RESEARCH IN DAILY LIFE

Focus Group Discussion Performance

Grading Portion/
Activity Task/ 1st
Quarter
Quarter
Grading
Topic 50%
Percentage

Names: Capuyon, Eliyah Raven B. Date:

Moster, Sandy Nicole M.
Namuco, Niandra Kaye M. GRADING SCHEME
Sucgang, Jessica Jannielle D. Findings 50%
Intro & Methods 20%
Appendices 20%
Punctuality 10%
Section: 12 - Philippians TOTAL 100%
Research Group Block 5

REVIEWING STRATEGIES USED BY GRADE 12 SCIENCE, TECHNOLOGY,

ENGINEERING, AND MATHEMATICS
HONOR STUDENTS

Introduction

During the recent years, there is a gradual change in the grading system in
Philippine education setting due to the introduction of the K to 12 Basic Education
Program. The K-12 uses a standard and competency - based grading system. Learners
from Senior High School will be graded based on written works, performance tasks, and
quarterly assessments every quarter. For the selection of honor students, they should
have attained an average of at least 90 and passed all learning areas with no grades lower
than 85. Some schools even set higher standards (increase of the lowest grade possible
as a criterion for the selection of honor students) which is a challenge for students to exert
more effort in their studies. In line with this, students are expected to progress towards
meeting the standards of the school’s expectations.
Studies today have shown that youth value their grades more than they value
learning (Lemons, 2019). Due to this education system, most students will go to whatever
means necessary to be successful in the classroom, whether those means spending more
time in studying, which could trigger school stress.
 Although there is a pressure for students, there are sources that could help them in
studying more effectively than usual to withstand any negative circumstances brought by
high expectations of the school. Sources have shown different strategies for efficient
studying and essential tips that students may consider in maintaining good grades.
Studies related to the present one includes that of Minnaert et al., (2013). In
education system, learners are expected to show initiative in learning or studying and
understanding lessons and contents. An efficient growth of knowledge inside and outside
of school is only possible if students have skills which initiate, guide, and control the search
for information and later on its processing and storage. The learner’s motivation is mostly
regarded as a central condition for successful learning. Effective learning needs strategies
controlling one’s own learning and thinking. Therefore, students need both the will and the
skills to be successful in the classroom. One can show willingness by exploring which
strategy will work best that can lead in an effective learning.
Some studies have proven benefits of reviewing strategies as Elsevier (2013)
conducted a test to 188 sixth grade Taiwanese students in computing classes through
assignments and divided them to each strategy to compare the effects of reviewing
strategies in their academic activities, including questioning, summarizing and note
reading. The results of this study revealed that the students with reviewing strategies
achieved better grades on the unit tests and overall assessment two weeks later than
those of usual condition.
In comparison to these studies, the present study aims to identify the reviewing
strategies that works best for most honor students and how beneficial it is in attaining
academic success. This study will use a focus group discussion to find out the benefits
and effectiveness of using strategies to meet the academic standards of the school.
This study is significant and timely as the increased pressure and expectations on
students can affect them in many aspects (e.g., physically, emotionally, mentally)
especially their health which they tend to sacrifice to cope with examination and deadline
pressures. Hence, the result of this study is most beneficial for students who are having a
hard time in balancing schoolworks as it may prove that reviewing strategies may improve
their study habits, manage stress, and ease the workload in school. Students who do not
use reviewing strategies will know the benefits of using one while the students who are
already using one will be given an opportunity to explore new reviewing strategies. For
teachers, this will serve as an eye-opener to help students cope with academic challenges,
balance academic demands, and motivate them to participate and focus.
Objectives of the Study

Generally, this study aims to identify the reviewing strategies used by Grade 12
Science, Technology, Engineering, and Mathematics honor students.
Specifically, this research aims to (1) distinguish different reviewing strategies that
works best for students; (2) identify the effects and benefits of using reviewing strategies;
and (3) compare the academic performance of students who review lessons with and
without the use of reviewing strategies in academics.
Researchers conducted this study at Immaculate Conception College at Balayan,
Batangas. The researchers had intended their research locale at the said institution since
they believed that the chosen respondents have the ability to comply, comprehend, and
provide accurate and honest answers throughout the data gathering procedure. The
locality centeredness fits to the location and is very convenient to the researchers to
conduct this study.

