The Effect of Instructional Practice and Learning Strategies on Memory Retention among Grade Six Pupils

The study determined the influence of instructional practice and learning strategies on memory retention among grade six pupils in Maniki Central Elementary School, Kapalong Davao del Norte. The study is quantitative research that utilizes a descriptive correlational approach. A sample of 181 randomly selected grade six pupils who were identified using stratified random sampling, answered the surveys on the three variables. Results showed that the level of instructional practice, learning strategies, and memory retention were all high in level. Results also indicated that there is a significant relationship between instructional practice and memory retention. Likewise, there is also a significant relationship between learning strategies and memory retention of the grade six pupils. Moreover, results showed that domains of instructional practice, such as flexible environment, encourage discussion, group activities moving students away from memorization, individualized instruction, use of modern technology and encourage creativity can significantly influence memory retention. Finally, it was revealed that domains of learning strategies such as time management, goal setting, use of resources, exam preparation and exam writing can significantly predict memory retention of the respondents. Findings suggest that the variables are notable for enhancing the memory retention among grade six students. The study concludes instructional practices and learning strategies have a profound impact on memory retention among Grade Six pupils. Certain areas of each variable are key in helping students to retain information. These findings highlight their importance of instructional practices and learning strategies in improving memory retention of Grade Six pupils.