Chapter 3

Research Methodology

Methods and Techniques

This study used a quasi-experimental design to see how well active recall techniques

help students remember things better during discussions. The experiment was chosen because

it’s a good way to figure out if the method being tested (active recall) actually improves

memory retention. The study involved 10 students who were picked based on their

availability, willingness to participate, and similar math skills. This helped make sure

everyone started on a level playing field, so the comparison would be fair.

Mathematics was chosen for this study because it builds on earlier concepts. If

students don’t remember the basics, it can be tough to solve harder problems later. Struggling

to remember math concepts can make it harder to move on to advanced topics, so testing

memory strategies in this subject is especially useful. To keep things fair, the same teacher

taught both groups, and the lessons, practice problems, and tests were the same for everyone.

This ensured that the only difference was the use of active recall. This study was carefully

designed to see if active recall could truly help students remember more, providing helpful

ideas for improving how mathematics is taught.

The respondents of this study consist of 10 Grade 10 junior high school students from

Alexis G. Santos National High School during the school year of 2024-2025. The researcher

employed the purposive sampling by selecting 10 persons in grade 10. According to Andrade

(2021), A purposive sample is the one whose characteristics are defined for a purpose that is

relevant to the study. The findings of a study based on convenience and purposive sampling

can only be generalized to the (sub)population from which the sample is drawn and not to the

entire population. To minimize uncertainty, the selection method is predicated on availability,

participation readiness, and comparable academic standing in mathematics. The selected

person proves that no individuals differ significantly from one another.

Table 1.

Distribution of the Respondents

Respondents Number of Respondents Total Number of

Grade 10 10 persons 10

Research Instrument

This experimental study created the Student Performance Assessment Questionnaire

in order to compare the academic performance of high school students before and after

introducing a new teaching strategy, The students' test results and their degree of

mathematical engagement were the dependent variables, and the teaching approach

(Traditional vs. Active Recall) was the independent variable. There were 20 questions total—

10 multiple-choice and 10 problem-solving—in the pre-test and post-test portions of the

evaluation. In order to assess students' interest in the new teaching approach, the post-test
also included five Likert scale questions. The engagement data was examined using mean

scores, and the tests were graded using one point for multiple-choice questions and two

points for short-answer questions. The tests were graded with one point for multiple-choice

questions and two points for problem-solving questions. Mean scores were used to assess the

engagement data. Students' rights were protected by implementing ethical issues, such as

informed consent and confidentiality.

Data Collection Procedure

To examine the effectiveness of active recall during discussion in memory retention,

the study will follow a systematic data collection procedure involving Grade 10 students. A

total of ten participants will be selected using a convenience or purposive sampling method.

Ethical considerations, including obtaining parental consent and participant assent, will be

ensured to protect the rights and welfare of the respondents.

Prior to the intervention, respondents will take a pre-test designed to measure their

baseline knowledge of the chosen topic. This test, consisting of ten multiple-choice questions,

will help establish a starting point for both groups and ensure comparability in their initial

knowledge levels.

Following the pre-test, the discussions will take place to maintain the integrity of the

experiment. The respondents will experience active recall techniques such as structured

questioning and retrieval exercises. The content and duration of discussions will remain

identical to ensure consistency, with the only variable being the presence of active recall.
 After the discussion, a post-test will be administered to the respondents. The post-test

will mirror the format and difficulty of the pre-test to evaluate memory retention effectively.

The results of the pre-test and post-test will then be compared to determine the extent to

which active recall during discussion impacts memory retention.

Throughout the process, care will be taken to maintain a controlled environment,

minimizing external variables that could influence the outcomes. The findings from this

procedure will provide insights into the potential benefits of active recall as a learning

strategy in educational settings.

Data Processing

To analyze the effectiveness of active recall during discussion in memory retention,

the collected data will undergo systematic processing to ensure accuracy and reliability. The

process involves organizing, cleaning, and analyzing the pre-test and post-test scores

obtained from the experimental and control groups.

The first step is data organization. Raw scores from the respondents will be tabulated

to ensure clarity. Each participant's pre-test and post-test scores will be recorded. Next, the

data will undergo cleaning. This involves reviewing the dataset to check for any

inconsistencies or missing values. Any incomplete or erroneous entries will be addressed to

maintain the integrity of the analysis. This ensures that the data is both accurate and reflective

of the participants' performance during the study.

Once the data is organized and cleaned, data computation will follow. The mean pre-

test and post-test scores for respondents will be calculated to determine the average
performance of each group. The mean will provide an overview of how the respondents

performed before and after the intervention. Additionally, the difference between the pre-test

and post-test scores will be computed for each participant to quantify individual

improvements.

To assess the variability in scores within the respondents, the standard deviation will

be calculated. This will help identify the consistency of the participants’ performance in each

group and determine whether the intervention caused uniform improvement among the

experimental group.

Finally, the results will be compared between the respondents. The average score

differences and overall improvements will indicate whether active recall had a significant

effect on memory retention. This comparative analysis will provide valuable insights into the

effectiveness of active recall as a learning strategy. Through this comprehensive data

processing approach, the study aims to produce valid and meaningful results.