FINISHED NRES Except Endorsement, Acknowledgement Table of Contents..etc... )

1
ASSESSMENT OF THE LEVEL OF MEMORY RETENTION AMONG

PRESCHOOLERS AND THEIR MANIFESTATION IN SCHOOL
RELATED SUBJECT
A Thesis Presented to
The Faculty of College of Nursing
Our Lady of Fatima University
In Partial Fulfillment of the Requirement for the

Degree of Bachelor of Science in Nursing
By
ZYRA MENDIO
MICHELLE ANN MORAL
MARY-GRACE PARAS
RACHELLE HANNA SANTIAGO
2
SEPTEMBER 2009
ENDORSEMENT
This thesis entitled ASSESSMENT OF THE LEVEL OF MEMORY
RETENTION AMONG PRESCHOOLERS AND THEIR MANIFESTATION
IN SCHOOL RELATED SUBJECT prepared and submitted by Mary-
Grace B. Paras, Zyra O. Mendio, Michelle Ann F. Moral and Rachel
Hanna R. Santiago in partial fulfillment of the requirements for the
degree of Bachelor in Science In Nursing has been examined and is
recommended for ORAL EXAMINATION.
This is to certify that Mary-Grace B. Paras, Zyra O. Mendio, Michelle
Ann F. Moral and Rachel Hanna R. Santiago is ready for the ORAL
EXAMINATION.
MS. Marie King Estrella, RMT. MS
Adviser
3
Acknowledgment.
We wish to thank the following and express our genuine gratitude to
all those people who gave us invaluable assistance, support and helped
us in the accomplishment of this thesis.
• God, for guiding us in our everyday life and for giving us his bless-
ings.
• Our families for being there all throughout, for giving us their un-
conditional love and understanding and encouraging us to suc-
ceed. They were our inspirations.
• Our friends who showed their support and for also encouraging us
for making this thesis possible.
• Mr. Jay Panganiban for sharing us his knowledge.
• Administrators, teachers, parents and students to different schools
who allowed us to conduct our surveys.
• And lastly, to Ms. Marie King Estrella, RMT. Ms, for her warmed
support, concerned and for pursuing us to fulfill this requirement
for the degree of Bachelor in Science in Nursing.

4
Table of Contents.
-Thesis Abstract
-List of tables
-List of plates
-List of figures
- Chapter I. ……………………………………………………………….. 2
Introduction ……………………………………………………… 2-4
Theoretical Framework ………………………………..……….. 5- 6
Conceptual framework …………………………….……………. 6-8
Statement of the problem ………………………….…………... 8
Hypothesis ………………………………………..…………..…… 9
Significance of the study …………………………..….……….. 9
For the local government Unit
Scope and limitations of the study …………………………… 9- 10
Definition of terms ……………………………………………….. 10-12
- Chapter II …………………………………………….…..………………. 13
Foreign Literature ……………………………..……….…………. 13-16
Foreign Studies……………………………….……………………. 16-20
Theoretical Background ………..………………………………… 21
Conceptual paradigm ………………….…………………………. 22

5
Synthesis of related literature and studies ………………….. 22-23
Implications of related literature and studies ………………. 23-24
- Chapter III …………….……………………………….…………………. 25
Research design …………….………………………………………... 25
Instrumentation ………………………………………………………..25
Description of respondents ………………………………………… 25-26
Data gathering Procedure ………………………………………….. 26-27
Sampling Design used in the study ………………………………. 27
Validity of research instrument ………………………….………….27
Statistical treatment used in the study ………………….………. 28
- Chapter IV …………………………………………………………………. 29
Discussion of result ……………………………….………………. 29
Table Title …………………………………………….……………… 29-34
- Chapter V ……………………………….…………..…….……………….. 35
Summary of findings ………………………….…..……….….……35-36
Conclusions ……….…………………..…….……………..……….. 36-38
Recommendations ………………….…………………………...… 38
- Literature Cited
- Appendices
a. Plates
b. Letters
6
c. Sample draft of questionnaires
d. Sample of answered questionnaires
e. Computations
f. Summary Estimated account
g. Recorded Dialogue of narration of video
- Curriculum Vitae
a. Rachel Hanna R. Santiago
b. Mary-Grace B. Paras
c. Michelle Ann F. Moral
d. Zyra O. mendio
7
Thesis Abstract.
Kids today are more willing and not afraid to try to discover new ways
and methods of learning. They are more adventurous. The more they
explore the more they desire to learn but of course with the help of the
teachers. Memory retention of preparatory children can be improved and
reach the highest level by means of motivating, encouraging ways for
them to develop their memory potentials. Accompanied by supporting of
teachers who are willing to teach that will enhance their cognition and
learning. Preschool teachers will often take basic concepts and
incorporate them into play. Children at this age learn through play
concepts that incorporate all of their senses. While they are having fun
and practicing essential social concepts – being respectful of each other
and taking turns. – They are unaware that they are even absorbing
educational concepts. Effective preschool teachers are able to engage the
preschooler and offer lessons through these playful avenues. Creative
preschool teachers are crucial to successful preschool learning. It takes

