Memory Retention and Math Performance of Grade 6 Learners in Guimba, Nueva Ecija

The study determined the memory retention and mathematicsperformance of grade 6 learners in Guimba, Nueva Ecija, during theschool year 2022-2023. Data were collected from 105 randomly selectedGrade 6 learners from 12 elementary schools using surveyquestionnaires, and descriptive and inferential statistics were used toanalyze the data. Most learner-respondents were 11-year-old femaleswhose parents were primarily high school graduates with blue-collarjobs with an average monthly income of Php 11,612.40.Concerning memory retention, different activities in motivationpractices and experiences contribute significantly to the learners'memory retention, thus contributing to their mathematics performance.Similar to goal setting and accomplishments, different activities in goalsetting and achievements contribute very much to the learners' memoryretention. Thus, it helps the learners' performance in mathematics.On the other hand, findings revealed that different activities inpersonalized learning contributed significantly to the learners' memoryretention, affecting their mathematics performance. However, theteaching strategies and learning strategies that their teachers utilizedwere effective and contributed to the retention factors of the learners.Educational resources and learning devices have recently been widelyintegrated into daily life, facilitating access to vast information.The respondents' mathematics performance was based on theirgrades in the “Project All Numerates” program. Memory retention, suchas motivational practices and experiences, goal setting andaccomplishments, personalized learning, teaching strategies andlearning activities, and educational resources and learning devices, wasmanifested by most respondents, who were categorized as nearly numerates. Only the mother’s occupation was significantly related to therespondents' mathematics performance. At the same time, all memoryretention had a solid positive correlation with the respondents’mathematics performance. This implies that the higher the students'perceptions (based on their participation/experiences) of the mentionedfactors, the better their academic performance in mathematics.