Nur Nazrina Ahmad Sabri, Shahla Namazkar, Wan Azlina Ahmad

Caspian Journal of Applied Sciences Research 2 (8), 2014

The use of natural pigments obtained from bacteria as a colorant for ballpoint and marker has
been investigated. The scope of this research includes the extraction of violacein and
prodigiosin from cultures of Chromobacterium violaceum and Serratia marcescens, the
antimicrobial testing of violacein and prodigiosin by plate diffusion and plate diffusion methods,
and the use of violacein and prodigiosin in bullet and marker formulations. ink Violacein and
prodigiosin extracted from this study showed antimicrobial activity against Gram-positive (S.
aureus and B. cereus) and Gram-negative (P. aeruginosa and E. coli) bacteria. The composition
of the ballpoint pen ink consists of Arabic gum, carrageenan, ethanol, water and pigment.
Marker ink was made with pigment, glycerol and citric acid. Application of violacein produced a
blue climax ink, while prodigiosin produced a pink climax ink. Violazein and prodigiosin
pigments have been successfully used as alternatives to hazardous synthetic pigments in
ballpoint pen and marker ink formulations.

Gal Ben-Yehudah, Yoram Eshet-Alkalai

Proceedings of the 9th chais conference for innovation in learning technologies, 28-35, 2014

Recent studies comparing reading comprehension between print and digital screens have found
a disadvantage to digital reading. A particular line of research has shown that the effective use
of learning strategies and active learning tools (such as annotations: highlighting, underlining
and noting) can improve reading comprehension. Here, we explored the impact of annotation
tools on comprehension and their utility in bridging the gap between print and digital reading.
In a 2 x 2 experimental design, ninety-three students (mean age 29.6 years, 72 females) read an
academic essay in print or digital format with or without annotations. Overall, the results
confirm previous research reports of poorer digital text reading compared to reading
comprehension. Our results show that for fact-level questions, marking tools did not affect
comprehension in either format. However, in inferential level questions, the use of marking
tools improved the comprehension of printed text, but not of digital text. In other words, text
annotation in digital form did not affect reading comprehension. In the digital age, digital
reading is the norm rather than the exception; Therefore, it is important to improve our
understanding of the factors that influence digital text comprehension.

Gal Ben-Yehudah, Yoram Eshet-Alkalai

Journal of Educational Multimedia and Hypermedia 27 (2), 153-178, 2018

The use of digital materials in educational institutions is common, although evidence shows
that comprehension of digital text is worse than that of printed text. A possible solution to this
problem is to use learning strategies to process the text more deeply. Text highlighting is a well-
known strategy for improving the understanding of printed text; however, its contribution to
understanding digital reading is not clear. A between-subjects design was used to examine the
effect of active text highlighting on college-level comprehension of an introductory text, either
print or digital. The results for the unstressed condition replicated previous findings of poor
comprehension of digital text compared to printed text. When participants were instructed to
use text marking, performance improved only in the print condition. Specifically, text
highlighting improved accuracy on questions that required inferential processing but did not
affect performance on verbatim questions. Qualitative and quantitative analyzes of emphases
in each media did not explain the differential effects of text emphases on comprehension in
those media. These findings question the usefulness of text highlighting as an effective strategy
for learning from digital text. Thus, the need for more systematic research on the effectiveness
of traditional learning strategies in a digital context is highlighted.

Susan Marriott

Educational Futures 13 (1), 2022

The paper shows a simple but very effective approach to reading and analyzing academic
articles and writings for business students. Although there is an abundance of literature on
students completing their academic writing, and books and videos showing them how to
accomplish this, there is little published research that describes or helps students effectively
read, analyze, understand, and use academic resources. . This can be particularly problematic
for new undergraduate business students because of the wide variety of topics, styles, and
methods in academic economics journals. This article shows how careful use of color can
improve a multisensory approach to reading, highlighting, linking and organizing information
when faced with reading journal articles from multiple sources.