8
an inspired, resourceful individual to effectively deliver educational
lessons in a way that interests and motivates small children. Holding the
attention of students so small can sometimes be the most difficult
accomplishment. Most importantly, the goal of preschool learning is to
foster a lifelong love of learning; children should leave the preschool
experience with a feeling of accomplishment allowing them to move
forward in their education with comfort and confidence.
Chapter I
The Research Problem and its Background
Introduction.
“Bright minds make bright futures!” Preparatory children nowadays
are far better than before they are more advanced in teaching and more
capable of absorbing the methods of learning that used with them.
Modern teaching accompanied with modules and analytical measures
develop the preschooler’s memory retention that serves as the foundation
of their education. Kids today are more willing and not afraid to try to
discover new ways and methods of learning. They are more adventurous.
The more they explore the more they desire to learn but of course with
the help of able teachers. Memory retention of preparatory children can
be improved and reach the highest level by means of motivating,

9
encouraging ways for them to develop their memory potentials.
Accompanied by supporting of able teachers who are willing to teach that
will enhance their cognition and learning.
Preschool education refers to the education children prior to
elementary school. In this level, they are designed to support the
development of the preschooler in their early years. It helps to enhance
the children’s mental capacity and language competence and builds up
their self esteem and provide them with the skills of the self expression.
They serve as a socializing agent that helps the children to prepare
themselves in the world of elementary school as well as for their
participation to their society at large.
Preschool children want to touch, taste, and smell, hear and test
things for themselves. They are eager to learn. They learn by
experiencing and by doing. Preschoolers want to establish themselves as
separate from their parents. They are more independent than toddlers.
They can express their needs since they have greater command
language. Cognitive development is the construction of thought
processes including remembering, problem solving, and decision making
childhood through adolescence to adulthood. Cognitive development
refers to how a person perceives, thinks, and gains understanding of his
world through the interaction of genetic and learned factors. Among the
areas of cognitive development are information processing, intelligence,
reasoning, language development, and memory.

10
The level of memory retention of preschool is more complicated and
developmental prior to adulthood. At this age, lots of memory enhancers
can be use to be able for them to increase their memorization. Strategies
for learning and remembering are used in concerning developmental
change in children. Children younger than 7 or 8 years old would rarely
use this or any of the other potentially helpful memory strategies. The
emergence of strategic behavior may be partly attributable to the growing
child’s acquisition of mnemonic facts that implicit govern the behavior of
a more mature individual.
The concept of “forgetting”, gives idea how to understand “retention”.
Memory strategies for preschool can used to avoid or minimize
forgetfulness. In fact, it is now well established that this kinds of
mnemonic knowledge for children increase in an orderly fashion as
children develops. Preschoolers, consistently over predict the number of
items they will recall in a memory span task. The mental capacities of
the preschool child, when treated in an objective manner, becomes a
subject with familiar and scientific aspects, our tasks is to bring them in
higher retentive memory aspects relation.
There is a chance to interact with other children. And Interacting
with other children means learning how to wait, how to take turns, and
how to listen. Young children learn social skills when they interact with
other children. These social skills are critical to a developing personality
and they would not send home them carelessly There are some
11
compensation to preschools, primarily that they are the foundations for
academic learning. In preschool your child will listen to poetry and
songs, building blocks needed to grasp phonics and reading skills when
it is developmentally appropriate. Preschools joined all activities that are
done over and over in preschool settings and help children get ready to
learn academics. Watching other children pursue a challenging task is
also helpful. The presence of other children and a wide variety of
materials are two big reasons why a preschool is a good thing
Theoretical Framework.
The most famous and leading theory of Cognitive Development is that
of Swiss psychologist Jean Piaget. Piaget’s theory, first published in
1952, grew out of decades of broad observation of children, including his
own, in their natural environments as opposed to the laboratory
experiments of the behaviorists. Even though Piaget was interested in
how children reacted to their environment, he projected a more active
role for them than that suggested by learning theory. He envisioned a
child’s knowledge as composed of schemas, basic units of knowledge
used to prepare past experience and serve as a basis for understanding
new ones.
Schemas are frequently being modified by two complementary
processes that Piaget termed assimilation and accommodation.
Assimilation refers to the process of taking in new information by
incorporating it into presented schema. In other words, people assimilate

12
new experiences by involving them to they already know. Conversely,
accommodation is what happens when the schema itself changes to
accommodate new understanding. According to Piaget, cognitive
development involves a continuing attempt to achieve a balance between
assimilation and accommodation that he termed equilibration.
At the center of Piaget’s theory is the principle that cognitive
development occurs in a series of four distinct, universal stages, each
characterized by increasingly refined and nonfigurative levels of thought.
One of these stages is the Pre-operational stage (toddler hood and early
childhood). In this period, which has two sub-stages, intelligence is
demonstrated through the use of symbols, language use matures and
memory and imagination are developed, but thinking is done in a non-
logical reversible manner.
Preschoolers, age’s three to six, should be at the “pre-operational”
stage of Piaget’s cognitive development theory, meaning they are using
their imagery and memory skills. They should be conditioned to learning
and memorizing and their outlook of the world is usually very self-
centered. Preschoolers have developed their social interactions skills,
such as playing and cooperating with other children in their own age. It
is normal for preschooler to test the restrictions of their cognitive abilities
and they learn pessimistic concepts and actions, such as talking back to
adults, lying and bullying. Other cognitive development in Preschoolers
are developing an increased attention span, learning to read, and

