FINISHED NRES except endorsement,acknowledgement table of contents..etc... =)

8/14/2019 FINISHED NRES except endorsement,acknowledgement table of contents..etc... =)

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ASSESSMENT OF THE LEVEL OF MEMORY RETENTION AMONGPRESCHOOLERS AND THEIR MANIFESTATION IN SCHOOL

RELATED SUBJECT

A Thesis Presented toThe Faculty of College of Nursing

Our Lady of Fatima University

In Partial Fulfillment of the Requirement for theDegree of Bachelor of Science in Nursing

By

ZYRA MENDIOMICHELLE ANN MORAL

MARY-GRACE PARASRACHELLE HANNA SANTIAGO

SEPTEMBER 2009


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ENDORSEMENT

This thesis entitled ASSESSMENT OF THE LEVEL OF MEMORY

RETENTIONAMONG 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


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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.


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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

Synthesis of related literature and studies .. 22-23

Implications of related literature and studies . 23-24


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- 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

c. Sample draft of questionnaires

d. Sample of answered questionnaires


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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


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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 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


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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 preschoolers 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, 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.


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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 childrens 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.

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.


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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 childs 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

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


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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. Piagets 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

childs 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 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,


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cognitive development involves a continuing attempt to achieve a

balance between assimilation and accommodation that he termed

equilibration.

At the center of Piagets 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, ages three to six, should be at the pre-operational

stage of Piagets 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 developing structured routines, such as doing household

chores.


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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

endeavor through accomplishing stability among adaptation and


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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 Preschoolers memory retention?

2. Which type of learning is most efficient for Preschooler?

3. Does genetic influences affect the childs learning strategies?


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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

academic 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 students 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.

Scope and Limitation of the Study.


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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

not only thesis pictures but it also accompanied by different techniques


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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


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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.


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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

information (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 mis-

leading information encouraged reporting of this information. Differ-

ences in learning influenced reporting in that children exposed to the


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event once reported more misled details than those who saw the event

multiple times. Furthermore, preschoolers who saw the event once were

just as susceptible to misleading information whether exposed to misin-

formation 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 informa-

tion, 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 511 days later using a two-alternative, picture

recognition 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

children who had poorer story memory, but was no significant for chil-

dren who showed better story memory. An increase in CMR scores pre-

dicted an increase in response times on the recognition test when chil-

dren made incorrect choices. Children who spontaneously reported origi-


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nal details when the interviewer suggested misleading information had

higher 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

advances in the three major requirements of memory. Children get bet-

ter at encoding- specifically attending to particular aspect of the envi-

ronment long enough to take it into memory. They begin to be able to

store events and experiences in short-term memory and, less effective-

ly, in long-term memory. Finally, they become more able to retrieve

memories to by thinking about them or by responding to questions or

prompt.


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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.


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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. Thats 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 weve 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.

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. Lets 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


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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 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


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before you leave, and your home might burn into ashes. Forget your

fiancs 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.

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


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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.

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


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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,

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


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"vib-GYOr".

Although we tend to remember less as we grow older, as the brains

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 minds 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.

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


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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.

Conceptual Paradigm.

Synthesis of Related Literature and Studies.


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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 lev-

el 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

and Skinner published and projected their theories Cognitive Develop-

ment and Cognitive Learning as manifested in their literature and

books, childrens 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

significance in their related subjects, eventually to build their own fu-

ture.

Implications of Related Literature and Studies.

We use a lot of authors in our study, but just to make it short, lets

just compare Piagets Theory and Marches 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-


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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 childrens intelligence through their own exploration than to

Thorndikes idea of giving some subjects wherein they will undergo in

some test though it can help, we think its 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 opin-

ion was, having different way of teaching can lead to misunderstanding

in 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 chil-

dren fulfilling their task.


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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


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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 categorizedaccording 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

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.


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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.

We personally collected the questionnaires from the respondents who

answered and participated to the study.