Caroline Leroy, Yvonne Kammerer

Behaviour & Information Technology 42 (14), 2331-2352, 2023

The purpose of this study was to investigate the role of text highlighting and rereading behavior
of readers in their integrated multi-document comprehension. Students (N = 95) read five
partially conflicting documents about health-related issues on a touch screen with or without a
text highlighter. Comprehensive understanding of the documents was assessed after reading
with the number of intertextual connections in the essays and the source content mapping
task. Provision of a text-highlighting tool resulted in longer initial reading times, even when
time spent on highlighting decreased, but shorter rereadings, especially in participants with
high rereading skills. In addition, providing a text highlighter produced more intertextual
connections only for participants who did a lot of rereading than when no text highlighter was
provided. Participants' source-content integration was positively related to rereading rates
regardless of whether the text-highlighting tool was used. Finally, additional exploratory eye-
tracking analysis showed that in two of the five documents, emphatic participants focused on
significantly smaller portions of the documents during rereading than did controls.
Nanna Inie, Louise Barkhuus, Claus Brabrand

Social Sciences & Humanities Open 4 (1), 100226, 2021

Academic reading, a form of active reading, often involves interaction with the text.
Highlighting and annotating are some of the most common strategies of interacting with
academic texts, yet we have limited understanding of exactly how such interactions affect
reading comprehension in digital versus analog reading environments. In this paper, we present
an exploratory study, comparing how university students (n = 50) interact with a digital and a
physical text, focusing on highlights and annotations. We compare reading time, interaction
with, and subsequent memory of the texts. We make nine observations about reading time,
highlighting and annotation frequency and memory scores between paper and laptop. We find
that students annotate significantly less on laptop than on paper, but that neither highlighting
nor annotations influence subsequent memory of the text in either condition. Our broader
contribution is to augment understanding of how different interaction features aid academic
reading in a natural environment.

Lindsey, R. V., Shroyer, J. D., Pashler, H., & Mozer, M. C. (2014). Improving students ’ long-term
knowledge retention through personalized review. Psychological science, 25(3), 639-647.

A study compared different ways of reviewing material for learning. It found that personalized
review, where each student gets their own plan, worked better than a one-size-fits-all approach
for spaced study. Specifically, personalized review increased how much students remembered
by 10.0% compared to the one-size-fits-all approach and by 16.5% compared to the usual way
of studying. This research is helpful for teachers and educators because it shows that
customizing review methods can help students remember more in the long run.
Yue, C. L., Storm, B. C., Kornell, N., & Bjork, E. L. (2015). Highlighting and its relation to
distributed study and students’ metacognitive beliefs. Educational Psychology Review, 27, 69-
78.

This study has valuable insights for teachers who want to help students learn better. It shows
that using highlighting can often improve learning, especially when all the reading is done at
once. Importantly, it doesn't hurt students' ability to remember information that wasn't
highlighted. Surprisingly, students who didn't think highlighting was helpful actually benefited
more from it than those who did. Overall, this study suggests that teaching students how to
highlight effectively could be helpful, and that highlighting can be a useful way to study in
certain situations.

Hiroki Nishimura, Noriaki Kuwahara

International Journal of Advanced Computer Science and Applications 8 (5), 2017

In this study, we propose a learning strategy that uses a marker to improve students' learning
performance. In this method, important information stands out in text colors. Underlining
important parts of sentence problems with a highlighter can improve the speed of answering
and the number of correct answers, especially in school subjects such as Japanese and
mathematics. In this study, we focused on eye movement and analyzed eye dwell time and
number of eye movements to find out the effect and learning it has on the cognitive process.

Hutabarat Alftisya, Grace K Wijaya, Maryanto Gracetia, Santosa Klarissa, Marvelia Soenpiet,
Karel Karsten Himawan

Jurnal Spirits 14 (1), 63-73, 2023

Recent studies have shown that using colored fonts can improve memory. However, little is
known about whether using an illuminator will produce a similar effect, and if so, whether the
color of the illuminator determines the degree of effectiveness. The purpose of this study is to
find out the effectiveness of using luminaries to improve short-term memory. Referring to
previous literature, we chose two accent colors: blue and yellow. A randomized, matched, one-
way ANOVA experimental design was conducted in 97 university students. The result suggests
that using a yellow cue had the same effect on memory formation as not using a highlighter,
while using a blue cue impairs short-term memory formation. The study could potentially
provide effective learning strategies to improve memory performance, especially when using
highlights.