13
developing structured routines, such as doing household chores.
Conceptual Framework.
Child development refers to the hereditary and mental changes that
take place in human beings between birth and the end of adolescence, as
the individual progresses from reliance to increasing self-sufficiency. For
the reason that these developmental changes might be strongly
influenced by hereditary factors and events all through prenatal
existence, hereditary and prenatal development are usually built-in as
part of the study of child development. Related terms include
“developmental psychology”, referring to development throughout the
lifespan and “pediatrics”, the branch of medicine relating to the care of
children. Developmental change may happen as an outcome of
genetically-controlled processes known as maturation, or as a result of
environmental factors and learning, but most commonly involves an
interaction between the two.
In our own conceptual framework we will be modifying two
corresponding processes that we termed adaptation and adjustment.
Adaptation refers to the development of captivating in latest information
by incorporating it into representation. To be further with that, people
incorporate latest experiences through relating them to things they
previously recognize. On the other hand, adaptation is what happens
when the representation itself changes to put up latest perceptive.
In relation with the study cognitive growth involves an enduring

14
endeavor through accomplishing stability among adaptation and
adjustment.
At the core of our theory is the opinion to facilitate cognitive growth
occurs within a succession of four discrete general stages, characterized
through gradually more advanced and abstract levels of thinking.
Preschool covers nursery, kindergarten and preparatory stage. We will
be focusing our study in preparatory level. Where in, in this stage it has
two subordinate phases, intellect is recognized through the use of signs,
verbal communication, reminiscence and thoughts is developed,
excluding philosophy is completed within a non-reasonable, non-
invalidate manner.
In preparatory stage they should be trained towards education and
remembering, with their viewpoint of the humankind is frequently
egotistical. In preschoolers wherein preparatory is included have
developed their communal relations ability, for instance like collaborating
in the midst of other kids with the same age. Usually, preschoolers are in
to test their restrictions of their cognitive capability, and they become
skilled at unenthusiastic perception.
Statement of the Problem.
Is there a significant correlation between memory retention among
Preschoolers as to manifestation of students’ academic performance?
1. What are the means to improve Preschooler’s memory retention?
2. Which type of learning is most efficient for Preschooler?

15
3. Does genetic influences affect the child’s learning strategies?
4. Does the method of racing a child affect his/her performance in
school?
5. How the environment and ways of living affect the learning abilities of
a child?
6. What strategies that teacher can use to extend the span of focus of the
Preschooler during lessons?
Hypothesis.
 There is No significant relationship that exists in terms of memory
retention among Preschoolers as to manifestation in students’ aca-
demic performances.
Significance of the Study.
Beneficiaries are a) preschooler because they how to cope up easily in
every activity their teachers want them to accomplish, they also learn
how to deal with other people and help to boost up their self-esteem. b)
second beneficiary are the parents because through this, they will be
able to know their importance to their children and it helps to have a
warm relationship to one another. c) third beneficiary are the teachers
because their skills in teaching is being developed. d) fourth is the school
because they are associated to their student’s success and they earn
money because of them. e) lastly is the community because they
strengthen the community awareness of the school and improve its
public image.
16
Scope and Limitation of the Study.
The study is limited on the problem of specific diagnosis with children
in preparatory school who have poor memory, which includes different
aspects that will help them to learn and will provides them a good
memory, good learning in skills and creativeness, proper way to exercise
and develop the brain with the help of proper nutrition. The start of the
study was held this 1st semester of 2009 at Montessori Academy at 38
Ste. Fe cor. Consuelo Sts., Marulas Valenzuela, Metro Manila, Salvation
Army Academy at Blk 31 Langaray Highway,Caloocan City, Catholic
Bethel Academy at Libiz espina st. Sangandaan Highway Caloocan City,
Wrimare School,Inc. at Panghulo,obando,Bulacann, Precious Vessels
Christian Academy at Interior 10-A San Pascual Obando,Bulacan, St.
Bernadette College of Valenzuela City at Gen. T de Leon Valenzuela City,
Arayat Holy Child Foundation, Inc. at #389P.Tan St.Poblacion, Arayat,
Pampanga, Adelle Grace Montessori School, Inc at Poblacion, Arayat,
Pampanga, Arayat Central Elementary School at Poblacion, Arayat,
Pampanga, Dominican School of Mexico, Inc. at Mexico, Pampanga, and
Methodist Church Ecomenical Learning School at Plaza Luma, Arayat,
Pampanga. The need of this study is due to poor ability in memory
retention causing the children to have low potential of learning. In our
study, there are many instrument we uses to enhance, develop and
exercise the brain of the children to achieve better memory such as
music, colored pictures, games and many more, but in our study we use
17
not only thesis pictures but it also accompanied by different techniques
such as teaching of proper nutrition, lifestyle check and help them to
reduce stress.
Definition of Terms.
For purposes of the study, the following key terms are defined:
Assimilation. The process of receiving new facts or of responding to new
situations in conformity with what is already available to consciousness.
Cognitive Capability. Provides the foundation for skilled activities of
daily living, and is linked in many ways to health and survival.
Cognitive Development. Is the construction of thought processes,
including remembering, problem solving, and decision-making, from
childhood through adolescence to adulthood.
Forgetting. Refers to apparent loss of information already encoded and
stored in an individual's long term memory.
Forgetting Curve. This refers to illustration of decline of memory
retention in time. A related concept is the strength of memory that refers
to the durability those memory traces in the brain.
Free Recall. During this task a subject would be asked to study a list of
words and then sometime later they will be asked to recall or write down
as many words that they can remember.
Intelligence. This refers to the ability to learn facts and skills and apply
them, especially when this ability is highly developed.
Language Development. Is the process by which children come to