Methodology

Participants

The researchers chose five respondents to participate in giving of data in need for
this study. The participants were selected through purposive sampling; three seventeen-
year-old males, one seventeen-year-old and one eighteen-year-old female. All were honor
students of the Science, Engineering, Technology, and Mathematics Strand in year 12.
Data from the participants determined and achieved the objectives of this study. All the
respondents are students of Immaculate Conception College of Balayan, Batangas.

Materials

A set of self-administered questionnaires were used in alignment to the objectives

of this study. The content was validated by the Practical Research 2 adviser, that is
checked and incorporated with suggestions. The parts of the questionnaire were regarding
their reviewing strategies. It also describes the strategies used by the respondents, the
effectiveness of having such strategies, and the difference of having reviewing techniques
than not. A smartphone was used to film, and audio record the whole interview.
 Procedures

There was one focus group conducted and participated by all the chosen
participants. The respondents were rest assured about the confidentiality of the data they
will be giving for this research study. The focus group took place in a quiet classroom at
school (Immaculate Conception College of Balayan). The video and voice recorder were
turned on when the interview started. The researchers first introduced themselves,
enlightened the participants on information about the research study, and stated its
objectives. The discussion centered on the reviewing strategies used of the participants
as honor students, and their experiences of trying and having different strategies and
techniques in reviewing. The interview session lasted for about thirty minutes and was
ended when all the questions were answered, and enough data was collected from the
respondents. The participants gave permission for the focus group discussion to be
recorded in need for the research study. The collected data will be used in interpreting
relationship between the variables of the study.
Findings
Table 1
Reviewing Strategies

Table 1 indicates different reviewing strategies used by students in the past, in

preparation for an examination, and strategies to try in the future in terms of academics.
Respondent Emerging
Statement Categories Theme
No. Concept
Hindi po mawawala
yung pagkain ko po Eating foods
2
habang nagrereview, while studying
chocolates.
May listahan po ako ng Having a to-do-
2 mga sunod-sunod kong list to manage
gagawin. time
Resting in
Pagkatapos kong
between review
magreview, papahinga
2 sessions to
lang ako, iidlip lang ako,
remember
tapos review na uli.
learnings
Kadalasan ko pong
ginagawa ay mabilisang
Seldom study at
reviewhan kapag ganon
home, except
ang nirereview ko lang
1 math; quick Strategies
po sa gabi ay math kasi
review sessions used in Reviewing
hindi po ako
at home preparation Strategies
masyadong nag-aaral
for an that Works
sa bahay.
examination Best for
Studying
Nagrereview po ako Students
1 lessons before
bago matulog.
sleeping
Yung akin naman kasi,
Jotting down
edi syempre
1 notes during
nagnonotes habang
discussion.
nagdidiscuss.
Halimbawa ngayon,
Rewriting all the
tapos kinabukasan na
1 discussed
yung exam, isusulat ko
lessons
uli siya sa yellow paper.
Buong gabi lang na
isusulat ko yung lesson, Reviewing time
1 tapos kinabukasan ko before the
po babasahin habang examination
nag-iintay nung exam.
Isusulat ko yung mga Highlighting
2
notes tapos highlights. important words
 Yung nagrereview ng
Reviewing early
1 hatinggabi o di kaya
in the morning
madaling araw.
Yung pagpapatugtog
Listening to
1 kalimitang ginagawa ko
music
rin siya.
Strategies
Drinking water
Yung uminom ng tubig used in the
1 while
habang nagsasaulo. past
memorizing
Na-try ko na yung mag-
2 Studying alone
aral magisa.
Prefers to study
Mag-aral sa medyo
1 in place with
maingay na lugar.
other people
Wala na akong maita- No strategies to
1
try pa in the future. consider
Yung kakain ka ng
Eating
2 chocolates habang
chocolates Strategies
nagaaral.
to try in the
Studying while
Yung nag-aaral habang future
1 listening to
nakikinig ng music.
music
Yung pag-aaral ng Study early in
2
madaling araw. the morning