Rebecca L Oxford

Methodology in language teaching: An anthology of current practice 4 (3), 124-132, 2015

Learning ESL, Trang watches American soap operas on TV, guesses the meaning of new
expressions and predicts what will happen next. Feng-ji memorizes pages of words from an
English dictionary and divides the words into parts. Amany meets with an English-speaking
partner three times a week for lunch. Haruko arranges to live with an American family so she
can study the culture and language in a full-time, immersive environment. Masha puts English
stickers on all the things in her dorm. Marcel practices the lyrics in English and moves freely to
the rhythm of the music while singing. Luis regularly reads Newsweek, the New York Times,
Parade and even American Comics. Boris draws pictures of new words and creates flowcharts
that show how they come together semantically. Marie-France marks the main points of the
class notes with a green marker, then she outlines the notes and writes a summary. Jing-Mei,
who is afraid to speak English, encourages herself with positive affirmations and self-praise.
Hermann keeps a diary to evaluate his daily performance in learning English. All of these people
use language learning strategies—specific activities, behaviors, steps, or techniques that
students use (often intentionally) to improve their progress in developing second language
skills. These strategies can make it easier to enter, store, search, or use a new language.
Strategies are the tools needed to develop communication skills for self-directed participation..

Juliana do Amaral, Lêda Maria Braga Tomitch

Letras de hoje 57 (1), e41961-e41961, 2022

This study compared the use of rereading, highlighting and note-taking learning strategies on
comprehension, retention and learning of L2 texts. 19 English speaking (L2) students
participated in the study. In Phase 1, they studied three introductory English texts, each
supported by a different strategy. After reading, they answered an immediate recall task (free
recall) and true/false questions. Phase 2 took place one week later and consisted of a delayed
memory task and a critical writing task. Prior to data collection, participants were instructed in
research strategies to ensure they knew the strategies to be used. Results of the immediate
recall tasks indicated rereading as an effective comprehension strategy; text emphasis was
associated with high scores on true/false questions. In terms of retention, good performance in
the delayed recall was associated with the text marking and notes conditions. Consequently,
the effect of rereading was not maintained in subsequent tests, highlighting the ineffectiveness
of this retention strategy compared to text highlighting and note-taking. The results of the
critical writing task showed that this task promoted more detailed conclusions, despite the fact
that the texts were rarely referred to.

Steven Engler, Benjamin Berger

Teaching Theology & Religion 4 (1), 27-31, 2015

This note from the classroom suggests that multi-color highlighting is a useful teaching
technique for religious studies students. The note first reviews the literature on the
effectiveness of traditional highlighting and then discusses the merits of the modified
technique. Monochrome highlighting only works if readers select the text through
discriminative reading. Reading in color encourages this active reading. It makes readers
question how and why a certain term, phrase or passage is important. This technique can help
students understand the basic categories and concepts of a discipline, and it can incorporate
course requirements or learning outcomes. The note concludes with practical suggestions for
using technology in the classroom.

Vicki Gier, David Kreiner, Jason Hudnell, Jodi Montoya, Daniel Herring

Journal of College Reading and Learning 41 (2), 37-52, 2016

The purpose of this experiment was to find out if the use of an active learning technique,
electronic highlighting, can eliminate the negative effects of existing poor highlighting on
reading comprehension. Participants read passages without stress, appropriate stress, or
inappropriate stress. We hypothesized that the use of an electronic marker could reduce or
eliminate the effect of inappropriate salience. We measured passage comprehension in
addition to three measures of metacomprehension: evaluation of learning (JOL), prediction of
knowledge (POK), and confidence ratings. The results showed that the use of an electronic
illuminator eliminated the negative effects of existing poor lighting on both comprehension and
metacomprehension.

(STUDY FOREIGN) 1).The studies didn’t have any pre-highlighted information. This
encouraged students to highlight key information that they thought was important from the text
themselves. In this case, highlighting requires the students to engage with it active cognitive
process of selecting only the important information for their working memory to process and
then store in their long-term memory Learner-generated highlighting improved information
retention, but not improve comprehension Research also found that using learner-generated
highlighting improved the amount of information remembered for university students, but not for
younger students. This is because less experienced learners may be selecting the wrong
information to highlight.

[Link] (NO CITATION)

( LITERATURE FOREIGN) 2).Highlighting And the Effects of The Color of The Highlighter
on Retention: A Review of Literature

are improved, whereas memory and comprehension of the nonhighlighted information are
unaffected (Foster, Fowler & [Link] highlights information leads to more attention than the
[Link] shows that highlighting is has a effect in Students .as per Cheng did a research
on effect of highlighting text on concentration, memory and attention. He did a randomized trial
at a medical college in Malaysia. The participants were divided into highlighted group, non-
highlighted group and important highlighted group.