18
understand and communicate language during early childhood.
Learning. Is acquiring new knowledge, behaviors, skills, values,
preferences or understanding, and may involve synthesizing different
types of information.
Mind. This refers to the center of consciousness that generates thoughts,
feelings, ideas, and perceptions, and stores knowledge and memories.
Musical Memory. This refers to the ability to remember music-related
information, such as melodic content of songs or other progressions of
tones or pitches.
Psychology. This refers to the scientific study of the human mind and
mental states, and of human and animal behavior.
Remembering. Designates the specific psychic action of producing a
memory and is to be distinguished from reminiscences, flashbacks.
Retention. This refers to the act of retaining something or the condition
of being retained.
Schema. A pattern imposed on complex reality or experience.

19
Chapter II
Review of Related Literature and Studies
Foreign Literature.
Tammy A. Marche (2001) mentioned that the model of long-term re-
tention was used to examine whether and how the strength of original in-
formation (differences in learning and testing time) and the strength of
misleading information (differences in timing and frequency) influence 3-
to 5-year-olds' memory for an event. In three experiments, preschoolers
viewed a slide presentation depicting an event, some of them were asked
misleading questions, and memory for event details was tested. There
was little evidence of memory impairment, but exposure to misleading in-
formation encouraged reporting of this information. Differences in learn-
ing influenced reporting in that children exposed to the event once repor-
ted more misled details than those who saw the event multiple times.
20
Furthermore, preschoolers who saw the event once were just as suscept-
ible to misleading information whether exposed to misinformation once
or three times; however, preschoolers who had seen the event multiple
times were susceptible only to repeated presentations of misinformation.
Given that the reporting of misinformation is determined by the degree of
integrity of both the original and misleading information, it is important
to control for differences in trace strength for both types of information in
future research.
Melissa K. Welch-Ross (2001) cited that Fifty-seven 3- to 5-1/2-year-
olds listened to a story accompanied by pictures of target items. After a
short delay, an interviewer asked children questions about the story and
suggested information that conflicted with the original details. Story
memory was assessed 5–11 days later using a two-alternative, picture re-
cognition test. Children completed theory of mind (ToM) tasks that in-
dexed an understanding of knowledge and the ability to reason about
conflicting mental representations (CMRs). An increase in ToM scores
was associated with a decrease in suggestibility, independent of age. The
relation between ToM scores and suggestibility was significant for chil-
dren who had poorer story memory, but was no significant for children
who showed better story memory. An increase in CMR scores predicted
an increase in response times on the recognition test when children
made incorrect choices. Children who spontaneously reported original

21
details when the interviewer suggested misleading information had high-
er CMR scores than children who did not report original details.
Diane H. Schetky, Elissa P. Benedek (2000) invoked that by age 3, a
qualitative change in the ability to remember appears in most children.
As verbal abilities become more complex and children are exposed to the
contextual situation where they can learn to remember, there are ad-
vances in the three major requirements of memory. Children get better at
encoding- specifically attending to particular aspect of the environment
long enough to take it into memory. They begin to be able to store events
and experiences in short-term memory and, less effectively, in long-term
memory. Finally, they become more able to retrieve memories to by
thinking about them or by responding to questions or prompt.

22
Greg Frost (2003) quoted that there are many ways of classifying the
human mind and its ability to retain information. One of the most often
used classifications are based on the duration of memory retention,
specifically the sensory, short term and long term memory. Short term
memory refers to the recent memory, and is usually only held for a very
short period of time. A common example would be when you meet many
new people, cursorily introduced at a party. Long term memory, on the
other hand, can be thought of as a database where all the information
that you have learnt is kept. Sensory memory is conveyed through your
senses of sight and sound, where you keep these “images” in your mind.
MJ Ryan (2002) remarked that so many of us think about creativity in
the context of being an artist or musician. However I prefer the definition
that resiliency expert Frederic Flach uses. Creativity is “a response to a
situation that calls for a novel but adaptive solution, one that serves to
accomplish a goal.” That’s why; when dealing with the challenges of our
times, the best thing we can do is grow our creative capacity. We need to
come up with thoughts and solutions that are different from ones we’ve
used in the past. Otherwise we will be responding in habitual ways that
may not serve us now. But the way to access our innovative thinking is
not the same for everyone. It actually has to do with what stimulus
triggers your right hemisphere. Without knowing your unique formula,
you can mislabel yourself as uncreative.
Foreign Studies.
23
David Rivera (2009) stated that here are some great memory
improvement techniques you can learn, techniques that will help in
turning numbers into words, memorizing names and remembering
shopping lists. Let’s discuss how to memorize a list of grocery items. We
will use 4 items only but you will see the size of the list does not matter.
What we do in memory techniques is to take something we already
know and associate it with something we want to remember. So we
connect the 2 together or link them together. We can use what is called
the “Roman Room” to link items together so we can bring them up in our
mind later on.
The reason this works is because there are certain things you will not
forget. You know where you live. You know how your house looks and
what rooms there are. Assume that you are going to buy the following
items from the store: Bananas, soap, bread, paper towels.
Pick any room in your house or apartment. Now we will associate the
items in the list with something in the room you choose. Imagine you
walk into your living room and this is what you see: Book shelf, table.
These are the first 4 things you see in sequence when you enter your
living room. Take each item you want to remember on your shopping list
and place them with one of the items in your living room or replace the
item in your room with one from the list. This is what you might see in
your mind: You walk into your living room and Bananas are shooting out
of your Book Shelf. Some Bananas fall onto your Table and are skating
24
on top of Soap. A bar of Soap slides off the Table and goes toward the TV,
but the TV is not there. Instead there is a giant loaf of Bread. The giant
Bread eats the Soap but throws it up all over your Couch. Out of your
Couch come arms and they are holding Paper Towels and it starts to
clean the mess on itself with the Paper Towels.
Louis Richard (2008) noted that forgetfulness seems to be a harmless
trait. After all, the human mind has its own limitations. But there's a
price to pay for being forgetful about important things. Forget to pay your
bills, and you'll soon end up in debts. Forget to turn off the oven before
you leave, and your home might burn into ashes. Forget your fiancé’s
birthday, and you're in for a major heartbreak. See how potentially
dangerous poor memory is? Good thing, various techniques on how to
improve memory power are available for people who tend to forget even
the simplest things.
The main advantage of the trivia quizzes is that the questions can be
based on virtually any topic: history, geography, music, film stars and
many others. These improve memory games can be played on a
computer, but it is more fun when playing this in a group of friends. In
children, such trivia quizzes have constructive effects. At the beginning,
the children do not know the answers to the questions, but once they
find them out, they memorize them. Therefore, the new questions, as well
as old questions that are repeated, prove to help both children and
grown-ups to improve their memory.

