LET INSTRUCTIONAL SCHEMES AND LEARNING RETENTION SKILLS

IN ARALING PANLIPUNAN AMONG GRADE VI PUPILS

MADILYN B. SANICO
Teacher III
Alfredo A. Aledia Elem. School

ABSTRACT

This study was conducted to determine the effectiveness of LET Instructional Scheme to improve
the learning retention skills in recalling history events in Araling Panlipunan VI. Descriptive-comparative
research design was utilized in the study. The respondents were the fifty four (54) Grade Six pupils of
Alfredo A. Aledia Elementary School, Paquibato District, Davao City of School Year 2016 - 2017. The
researcher made use of the probability sampling using simple random technique. Pre-test and post test
data were collected and evaluated using Mean and Standard Deviation, and the Eta Squared Statistics.
The study revealed that there was a significant difference in the performance of learners specifically in
learning retention skills when exposed of E-Material and Timeline. It was recommended that teachers
should implement E-Material and Timeline to improve the skills of their pupils in learning retention.

INTRODUCTION

Two of the most important educational goals are to promote retention and to
promote transfer (which, when it occurs, indicates meaningful learning). Retention
requires that students remember what they have learned, whereas transfer requires
students not only to remember but also to make sense of and be able to use what they

have learned. If children cannot retain information presented to them in the classroom, it
becomes very difficult for them to pass exams and have the necessary knowledge to
study more advanced concepts. However, individuals often forget important skills, which
lead to decreased performance. Infrequent use of learned skills can cause skill decay
(Kim, 2011).

In the study conducted by Anderson (2012), the result showed that students with
learning disabilities frequently struggle with memory retention, which unfortunately often
leads to academic problems. Children with memory retention problems, especially those
unable to retain information on a short-term basis, usually have poor learning skills.
Thus, children who have deficits in attention often have trouble with this first memory
process. Students who have deficits in encoding information in memory may have
trouble remembering directions or what they have just read. They may also have trouble
remembering what their teachers said during class lectures. Further, they may have
trouble remembering what others said during conversations. Their deficits may be more
pronounced in certain sensory systems or modalities, such as visual, auditory or
kinaesthetic (Gaddes and Edgell, 2010).

Millions of American children struggle in school daily because of serious learning

problems. Roughly 55% of children diagnosed with learning difficulties have a primary
problem with learning retention skills. Retention requires both decoding and
comprehending what is written. This task relies on high level cognitive skills, including
memory and the ability to group and retrieve related ideas. As students progress
through grade levels, they are expected to retain more and more of what they read
(Levine and Reed, 2010).

In the Philippines, the Department of Education assessed the results of the

National Achievement Test (2014-2015) that students failed to perform better in
HEKASI or Araling Panlipunan. It is one of the fundamental subject areas in the
elementary grades based on DepEd curricula, along with English, Mathematics,
Science and Filipino. But among these subject areas, to some, Araling Panlipunan is
considered a dull subject and difficult to learn especially in recalling main events and
dates in Philippine History.
 Majority in the higher grade level students of Alfredo A. Aledia Elementary
School are not interested in Araling Panlipunan because they lack the ability to learn.
Based on the NAT result (2014-2015), Araling Panlipunan is the least learned subject.
As the teacher explains the lesson, it has been observed that most of the students lack
of listening because they perceived that Araling Panlipunan is a difficult subject. It is
hard for them to remember the important information like dates, events, how and why of
particular events came to be.

This study aimed to determine the effect of LET Instructional Scheme in

improving learning retention skills among Grade VI pupils of Alfredo A. Aledia
Elementary School. Specifically, it sought to answer the following questions: 1.What is
the mean score of the three groups when exposed to LET Instructional Scheme in terms
of Lecture, E-Material Application and Time Line? 2. What is the level of performance of
pupils in learning retention skills? 3. Is there a significant difference in the performance
of students in learning retention skills when exposed to LET Instructional Scheme? 4. Is
there a significant difference in LET instructional scheme associated with the difference
in performance of students in learning retention skills? 5. What is the effect size of LET
teaching approaches to the performance of students in learning retention skills?
Furthermore, the null hypothesis of the study declares that there is no significant
difference in the learning retention skills of learners when exposed to LET Instructional
Scheme.

In an effort to establish a common understanding of the key terms used in this

study, the following are operationally defined:
LET Instructional Scheme – is an approach stands for Lecture, E-Material Application
and Time Line Teaching Strategies.
Lecture - is an oral presentation intended to present information or teach people about
a particular subject.
E-Material Application – is a strategy refers to the use of modern educational
technology, such as computers, digital technology and electronic media with learning
scenarios, worksheets and interactive exercises that facilitate learning.
Time Line – is a way of displaying a list of events in chronological order. It is typically
a graphic design showing a long bar labelled with dates alongside itself and usually
events labelled on points where they would have happened.
Learning Retention Skills – is the act of acquiring new, or modifying and reinforcing
knowledge, behaviour, skills, values or preferences and may involve students
remember information better and can better recall it when it is represented and learned
both visually and verbally.

METHOD

The study made use descriptive-comparative research design using the simple
random technique. Data on the pre-test and post test were gathered, recorded and
analyzed to determine the effectiveness of Lecture, E-Material Application and Timeline,
using the (SPSS) Statistical Package for Social Sciences (Student Version). The
statistical tools used in the analysis of the data were Mean, Standard Deviation, and
One-way ANOVA. Respondents of the study were the fifty four Grade VI pupils of
Alfredo A. Aledia Elementary School, Paquibato District, Davao City Division of School
Year 2016-2017.

