30-Minute Recall Practice: An Avenue for Improving the Retention Skills of Learners

Abstract

Introduction

As stated in Section 2 of the Enhanced Basic EducationProgram or K to 12, the Philippine Basic Education Curriculum based on pedagogically sound curriculum is at par with the international standard in delivering quality education ("RA10533.pdf," n.d.). The K to 12 Program covers Kindergarten and 12 years of basic education (six years of primary education, four years of Junior High School, and two years of Senior High School) to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills development, employment, and entrepreneurship. Mastery of concepts may be gauged through the extent of pupils' learning in academics as determined by meeting the expectations of all the competencies set on the department's order ("DO_s2015_08.pdf," n.d.). It is believed that sound performance output is a primary indicator of such learning. When pupils acquire below 75% level of proficiency, teachers resort to an array of choices like extra tutoring, remedial classes, reinforcement of lessons and many other things to save the pupils from failing. Hence, this research aimed to determine the effectiveness of the 30-minute recall practice in enhancing the teaching-learning processes in English 6. Specifically, it pursued to determine the difference in the performance between pupils who will undergo 30-minute recall practice to those who are not by using the intervention.In this study, the researchers looked into chunking activities, cognitive load theory, schema, skills retention, recall practice and pupils who do not meet expectations.

Methods

This quasi-experimental study specifically sought to determine the difference in the performance between pupils who will undergo 30-minute recall practice to those who will not by using the intervention. The participants were the 30 Grade 6 pupils who got a grade of 73-77 and are of equal abilities as revealed in the result of the test given to both control and experimental group before the application of the intervention.

Results

The compared outcome of the pre-test and post-test showed that there is a significant difference in the performance of the control and experimental group, thus, the intervention can be concluded to be effective.

Discussion

Therefore, the study recommends that the schools should promote the use of 30-minute practice not only in English but also to other learning areas to improve the retention skills of the learners.