25
Now for the dreaded word - exercise- yes, your brain is just like the
rest of your body, it requires exercise to stay in tip-top shape. Just as
your muscles grow and develop when you do physical exercise, so does
your brain when you do mental exercise. It strengthens the neural
pathways in your brain, opening more and more areas of your brain.
Exercising can involve, doing puzzles or riddles, learning a new language
or a new musical instrument. Keeps it interesting and you will enjoy the
'exercise' while you're at it.
Mental Exercise - Improve memory and concentration by memorizing
techniques. You could draft a list of any items, memorize it, and then
quiz yourself later. Another method is to read an article, analyze it, and
then explain it to someone else. This helps keep your working memory in
tact, which will improve even more over time. A final method to help with
your memory is to work on puzzles. Working on crossword, Sudoku, or
jigsaw puzzles will give your brain a tough workout. This is due to the
various words, shapes, and colors that force your brain to work.
Foods to improve memory include cantaloupe, blueberries,
asparagus, black currants, kale and sweet potatoes. People can also use
red foods to improve memory. These foods improve the circulation of the
blood, the body temperature and boost the energy, while making
depression easier. Such foods are watermelon, tomatoes, red cabbage,
cherries, radishes and strawberries.

26
Singing enhances memory because most of the songs are complex
and require prolonged thinking in order to be memorized. In addition,
singing changes the mood, a fact that leads to a decrease of the
depression level, in most of the cases. As it is known, depression
represents the most frequent cause of memory loss.
Martin Mak (2006) claimed that he key to improving short term
memory is intention. Here are some tips and techniques to get you
started. In any given situation, if you perceive the circumstance or
information to be important and you intend to recall it later, you can
then make your choice to focus on it, interact with it to make it
personally meaningful to you. This will take less effort to remember later.
Adding details and repetition are also some of the more usual ways to
help you create a personal relationship with that piece of information or
experience. You can add details through any of the five senses that are,
adding visual, auditory, smell, taste or tactile cues to the information. By
creating multiple links to the fact, you are adding a variety of access
points to that which you want to remember.
In other ways, repetition is like a well-worn path which you walk over
and over again. For example, memorizing the multiplication tables or the
alphabet, or even simple tasks that we take for granted, like telling the
time. There was a time in our forgotten past that our parents or teachers
helped us with telling the time or the alphabets by drilling the
information into us, through repetition. Like learning to ride a bicycle,

27
the information is so ingrained in us that we do it on a subconscious
level.
Using Mnemonics can also help you remember information better,
like the abstract. For example, to remember the "classic" named colors of
the spectrum or rainbow (Red, Orange, Yellow, Green, Blue, Indigo,
Violet), it can be easier for some people to remember the mnemonics
"Richard Of York Gave Battle In Vain" or "Roy G. Biv" (a made-up name)
instead. You can also use a method, in reverse "VIBGYOR" pronounced
"vib-GYOr".
Although we tend to remember less as we grow older, as the brain’s
processing ability slows down, there is no reason we should not engage
in mental activities like playing chess, scrabble, or solving puzzles to
keep our mind’s sharp. Learning new strategies can also help the brain
to cope with the slowing down and make you mentally-fit.
Theoretical Background.
Preschool programs began in earnest in the United States during the
first quarter of the twentieth century. The philosophical foundations for
these programs can be traced to the belief, popularized during the
seventeenth century, that early childhood is a unique period of life
during which the foundation for all subsequent learning is established.