Each respondent has his/her own strategy that works best for him/her in
preparation for an examination such as studying lessons before sleeping, jotting down
notes during discussions, rewriting lessons, reviewing time before the examination, and
doing quick review sessions at home. Some of the respondents were alike in the strategies
they have been using like eating foods while they are studying, having a to-do-list in order
to manage time, as well as resting in between review sessions for the body and mind to
function properly.
Respondents have also considered strategies in the past like highlighting important
words, listening to music while studying, reviewing early in the morning, drinking water
when memorizing, studying alone in contrast with one respondent whom prefers to study
in place with other people.
Because of great influence from other people and seeing its effectiveness, they
give thought to trying new strategies in the future that other respondents have already
been using in the present such as eating chocolates, listening to music while studying and
reviewing in the morning. One out of five respondents do not have any strategies to
consider in the future as he finds contentment with what he’s trying and using.
 Out of the mentioned strategies by the respondents that they use to review lesson
for exams and quizzes, three are most commonly mentioned. This includes note-taking
techniques, establishing rest-study pattern, and setting the reviewing environment.
Note-taking is writing down pieces of information in a systematic way that could be
done during a discussion which is a great help for most students in reviewing, as well as
rewriting those notes and highlighting important key words. The rest-study pattern is also
one of the most mentioned strategies that learners see as a way to balance out academic
stress - studying with rest periods to decrease the odds of draining oneself mentally and/or
burning out. Reviewing environment can affect the productivity of students for it may bring
distraction. For some, they can focus more when studying alone rather than studying in
groups, and vice versa.
Oxford divides strategies into two major classes: direct and indirect. Direct
strategies, which "involve direct learning and use of the subject matter are subdivided into
three groups: memory strategies, cognitive strategies and compensation strategies.
Memory strategies include the use of mnemonic devices, chunking, writing sentences,
visualization, and understanding. Cognitive strategies comprise repetition, organizing new
language, summarizing meaning, and using imagery for memorization while giving
rewards and recognition are examples of compensation strategies where people become
more motivated to work and exert an effort. Indirect strategies, which "contribute indirectly
but powerfully to learning" are also subdivided into three groups: metacognitive strategies,
affective strategies and social strategies. Metacognitive strategies include planning how
to approach a learning task, solving problems, self-assessment, and monitoring of one’s
own comprehension of text. Affective strategies are concerned with managing emotions
which is done through encouraging and counselling co-learners through pair and group
work. Social strategies involve interaction with other people, brainstorming, and sharing
ideas. According to Fleming and Walls (1998), social or affective strategies mainly involve
the learner in communicative interaction with another person; for example, when
collaboration with peers in problem-solving exercises. Some depends on listening to music
while studying for better concentration. Gregorc (2019) defined learning style as consisting
of ‘distinctive behaviors which serve as indicators of how a person learns from and adapts
to his environment.
 Table 2
Benefits and Choice of Reviewing Strategies