5. Presentation, Formulation of Conclusions.

Based on ourtabulations, we have conducted our conclusions and rec-

ommendations based on the present questions that are concerning in

assessing the level of memory retention of the preschoolers which an-

swered 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.


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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.

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.


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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


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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 3004 28 0.028 1123 10 0.01 302 0 0 01 0 0 0

TOTAL WEIGHTED MEAN = 4.42

Table 1.2 Giving incentives or rewards in children can be an advantage

in teaching them


survey were strongly agree, 28% out of 100 were slightly agree and

10% out of 100 said that they just only agree.


5 50 0.05 2504 24 0.024 963 26 0.026 782 0 0 01 0 0 0


Table1.3 Eating a nutritional food could be a lead to have a good


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memory.





5 88 0.088 4404 10 0.01 403 2 0.002 62 0 0 0

1 0 0 0TOTAL WEIGHTED MEAN = 4.86

Table 1.4 Demonstration method in teaching is most efficient for pre-

schooler.



20% out of 100 said that they just only agree. 8% out of 100 said that

they disagree.

Category

F % Weighted Mean

5 52 0.052 2604 20 0.02 803 20 0.02 60

2 8 0.008 161 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.


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Category F % Weighted Mean5 90 0.09 4504 4 0.004 163 6 0.006 182 0 0 01 0 0 0


Table 1.6 Recommending a tutorial for those students 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 8% out of 100 were strongly disagree.


5 44 0.044 2204 12 0.012 483 30 0.03 902 6 0.006 121 8 0.008 8


Table 1.7 Giving brain boosters can be helpful in memory retention of chil-

dren.



out of 100 said that they just only agree,12% out of 100 were disagree

and 4% out of 100 were strongly disagree.


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5 42 0.042 2104 20 0.02 80

3 22 0.022 662 12 0.012 241 4 0.004 4

TOTAL WEIGHTED MEAN= 3.84

Table 1.8 Drinking gestational milk improves the performance of the

preschoolers.





5 26 0.026 1304 64 0.064 2563 10 0.01 302 0 0 01 0 0 0


Table 1.9 The way of racing a child affect his/her performance in school.





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5 66 0.066 3304 30 0.03 1203 4 0.004 12

2 0 0 01 0 0 0


Table 1.10 Nutritional factor can affect the retention of children.





5 86 0.086 4304 6 0.006 243 8 0.008 242 0 0 01 0 0 0


Table 1.11 Play time can have a disadvantage effects in the studying

habits of a preschooler.



50% out of 100 said that they just only agree, 6% out of 100 were

disagree.



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5 22 0.022 1104 22 0.022 883 50 0.05 1502 6 0.006 121 0 0 0


Table 1.12 The environment and life style of a children affects their

learning abilities.



out of 100 said that they just only agree, 8% out of 100 were disagree.

Category F % Weighted Mean5 74 0.074 3704 14 0.014 563 4 0.004 122 8 0.008 161 0 0 0


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 mem-

ory.



out of 100 said that they just only agree, 10% out of 100 were disagree.


5 72 0.072 3604 14 0.014 563 4 0.004 12


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2 10 0.01 201 0 0 0


Table 1.14 Tutorial is a necessity.



24% 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 1104 18 0.018 723 24 0.024 722 30 0.03 601 6 0.006 6


Table 1.15 Teachers can help in motivating the preschooler in their

studies.



30% out of 100 said that they just only agree.


5 32 0.032 1604 38 0.038 1523 30 0.03 902 0 0 01 0 0 0


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Chapter V

Summary of Findings, Conclusion and Recommendations

Summary of Findings.

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.


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Problem no. 2.

What are the effective ways that can be used by the parents to re-

view 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 childs 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

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:


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The environment can affect more the child, because if their par-

ents are more dependent with the teacher they will not teach their

children at home and when the environment are more positive as

parents 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 teachers 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 childs 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 stud-

ied. Its 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 lev-

el 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 ev-

eryday 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 partici-


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pates 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.

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.


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