28
The early programs often began informally and involved the efforts of
women who took turns caring for each other's children. The first public
preschool program began at the Franklin School in Chicago in 1925 with
the support of the Chicago Women's Club.
The popularity of preschool as an option for young children increased
dramatically after the 1970s. In 1970, for example, only 20 percent of
three- and four-year-olds participated in organized education programs.
In 1998, approximately half of all children in this age range attended a
full-time pre-school program. The increasing popularity of pre-school has
been fueled in part by an increase in the number of women entering the
work force as well as by a belief among many parents and educators that
children need early preparation for elementary school.

29
Conceptual Paradigm.
Synthesis of Related Literature and Studies.
A collaborative study shows that in the past and present research,
there were ways that are different in teaching strategies to help children
in their scholastic performances to be able for them to increase their level
of memory retention. Articles from the past literature emphasized that
Memory Retention of children like preschool can affect from some other
factors like Nutritional, Environmental and Psychological. Those factors
can be the reason how children cope up in a particular subject, and can
also be a hindrance in increasing their cognitive level. Likewise, present
or current studies today, authors and psychologist like Piaget, Thorndike

30
and Skinner published and projected their theories “Cognitive Develop-
ment” and “Cognitive Learning” as manifested in their literature and
books, children’s learning process can affect their memory status. The
methods or ways on how they will develop preschool cognitive abilities
done by changes, as time goes and passes by. And from those studies we
will know how Preschoolers can have a higher level of retention as signi-
ficance in their related subjects, eventually to build their own future.
Implications of Related Literature and Studies.
We use a lot of authors in our study, but just to make it short, let’s
just compare Piaget’s Theory and Marche’s Theory. The disadvantages
that may arise here is about the difference of the way of teaching that
they are going to imply. Piaget believed that children made moral judg-
ments based on their own observations of the world. Thorndike intro-
duced courses in educational psychology, tests and measurements, and
the psychology of school subjects. It just simply said that Piaget wants to
enhance the children’s intelligence through their own exploration than to
Thorndike’s idea of giving some subjects wherein they will undergo in
some test though it can help, we think it’s a bit complicated for those
children to do such test. As far as we know, their theories are both help-
ful.
The disadvantages that came up to us due to the difference of opinion
was, having different way of teaching can lead to misunderstanding in

31
two different side, nevertheless, they can still both implicate their own
methods.
We therefore conclude that, any kinds of way of teaching will do as
long as they know how to handle the situation among their preschoolers
and of course, it is also a big help if they are going to guide their children
fulfilling their task.

32
Chapter III
Methodology of Research
Research Design.
Our study comes with the Quantitative, Non-experimental and
Descriptive survey type of research. It aims to describe the study and the
method used to it. It describes the respondents that are responsible or
the scope of the research. In a survey type of methodology, it aims to
capture a situation that occurs in a moment and the quantitative
understanding of the respondents in the research.
Instrumentation.
Conducting survey questionnaires is the way we used in this
research. It has a series of questions used to gather information that
based in our study and prompts for the objective to collect information
from the opinion and sides of respondents. The questions are arranged
and categorized according in their advantages, disadvantages, benefits.
Closed-ended questions are orderly answered by two, three options, the
5-1 scale of choices.
Description of Respondents.
Teacher/ advisers – this survey come up with the respondents of
educators of preschoolers. With them, they know more how their
children or students learned. Giving mnemonics, showing

33
demonstrations and doing recreational activities that he/she conducted
for the children to increase their level of memory retention and for them
to show their interest with their subjects.
Data Gathering Procedure.
1. Selection of Data.
The subjects are selected based on the scope of our research. Prior to the
conduction of survey, we accumulate the important information in the
topic that leads us to cite and describe the respondents we need in this
study. We come up with the parents, children and the participation of
advisers.
2. Dissemination of Research Instrument.
We disseminate the instrument by giving each of the preschool and
asked the respondents if they can participate or cooperate in answering
the following questions we prepared. We distribute the questionnaires to
the subsequent respondents.
3. Tabulation and Analysis of Retrieval.
The tabulation and the analysis of the retrieval data is based on the an-
swers of the respondents that we collected in the preschool we prefer. We
tabulated it according to the question and got the percentage for each of
the presenting questions.
4. Retrieval of Research Instrument.

34
We personally collected the questionnaires from the respondents who
answered and participated to the study.
5. Presentation, Formulation of Conclusions.
Based on our tabulations, we have conducted our conclusions and re-
commendations based on the present questions that are concerning in
assessing the level of memory retention of the preschoolers which
answered by the respondents, the preschool advisers.
Sampling Design Used in the Study.
In this study, the appropriate design we will used is the non-
probability sampling which is the purposive sampling. A deliberate
selection of individual by the researcher based on predefined criteria.
With this case we decided to obtain the advisers or the teachers of the
preschoolers as our respondents because of the reason and purpose that
as educators, by evaluating their students, they know how to assess
their level of memory retention.
Validity of the Research Instrument.
We used criterion validity to validate the authenticity of the
questionnaires that are worn to the study. It detects the presence and
absence of one or more criteria believed to present characteristics or
construct of interest.
Concurrent validity, which is a type of criterion validity, that refers to
the capability of the criterion to reflect the present status of the criteria.
35
It therefore has the capability to picture out the present characteristics of
the subjects.
Statistical Treatment Used in the Study.
In determining the level of measurement based on our gathered data,
we used the measures of central tendency. By nominal measurement we
classified it by its frequency, percentage and its weighted mean.