Table 2 shows the effects and benefits of using reviewing strategies for students,
their experiences and reasons that led them to explore and try new strategies to know if
the said strategies really worked for them.
Respondent Emerging
Statement Categories Theme
No. Concept
Mas
1 nakakapagfocus More focused
ako.
Yung pagkain ko ng
Eating
chocolate,
2 chocolates
nakakapagboost siya
boost memory.
ng memory.
Matagal kong Lessons were
1 makalimutan yung not easily
mga nireview ko. forgotten
Mas namamanage Use time
1
ko yung time ko. efficiently
Narerelax yung isip Relaxation of
2 Benefits of
ko. mind
using
2 Di ako naooverload. Unload work
strategies
Consistent naman
Consistent high
2 lagi, okay po ang
grades
grades.
Akin kasi ‘di ko
talaga siya sure kung
naging effective ba Strategy unsure
1
yung ginamit kong if effective.
strategy na yun sa
grades.
Minsan may Strategies have
2 downside din ang downside,
strategy ko. sometimes
Mas mabilis kong Easier to
2 natatandaan lahat ng memorize
Experiences
inaaral ko. lessons
that shows
Yung mga gawain ko
1 Work easier strategy is
mas napapadali.
effective.
Mas marami akong Memorize more
1
natatandaan. things
 Naging okay yung
Great help in
1 takbo ng pag-aaral
studies
ko. Effects and
Consistent pa din Consistent Benefits of
1
ako sa honor roll. honor student Using
Tingin ko mas Reviewing
makakapagpabilis ng Strategies
1 pagrereview at Saves time
makakapagsave ako
ng maraming time.
Titingnan ko po kung See its
1
effective nga. effectiveness
Sabi ko paano bay
un parang kasi pag Try other
Reasons in
ako yung gumawa strategies due
exploring
nun parang mas to interest
1 new
mabibigyan ko ng despite of
strategies
atensyon yung kanta negative
kesa sa nirereview expectations
ko.
Feel ko mas okay
Refreshing for
1 yun, mas lalo kang
the mind
makakapagisip.
Nakita ko sa post sa
Saw in social
1 facebook, mas
media
efficient.
Yung standards ko Strategy that
1 kasi, kailangan kong could save more
mas mapabilis. time
Wala naman po Standards in
3 akong standards o No standards choosing
basis. learning
Pag po nabalitaan Dependent on strategies
kong effective sa iba, effectiveness
2
tyaka ko and other
sinusubukan. people
Depende, kasi yung
strategy mo dapat Accompanied
2
sinasamahan mo ng with diligence
Depends on
sipag.
students
Depende din po sa
3 estudyante kung Adaptation
kayang i-adapt yung
 paggamit ng strategy
na yun.
Naghahanap lang
ako ng bagong way
Finding a more
2 na mas mapapabilis
efficient strategy
yung pagrereview
ko.
Tinigil ko na yung Studying alone
magreview ng mag- considered
1 isa kasi ano po boring, does not
motivate, and
nakakatamad oi induces
walang motivation. procrastination
Kaya ko tinigil yung
pag-inom ng tubig
Losses focus Discontinue
kasi once na
when of Using
matanggal yung
multitasking; Strategies
1 mata ko sa
wants
nirereview ko
uninterrupted
nawawala na yung
studying
focus ko sa
pagrereview.
Yung akin tinigil ko
na yung sa manila Prefers
paper kasi nga ano strategies that
yung pera mas are cost
1
nagagastusan ako, effective and
tapos yung sa time involves less
din, maggagawa ka steps
pa ng ganon ganyan.

All the respondents agreed that having reviewing strategies when studying is a
great help in academics. They have stated such benefits like eating chocolates boost
memory, lessons were not easily forgotten, it saves more time as they were able to use
it efficiently and become more focused in doing different tasks. In conclusion, most
students see that the use of reviewing strategies have benefited them as it improved
their memory (i.e., memorizing lectures easily, retaining lessons longer in mind, etc.) and
they were able to work efficiently by being more productive as they have greater time for
some other things. In connection to this, Oxford (1990) stated that memory strategies,
such as creating mental linkages and employing actions, aid in entering information into
long-term memory and retrieving information when needed for communication.
 Two out of five respondents find it beneficial to reduce stress resulting in relaxation
of the mind, unload work, and having consistent high grades. In line with this, their shared
experiences in which they proved the strategies’ effectiveness have resulted to positive
outcomes as their academic lives became easier to deal with. For the respondents whom
listening to music while studying and having break time between review sessions, they
find their strategies to have downside sometimes.
Respondents were open in exploring new strategies because they think it might help them
manage time and refresh their minds. Trying strategies that they have seen in social media
applications and those within self-interest could test how effective it could be for
themselves. Three out of five respondents do not have any standards in choosing learning
strategies, while some depend on how effective it is as seen from other students.
It is also important that the strategy saves time, as they notice that the use of these
kinds of strategies is more beneficial and is proven effective by others. Pond (2013)
showed the importance of time management and work organization in distinguishing
high-achieving students from those who were less successful.
All have stated that the effectiveness of these reviewing strategies may or may not
be the same with other students, it may also depend on how they adapt it through hard
work and diligence. As Kanfer & Ackerman (2012) suggests that students with a learning
goal may have more of their working memory devoted to the task and task related
cognitions, thereby resulting in more effective cognition.
Metacognitive strategies help learners exercise executive control through
planning, arranging, focusing, and evaluation their own learning process. Finally, those
who reject the idea of learning styles might, nevertheless, see value in creating a more
precise vocabulary with which to talk about learning, motivation and the idea of
metacognition – where better self-awareness may lead to more organized and effective
approaches to teaching and learning.
 Table 3
Comparison of With and Without Use of Reviewing Strategies

