015).
Research on learning strategies has shown that students may adopt more than one learning
strategy since the different academic tasks and their nature require different processing strategies,
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which range from simple to more complex strategies. Some studies established that the learning
strategies could be a good predictor of academic achievement (e.g. Pennequin, Sorel, Nanty, &
Fontaine, 2010; Muelas & Navarro, 2015; Pinto, Bigozzi, Vettori, & Vezzani, 2018; Tan, 2019)
Overall, this research underscores the critical role of effective learning strategies in
enhancing student retention, academic performance, and overall well-being. While traditional
teaching methods may fall short in engaging students with short attention spans, active learning
approaches and tailored learning strategies offer a more effective path. Research highlights the
importance of both microstrategies, like focused homework assignments, and macrostrategies,
such as self-regulation and planning, in fostering deep learning and knowledge retention.
Furthermore, the study emphasizes the need for institutions to create supportive learning
environments that accommodate diverse learning styles, address psychological factors impacting
student motivation, and provide resources to cultivate essential skills for success. By
understanding the interplay of learning strategies, student retention, and factors influencing
academic performance, educators can develop more effective interventions and create a learning
environment that empowers students to thrive in the 21st century.