They were given a text which they had to read and later give an MCQ test on it. With the help of
Annova, it says that there is no significant effect difference in 3 groups Which concludes that
highlighting is not beneficial for memory retention. Its shows that highlighting is has a effect in
Students

[Link] (NO CITATION YEAR)

(LITERATURE FOREIGN)3). highlighting seems to have potential to be a good learning

strategy. After all, salient attention cues in texts are beneficial for readers. For example, we know
that underlined text, capitalised words, marked text, etcetera, are better remembered by readers.
This effect is often described as the isolation effect (Hunt). In one study, learners were asked to
answer questions on articles published in Scientific American. Within the first group, five
statements were highlighted, while in the control group nothing was highlighted in the [Link]
results suggest that highlighting increases the reader’s attention and because of that, the
highlighted text is better processed. This is called ‘intentional learning’, or in other words,
purposeful learning of something that is specifically emphasised.

[Link]
learning-strategy/

( STUDY FOREIGN) 4).Highlighting Strategy. According to Cerveny and LaCotti (2003),

highlighting is a strategy that uses highlighting the main ideas and supporting details to help
teachers support students to improve the organization of reading. It means that this strategy
helps students organize their materials so that they can easily find the important information in
the text and make students comprehend the text as well. It is supported by Schumm (2006),
who stated that highlighted text which concerns the key ideas is important for a test and
classroom [Link], Hedgcock and Ferris (2009) pointed out that highlighting
is a valuable intensive reading skill, both for comprehension monitoring and review after
reading. To run this strategy, Harvey and Goudvis (2007) opine that it is important to consider
some aspects, such as: looking carefully at the first line and the last line of each paragraph for
important information is often contained there and this clue may get one to where the
information is needed; highlight only necessary word and phrases, not the entire sentence or
sentences; jot notes in the margin or on a stick note to paraphrase the information, merge your
thinking with it, and better remember it; do not get thrown off by interesting details because,
although they are fascinating, they often obscure important information.

[Link]
369016897_USE_OF_HIGHLIGHTING_STRATEGIES_IN_READING_COMPREHENSION
_AND_EFFECTS_ON_ATTAINMENT_IN_SELECTED_READING_SKILLS

(STUDY FOREIGN)5.) Interestingly, active or learner-generated was compared to passive or

instructor-provided highlighting. In the former condition, students are explicitly asked to
highlight relevant information, while in the latter condition, the important parts are already
highlighted in the text to be read. Instructor-provided highlighting can be conceived as a form of
signalling or verbal cueing, because it drives learners' attention toward relevant material in the
text (van Gog, 2021). Learner-generated highlighting and instructor-provided highlighting are
two reading conditions that are usually compared to a control condition in which students only
read the learning material.

[Link]

STUDY FOREIGN) 6).Many successful readers use active highlighting to assist in their reading
comprehension. Active Highlighting is one of the most commonly used approaches to increase
reading comprehension. Technology is ever growing and slowly replacing its paper-format
counterparts. Educational settings are beginning to use this tool as a more efficient way to teach
and test student’s abilities. As technology continues to develop and replace paper-format text, it
is critical to understand if there are any ramifications of using traditional reading comprehension
strategies, such as highlighting material, in an electronic format. Thus, this study investigated if
reading comprehension is improved when using the active reading comprehension strategy of
highlighting. The study found that although highlighting did not have impact the reading
comprehension performance of all the individuals who participated, of those given the option to
highlight or not, those who chose to highlight appeared to have higher reading comprehension
performance. Additionally, when highlighting was optional, those that choose to highlight scored
higher on the task. This may indicate that the effectiveness of reading strategies depends more on
the capacity and willingness to use the strategy. It shows that highlighting is just for there long
term memory focused.

[Link]

Choudhury and Bhansali (2022) stated that highlighting notes has an effect on retention and
actually helps to have a better memory. Highlighting the textbooks and notes is very subjective
and a choice of an individual. In their study, they found out that the colors of the highlighters
play an important role in remembering, and they greatly help students, especially during their
exams. Having a set of colors in the notes helps them recollect it better, and adding colorful
pictures and text to the textbook has a great impact on remembering. Colors help to increase
attention levels for certain information, which helps in memorizing certain information.