A letter was sent to the school administrator before the conduct of the study. The
researcher administered the post test after the intervention of Lecture, E-material and
Timeline teaching strategies. Each method was applied to three different groups.
RESULT AND DISCUSSION

The following are presentation of the results and discussion of implications of the
study. It is presented through a tabular and textual form.

Table 1. Mean Scores of the Three Groups When Exposed to LET Instructional
Scheme
LET
Instructional n sd Mean Descriptive Interpretation
Scheme
Lecture 18 2.87 10.6000 Satisfactory
E-Material 18 1.13 18.7667 Excellent
Timeline 18 1.12 18.667 Excellent

Table 1 reveals the mean scores of the three groups when exposed to LET
Instructional Scheme. It displayed that E-Material Approach obtained the highest mean
rating (M= 18.7667, sd= 1.13) which is described as excellent. Subsequently, Timeline
Approach obtained the mean rating (M= 18.667, sd= 1.12) which is described as
excellent. Lecture Approach registered the lowest mean rating (M= 10.6000 sd= 2.87)
which is labelled as satisfactory.

Table 2. Level of Pupils’ Performance in Learning Retention Skills

Variable n sd Mean Descriptive Interpretation
Learning 54 4.28085 16.0111 Very Satisfactory
Retention

Table 2 displays level of pupils’ performance in Learning Retention Skills. It

reveals that the performance in Learning Retention Skills marks a mean score of
(M=16.0111, sd= 4.28085 which is describe as very satisfactory.
Table 3. One- Way ANOVA on the Significant Difference of Learning Retention
Skills When Exposed to LET Instructional Scheme

Sum of Mean F-value p- Decision

Squares df Square value

Between 1317.756 2 259.078 183.002 .000 reject

groups
Within 313.233 52 8.589
groups
Total 1630.989 53

Table 3 shows the One - Way ANOVA on the significant difference of students’
Learning Retention Skills when exposed to LET Instructional Scheme. It reveals that
there is a statistically significant difference at the p < .05 level in the performance in
understanding Learning Retention Skills for the three levels of diversified strategies (F=
183.002, p=.000 ). Hence, the null hypothesis is rejected stating that there is no
significant difference in the performance of the learners’ in understanding Learning
Retention Skills when exposed to LET Instructional Scheme. Further, this implies that
learners’ performance significantly differ when exposed to the three teaching strategies.
Table 4. Tukey- HSD Test on Multiple Comparisons of LET Instructional Scheme
LET
Other Instructional Mean
Instructional p- value Remarks
Scheme Difference
Scheme
E-Material - 8.16667 .000 Significant
LECTURE
Timeline - 8.06667 .000 Significant
E-Material Lecture 8.16667 .000 Significant
Timeline .10000 .977 Not Significant
Timeline Lecture 8.06667 .000 Significant
E-Material - .10000 .977 Not Significant

Table 4 depicts the Tukey – HSD test on multiple comparisons of teaching

strategies. It shows that Lecture is statistically significant from the E-Material and
Timeline. E-material is statistically significant to Lecture, however the E-Material differ
significantly from Timeline. Timeline is statistically significant from Lecture while
Timeline differ significantly from E-Material.

Table 5. Effect Size of LET Instructional Scheme to the Performance of Learning

Retention Skills of Grade Six Pupils
Sum of Squares Total Sum of
Eta- Squared Remarks
between Groups Squares
1317.756 1630.989 .807 Large

Table 5 reveals the effect size of LET Instructional Scheme to the Learning
Retention Skills of Grade VI pupils. The Eta- squared statistic (.807) indicated large
effect size.
CONCLUSION
In the light of the findings revealed in this study, the following conclusions were
drawn:
1. The mean score of the three groups when exposed to LET Instructional Schemes
that E-material and Timeline score excellent while Lecture scores satisfactory.
2. The level of performance in Learning Retention Skills of pupils when exposed to LET
Instructional Schemes was very satisfactory.
3. There is a significant difference in the performance of learners in learning retention
skills when exposed to LET Instructional Schemes.
4. Among the three teaching strategies E-material and Timeline contribute significantly
in developing learning retention skills.

5. The level in LET Instructional Schemes to the learning retention skills of grade six
learners of Alfredo A. Aledia Elementary school has large effect size.

RECOMMENDATION
Based on the findings and conclusion on this study, the researcher proposes the
following recommendation:
The teachers may introduce E-material and Timeline approach in teaching
Araling Panlipunan to improve learning retention skills of learners. The school head may
regularly monitor the implementation of the strategy to ensure better performance of
pupils in Araling Panlipunan. Conduct similar study on the effectiveness of E-material
and Timeline approach in other content areas.
REFERENCES

Anderson, Krathwohl et al (2012) Misunderstood Minds, Learning Difficulties.

Philiippines: Educators Pub.

Gaddes, W.H., & Edgell, D. (2010). Learning disabilities and brain function: A
neuropsychological approach. (3rd edition). New York: Springer-Verlag.

Jong W. Kim, P. (December 2011). An integrated theory for improved skill acquisition
and retention in the three stages of learning. Skill Retention Theory Revised v11 ,page
2.

(2015). National Achievemennt Test Result.www.http.philbasiceducation.blogspot.com.

Levine, Melvin D., and Martha Reed. (2012). Developmental Variation and Learning
Disorders. Cambridge, Mass.: Educators Pub. Service