36
Chapter IV
Presentation, Analysis and Interpretation of Data
Discussion of Results.
According to the data that we obtained through survey, we found out
that most of the teachers agree to eat a nutritional food to have a good
memory. Moreover, teachers thinks that the best idea for a preschooler to
easily remember things is his hands on experience.
Table Title.
Table 1.1 Giving mnemonics or techniques in teaching can be an
advantage to increase their memory retention.
Explanation: Based on the Table 1.1, 60% out of 100 who took the
survey were strongly agree, 28% out of 100 were slightly agree and 10%
out of 100 said that they just only agree.
Category F % Weighted Mean
5 60 0.06 300
4 28 0.028 112
3 10 0.01 30
2 0 0 0
1 0 0 0
TOTAL WEIGHTED MEAN = 4.42
37
Table 1.2 Giving incentives or rewards in children can be an advantage
in teaching them
5 50 0.05 250
4 24 0.024 96
3 26 0.026 78
2 0 0 0
1 0 0 0
Table1.3 Eating a nutritional food could be a lead to have a good
memory.
5 88 0.088 440
4 10 0.01 40
3 2 0.002 6
2 0 0 0
1 0 0 0
Table 1.4 Demonstration method in teaching is most efficient for pre-
schooler.
38
out of 100 said that they just only agree. 8% out of 100 said that they
disagree.
5 52 0.052 260
4 20 0.02 80
3 20 0.02 60
2 8 0.008 16
1 0 0 0
Table 1.5 Showing of illustrations like images could be an effective way
to help the students to retain the knowledge that being thought to them.

5 90 0.09 450
4 4 0.004 16
3 6 0.006 18
2 0 0 0
1 0 0 0
Table 1.6 Recommending a tutorial for those student’s showing a below
average intelligence quotient.
Explanation: Based on the Table 1.6, 44% out of 100 who took the sur-
vey were strongly agree, 12% out of 100 were slightly agree and 30% out
of 100 said that they just only agree,6% out of 100 were disagree and
39
8% out of 100 were strongly disagree.

5 44 0.044 220
4 12 0.012 48
3 30 0.03 90
2 6 0.006 12
1 8 0.008 8
Table 1.7 Giving brain boosters can be helpful in memory retention of chil-
dren.
of 100 said that they just only agree,12% out of 100 were disagree and
4% out of 100 were strongly disagree.
5 42 0.042 210
4 20 0.02 80
3 22 0.022 66
2 12 0.012 24
1 4 0.004 4
TOTAL WEIGHTED MEAN= 3.84
Table 1.8 Drinking gestational milk improves the performance of the
preschoolers.
of 100 said that they just only agree.

40
5 26 0.026 130
4 64 0.064 256
3 10 0.01 30
2 0 0 0
1 0 0 0
Table 1.9 The way of racing a child affect his/her performance in school.
of 100 said that they just only agree.
5 66 0.066 330
4 30 0.03 120
3 4 0.004 12
2 0 0 0
1 0 0 0

Table 1.10 Nutritional factor can affect the retention of children.
5 86 0.086 430
4 6 0.006 24
3 8 0.008 24
41
2 0 0 0
1 0 0 0
Table 1.11 Play time can have a disadvantage effects in the studying
habits of a preschooler.
out of 100 said that they just only agree, 6% out of 100 were disagree.
5 22 0.022 110
4 22 0.022 88
3 50 0.05 150
2 6 0.006 12
1 0 0 0
Table 1.12 The environment and life style of a children affects their
learning abilities.

5 74 0.074 370
4 14 0.014 56
3 4 0.004 12
2 8 0.008 16
1 0 0 0
42
Table 1.13 Treatment of teachers in their students, have an effect on
how children learn and retain information in a long term period of
memory.
5 72 0.072 360
4 14 0.014 56
3 4 0.004 12
2 10 0.01 20
1 0 0 0
Table 1.14 Tutorial is a necessity.
out of 100 said that they just only agree, 30% out of 100 were disagree
and 6% out of 100 were strongly disagree.
5 22 0.022 110
4 18 0.018 72
3 24 0.024 72
2 30 0.03 60
1 6 0.006 6
Table 1.15 Teachers can help in motivating the preschooler in their

43
studies.
5 32 0.032 160
4 38 0.038 152
3 30 0.03 90
2 0 0 0
1 0 0 0
Chapter V
Summary of Findings, Conclusion and Recommendations
Summary of Findings.
44
Problem no. 1.
How does the teacher encourage the preschoolers to have a better
performance in school activities?
Answer:
It is the heart of being a preschool teacher, to show the children the
real essence of studying in a very creative and simple way that the
children cannot notice but they learn. They can encourage the children
by making them excited in the next day of school specifically by doing
new activities, showing new images and creating different objects.
Problem no. 2.
What are the effective ways that can be used by the parents to review
their children after the hours of school?
Answer:
Many ways can be used by he parents to review their children. It
starts in helping doing their assignments, repeating the numbers and let
them speak and repeat after you.
Problem no. 3.
Do genetic influences affect the child’s learning strategies?
Answer:
Some parents teach their children the way they want it. Sometimes
they adjust, sometimes they do not. In some cases, highly educated