Citation: Choudhury and Bhansali (2022, March) Ijip, Highlighting And the Effects of The Color
of The Highlighter on Retention: A Review of Literature. Available at: [Link]
content/uploads/2022/03/[Link]

The Innerdrive company (2024) lamented that highlighting to improve learning and memory
tends to fare quite poorly. On their two recent studies, the first study confirmed that highlighting
was indeed less effective than other techniques, but crucially noted that “even the lowest learning
techniques are sufficiently effective to be included in a student’s toolbox of techniques” while
the second study focuses on which conditions different highlighting strategies work best. Their
research suggests that students who did the highlighting themselves remembered more
information that those who simply read the text. However, both groups had similar levels of
comprehension. Learner-generated highlighting encourages students to focus on identifying the
important information, rather than on linking and integrating the new information with
previously-learnt ideas.

Citation: InnerDrive. (2024, January 12). The surprising truth about using highlighting to study.
[Link]

Eu, Z. article (2023) explains the value of color coding, how our brains process visual
information, and the reasons highlighters are useful study aids. Highlighters are helpful resources
for learning new information. One technique to enter the field of visual organizing and
comprehension is by color-coding. They've also said that color is essential for identifying
patterns. Information that has been color-coded is easier to recognize and recall later on because
the brain associates various visual cues with each category. Colors and particular ideas or themes
are immediately associated in our minds, which helps with memory recall.
According to color psychology, a variety of emotions and associations can be evoked by
different hues. Learners can take advantage of these psychological effects by carefully choosing
colors to improve their comprehension and recall of information.

Citation: Eu, Z. (2023, November 15). How Highlighters Enhance retention and Comprehension
- Zebra Pen EU. Zebra Pen EU. [Link]
highlighters-enhance-retention-and-comprehension

Link: [Link]

Biria [Link]. (2016) agreed that highlighting techniques has an impact on the retention of
unfamiliar words. Learners cannot learn the mass of words potentially available to them, it would
be more useful to teach them specific strategies for dealing with unfamiliar words. Intended
words for the experiment were selected through a pre-test containing vocabulary items which
were unknown to the participants. The findings revealed that the retention of the words was
significantly higher in experimental groups who uses highlighting techniques rather than that of
the control groups who didn’t use highlighting techniques.

Citation: Reza Biria, Tayyebe Sadeghi Hasanabadi[ and Zahre Kassaian (2016) Impact of
Highlighting Techniques on the Retention of Unfamiliar Words in L2 Classrooms. Available at:
[Link]

Link: [Link]
[Link]

Kim et. Al (2021) explored the relationship between student highlighting patterns and question
answering performance using an encoding of highlights based on deep neural network
embeddings of text and question content. They constructed a semantic representation based on a
state-of-the-art deep-learning sentence embedding technique (SBERT) that captures the content-
based similarity between quiz questions and highlighted (as well as non-highlighted) sentences in
the text. Analyzing the students’ highlights to predicting their subsequent performance on quiz
questions, they have found out that highlighting features reliably boost model performance and
improves models for questions at all levels of the Bloom taxonomy, from straightforward recall
questions to inferential synthesis/evaluation/creation questions.

Citation: David Y.J. Kim et al. (2021) Using Semantics of Textbook Highlights to Predict
Student Comprehension and Knowledge Retention. Available at:
[Link]
[Link]

Link: [Link] -RRS

Mayer et al. (2022) investigated the impact of instructor-generated and student-generated

highlighting on text-based [Link] findings demonstrated that although learner-generated
highlighting had an average effect size of 0.36 for memory and 0.20 for understanding,
instructor-provided highlighting had an average effect size of 0.44 for both memory and
comprehension. With average effect sizes of 0.39 and 0.24 for college students but not for school
students, learner-generated highlighting enhanced learning; instructor-provided highlighting, on
the other hand, had an average effect size of 0.41 and 0.48 for both college and school students.

