Determining the Level of Learning Retention of Grade 8 Students in Laws of Motion Using Animated Instruction

Abstract

INTRODUCTION

The learner's memory retention level is a must in achieving the minimum learning competency of learners in their subject. In fact, in the modern teaching approach which is the facilitated learning, the acquired learning of the students on their lessons, memory retention is always considered.

In fact, if retention is not a top priority in the classroom, teachers spend most of our time reviewing and re-teaching the concepts. Based on the last academic record of the 1st Quarter Science 8 Examination, S.Y. 2018-2019 at Balayan National High School, Balayan, Batangas, the average score of the grade 8 Haynayan is 21.56 with a standard deviation of 9.0159 in a 50 items examination. Thus, it shows very low memory retention of the Grade 8 students.

METHODS

A quasi-experimental method was employed to describe the learning retention of the learners using the animated instructional material in computer-based teaching. The conduct of pre-test, post-test, and retention tests to the experimental group who were exposed to animated instructional material of teaching and the controlled group. This study was conducted and tested at Balayan National High School, Balayan, Batangas. There were 50 students of the Grade 8-Haynayan, grouped into two as the experimental and controlled group of the present study. Results of the pre-test, post-test, and retention tests were gathered from both the experimental and control group.

RESULTS

The result means that both groups have no prior knowledge of the lesson that is being presented. Basically, a pre-test is important in a study using an experimental method to avoid biases of the data of the present research and to see if the participants' attitudes significantly change from before the treatment (the pre-test) to after the treatment (the post-test).

DISCUSSIONS

Therefore, the researchers concluded that animated instructional material is effective in enhancing the memory retention of the learners in their learning competency. It is also convincing that animated instructional media is more effective than the usual instructional media in maintaining the retention level of students in science 8 even after 10 days. Thus, the use of animated instructional material in teaching science is an effective visualization tool for learners' long-term memory retention. The researcher realized the advantage of the animated instructional material in teaching sciences helps the learners to improve their memory retention capability.