45
parents are expected to have a child that is more capable in achieving
what their parents has achieve. Otherwise if the parents have an average
level in education but they want their child to achieve higher than them.
They will make time and effort in developmental years of a child. They
make large time and so much effort to achieve what they want from their
child. It can be noticed by the teacher how parents spend their time to
teach their children.
Conclusions.
Based on the study in researchers have drowned the ff. conclusions:
• The environment can affect more the child, because if their parents
are more dependent with the teacher they will not teach their chil-
dren at home and when the environment are more positive as par-
ents thinks, they will more excited than their child. Then their
parents can be more advanced in teaching their child knowing that
the help of a teacher’s are present. And if both parents are willing
to raise their children the way they want it to be they will find ways
to be successful first in their own, then it follows.
• There are more ways to improve child’s memory retention, one of
them is demonstrating to them how things are made and let them
do things simple and small with the supervision of a teacher. And
it helps more the child to remember easily what they have studied.
46
It’s the responsibility of a parent to remind and review the pre-
school to retain what they have studied in that day.
• Giving mnemonics & techniques are commonly used in higher level
of education and for pre-school they may not appreciate those
things. More on strategies and creativity are needed for preschool-
ers for them to appreciate and to enjoy what they are doing in
everyday of their studying. Equip with it the excitement of a child
while learning.
• Creativity is more needed because it helps the preschoolers to
learn with enjoyment and it shows how the preschooler particip-
ates in the activity. It is effective to assess the knowledge gained by
the child.
• There is a significant correlation between memory retention and
academic performance because it will shows the effectiveness of
the strategies that the teachers taught to them. If they really
learned or gained knowledge through the activities they have, they
will not definitely forget what they have learned.
Recommendations.
• We recommend using of illustrations and different objects in help-
ing them to remember letters and numbers.

47
• We recommend applying different strategies which they can show
their talents like singing, while making actions.
• We recommend showing that they are loved by giving much time
and effort by their parents in studying.
• We recommend acknowledging their good deeds in school to make
them feel that they are well appreciated.
• We recommend encouraging the parents to have their children a
nutritious food.

FINISHED NRES Except Endorsement, Acknowledgement Table of Contents..etc... )

Загружено:

Сведения о документе

Оригинальное название

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

FINISHED NRES Except Endorsement, Acknowledgement Table of Contents..etc... )

Загружено:

Авторское право:

Доступные форматы

1

ASSESSMENT OF THE LEVEL OF MEMORY RETENTION AMONG

In Partial Fulfillment of the Requirement for the

This thesis entitled ASSESSMENT OF THE LEVEL OF MEMORY

RETENTION AMONG PRESCHOOLERS AND THEIR MANIFESTATION

IN SCHOOL RELATED SUBJECT prepared and submitted by Mary-

Grace B. Paras, Zyra O. Mendio, Michelle Ann F. Moral and Rachel

Hanna R. Santiago in partial fulfillment of the requirements for the

degree of Bachelor in Science In Nursing has been examined and is

recommended for ORAL EXAMINATION.

This is to certify that Mary-Grace B. Paras, Zyra O. Mendio, Michelle

MS. Marie King Estrella, RMT. MS

We wish to thank the following and express our genuine gratitude to

us in the accomplishment of this thesis.

conditional love and understanding and encouraging us to suc-

ceed. They were our inspirations.

for making this thesis possible.

• Mr. Jay Panganiban for sharing us his knowledge.

• Administrators, teachers, parents and students to different schools

who allowed us to conduct our surveys.

support, concerned and for pursuing us to fulfill this requirement

for the degree of Bachelor in Science in Nursing.

Introduction ……………………………………………………… 2-4

Theoretical Framework ………………………………..……….. 5- 6

Conceptual framework …………………………….……………. 6-8

Statement of the problem ………………………….…………... 8

Significance of the study …………………………..….……….. 9

For the local government Unit

Scope and limitations of the study …………………………… 9- 10

Definition of terms ……………………………………………….. 10-12

Foreign Literature ……………………………..……….…………. 13-16

Foreign Studies……………………………….……………………. 16-20

Theoretical Background ………..………………………………… 21

Conceptual paradigm ………………….…………………………. 22

Synthesis of related literature and studies ………………….. 22-23

Implications of related literature and studies ………………. 23-24

- Chapter III …………….……………………………….…………………. 25

Research design …………….………………………………………... 25

Description of respondents ………………………………………… 25-26

Data gathering Procedure ………………………………………….. 26-27

Sampling Design used in the study ………………………………. 27

Validity of research instrument ………………………….………….27

Statistical treatment used in the study ………………….………. 28

Discussion of result ……………………………….………………. 29

Table Title …………………………………………….……………… 29-34

Summary of findings ………………………….…..……….….……35-36

Conclusions ……….…………………..…….……………..……….. 36-38

c. Sample draft of questionnaires

d. Sample of answered questionnaires

f. Summary Estimated account

g. Recorded Dialogue of narration of video

a. Rachel Hanna R. Santiago

c. Michelle Ann F. Moral

teachers. Memory retention of preparatory children can be improved and

reach the highest level by means of motivating, encouraging ways for

them to develop their memory potentials. Accompanied by supporting of

learning. Preschool teachers will often take basic concepts and

and practicing essential social concepts – being respectful of each other

educational concepts. Effective preschool teachers are able to engage the

preschooler and offer lessons through these playful avenues. Creative

preschool teachers are crucial to successful preschool learning. It takes

an inspired, resourceful individual to effectively deliver educational

attention of students so small can sometimes be the most difficult