Citation: Ponce, H., Mayer, R. E., & Méndez, E. E. (2022). Effects of Learner-Generated
Highlighting and Instructor-Provided Highlighting on Learning from Text: A Meta-Analysis.
Educational Psychology Review, 34(2), 989–1024. [Link]

1. Karpicke & Grimaldi (2012). Retrieval-Based Learning: A Perspective for Enhancing

Meaningful Learning. Retrieved from

[Link]
repid=rep1&type=pdf&doi=610a8f62e91ef013a6adb11c9830fe83f6be0350

● Main Focus: This study explores the concept of retrieval-based learning, which emphasizes the
importance of recalling information as a way to enhance meaningful learning and long-term
retention. The authors argue that retrieval practices, such as testing oneself on the material
learned, can significantly improve learning outcomes compared to passive review methods.

● Relation to Selective Highlighting: The principle behind retrieval-based learning is that active
engagement with the material, such as through practice tests or quizzes, can reinforce memory
and understanding. Similarly, selective highlighting involves actively engaging with the text by
identifying and marking key concepts, which could theoretically enhance retention by forcing the
student to make decisions about what is most important in the material.

● Implications: This study suggests that active learning strategies, including selective
highlighting, may be beneficial for psychology students' knowledge retention. The findings from
Karpicke and Grimaldi could provide a theoretical foundation forunderstanding why selective
highlighting might work, emphasizing the role of active engagement in learning.

2. Rodgers, K. A., & Summers, J. J. (2008). African American students at predominantly White
institutions: A motivational and self-systems approach to understanding retention. Retrieved
from

[Link]
225629281_African_American_Students_at_Predominantly_White_Institutions_A_Motivational
_and_Self-Systems_Approach_to_Understanding_Retention

● Main Focus: This study examines the unique challenges and experiences of African American
students in predominantly white colleges, using a motivational and self-systems approach to
understand retention. It discusses concepts such as selective comparison, where students
compare their abilities to those of select groups, which can

influence their motivation and academic performance.

● Relation to Selective Highlighting: While the primary focus of Rodgers and Summers' study is
not directly on selective highlighting, the concept of selective comparison sharessimilarities with
selective highlighting in that both involve making deliberate choicesabout what to focus on. In
the context of highlighting, students must decide which parts of the text are most important and
worthy of attention, which involves a similar process of evaluation and selection.

● Implications: The study's insights into how students' motivational frameworks and self-
perceptions can affect their learning outcomes might inform your research by

highlighting the psychological aspects that could influence the effectiveness of selective

highlighting as a study strategy.

3. Yang, C., Luo, L., Vadillo, M. A., Yu, R., & Shanks, D. R. (2021). Testing (quizzing) boosts
classroom learning: A systematic and meta-analytic review. Retrieved
from[Link]

● Main Focus: This comprehensive review analyzes the impact of testing, or quizzing, on
classroom learning, integrating data from numerous studies to assess how this active learning
strategy can boost long-term retention and mastery of material. The review finds substantial
evidence supporting the idea that frequent testing enhances learning and retention more
effectively than passive study techniques.

● Relation to Selective Highlighting: Like retrieval-based learning, testing is an active learning

strategy that requires students to engage with the material actively. Selective highlighting, when
done effectively, can also be considered an active strategy, as it requires students to process the
information deeply to determine what is most important. This depth of processing could enhance
retention in a manner similar to the effects observed with regular testing.

● Implications: Yang et al.'s findings support the notion that active engagement with learning
materials, such as through selective highlighting, can improve retention. This study can provide
empirical evidence to back up the hypothesis that selective highlighting might aid in knowledge
retention by encouraging a more engaged and thoughtful interaction with the study material.

These studies collectively suggest that active learning strategies, including retrieval-based
learning, selective comparison, and frequent testing, can enhance knowledge retention. By
drawing parallels between these strategies and selective highlighting, your research can be
framed within a broader context of educational psychology and learning theory, providing a solid
foundation for investigating the effectiveness of selective highlighting among psychology
students at Saint Vincent College of Cabuyao.

Local

1. Boladola (2018). Memory Retention and Retrieval in K–12 Spiral Progression Approach in
Science: A Curriculum Issue Analysis. Retrieved from

[Link]

The study by Boladola (2018), delves into the challenges and implications of implementing the
K–12 Science curriculum through the spiral progression approach, particularly in the context of
Philippine education. It highlights the issue of effectively retrieving and connecting students'
prior knowledge to new, more complex lessons, a critical aspect often encountered by educators.
The research employs the theoretical frameworks of J. Bruner's spiral curriculum model and the
multistore model of memory to analyze the curriculum's execution and suggest enhancements for
its improvement.
The paper argues that while the spiral progression approach offers a structured method for
reinforcing and deepening students' understanding and retention of scientific concepts, its
success is contingent upon several factors. These include fostering open communication among
educational stakeholders, ensuring the curriculum's alignment with long-term memory
development for meaningful learning, and the strategic facilitation of learning by teachers. The
study posits that teachers play a pivotal role in connecting new lessons to students' existing
knowledge bases, thereby facilitating deeper learning and retention.

Boladola outlines specific recommendations for teachers, such as emphasizing the progression of
procedural understanding, reinforcing connections between prior knowledge and new lessons,
and making the learning roadmap visible and integrated. These strategies are aimed at
overcoming the identified challenges and optimizing the potential benefits of the spiral
progression approach in the Science curriculum, thereby contributing to more effective learning
outcomes and the broader goals of curricular reform in the Philippines.

2. Pillado, Futalana, and Comighud (2020). Factors on Memory Retention: Effect to Students’
Academic Performance. Retrived from[Link]
article=2713&context=conference

This study investigates the impact of memory retention factors on the academic performance in
Mathematics among Grade 7 students at Kalumboyan High School, Bayawan City Division,
during the 2019–2020 school year. Employing a descriptive-correlational research design, the
research utilized questionnaires to assess five key areas: motivational practices, goal setting,
personalized learning, teaching strategies, and the use of educational resources. The sample
comprised 160 Grade 7 students, and data analysis included percentage, mean, weighted mean,
and Spearman’s rank correlation coefficient.

The findings indicate that students rated the impact of motivational practices, goal setting, and
personalized learning as "high" in contributing to memory retention, whereas the use of teaching
strategies and educational resources was perceived as "very high". The overall academic
performance in Mathematics was deemed fairly satisfactory. Significantly, the study establishes
a moderate positive correlation between students' perceptions of memory retention factors and
their academic performance in Mathematics, suggesting that higher levels of perceived memory
retention are associated with better academic outcomes. This underscores the critical role of
memory retention in the learning process and its influence on academic performance in
Mathematics (Study on Memory Retention Factors, 2019-2020).

3. Tan, Nennete (2019). The Extent of Retention of Concepts of the Students in Philippine
Literature and the Medium of Instruction Used. Retrieved from

[Link]

This study conducted at Leyte Normal University investigated the retention of literary concepts
among sophomore teacher education students in a bilingual (English and Filipino) Philippine
literature course. Employing a descriptive-correlational design, the research aimed to evaluate
concept retention and examine the relationship between language attitudes and instructional
medium preferences with retention levels. Six instruments were utilized to assess students'
retention of literature concepts, attitudes towards English and Filipino languages, and their
preferences for these languages as mediums of instruction. Statistical analyses, including mean,
percentage, standard deviation, Pearson correlation, and t-tests, were applied, with a significance
level set at 0.05.

The findings revealed that concept retention among bilingually instructed students varied
significantly, with a range of 20 to 67 percent, indicating that a majority did not meet the
expected 50 percent threshold. Specifically, only about 65 percent of those taught in English
could recall the studied material, underscoring a general shortfall in retention below the desired
75 percent benchmark. Notably, the study found no significant difference in attitudes towards
English and Filipino; however, a positive correlation was observed between favorable attitudes
towards Filipino and improved retention of literary themes taught in the language. These results
suggest that language attitudes may influence the effectiveness of bilingual education in
enhancing literature concept retention among teacher education students (Study at Leyte Normal
University).
Samantha Leonard, Michael J Stroud, Raymond J Shaw

Education and Information Technologies 26, 3811-3823, 2021

This study investigated whether reading comprehension differs from computer text compared to
reading paper text and whether there are benefits to note-taking and text marking while reading.
In two experiments, students' reading times and comprehension scores were compared between
an electronic text and a paper text taken from a popular psychology textbook. In the first test,
students were only allowed to read, while the second test used highlighting and note-taking.
Results showed no significant differences in reading times and comprehension scores across
conditions. More importantly, there were no significant differences between text formats in
highlighting and note taking. Comprehension was generally poor and may reflect ineffective
highlighting and notation, or rather the type of use of such reading aids should be reconsidered.
Alternatively, poor understanding may have been due to a lack of motivation on the part of the
participants..