Table 3 discern the comparison between using reviewing strategies and not, as
well as the effects of both aspects in students. The struggles they have experienced are
also stated and how students have overcome it.
Respondent Emerging
Statement Categories Theme
No. Concept
Noong elementary
kasi ganito yun, uhm
tamad akong Attained low
3
pumasok so yung mga grades
Struggles
grades ko nga palakol,
experienced
lahat 75.
without the
Parang nalugaw yung Confusion
use of
1 utak ko nung nag- during
strategies
eexam. examinations
and
Negative
Di ko maayos kung experiences overcoming
anong uunahin ko it
at school
1 kung dedepensahan
(bullying);
ko muna yung sarili ko
o mag-aaral ako. confusion on Comparison
prioritization of With and
Kasi po nung Without the
naghiwalay pamilya ko Tried Use of
ganun po nag-aral na strategies Reviewing
po akong mabuti tapos due to Strategies in
1
lahat ng strategies negative Academics
ginawa ko na para occurrence
lang may at home
maipagmalaki po ako. Overcoming
Akin naman kasi nung struggles
grade 7 kasi syempre with the use
galing elementary
of strategies
uhm petiks petiks Tried new
tapos pag tungtong ng strategies
4 grade 7 yung that are
environment nagulat
ako tapos yun nag try effective in
ako ng mga yun nga the present
nag review ako para
mas ma overcome ko
yung nangyari.
 As mentioned, respondents have strategies that works for them in the past, but
they discontinue the use of it and consider another strategy that will be best effective for
them. Two out of five respondents tend to find a more efficient strategy than usual. For
some, studying alone is what they prefer more, but based on the experience of
respondent no. 2, it does not motivate her to study as it sometimes gets boring and
induces procrastination. One respondent lost focus with the use of his past strategy and
wants an uninterrupted setting where he prefers to study alone. One reason they see is
that reviewing strategies should not be just advantageous in terms of their academics,
but in their own selves (e.g., financially, emotionally, and physically). Respondents have
experienced struggles with no use of reviewing strategies such as attaining low grades,
confusion during examinations and conflict in prioritization of schoolworks and other
personal things. Due to negative occurrence at home and at school, participants started
applying the use of strategies as part of their study habits to overcome these struggles
and improve their way of learning.
It shows that the most observable effect of the absence of reviewing strategies is
that students are more likely to attain low marks. Personal challenges served as a
motivation which lead students to use strategies for better academic results and study
even harder. Ramsden (2013) emphasizes that students attempt to cope with demands
of the education situation, and their thought processes during studying can be predicted
from knowledge of their perceptions of the situations that they are trying to adapt to.
There are individual differences in the way students study. Weinstein (2010) have
demonstrated that these differences in study strategies are related to thedifferences in
achievement. “A” students study in ways different from those of “C” and “D” students. It
may well be that “A” students use different strategies because they already have a good
grasp of the material, and are able to use more sophisticated strategies than those
students who lack sufficient background and ability. This relationship is one in which
effective study strategies usually result in greater learning. This is demonstrated by a
number of studies in which students were taught to use more effective study strategies
with a resultant improvement in achievement (Kulik et al.).
References

Lin, Y., Mckeachie, W. J., & Pintrich, P. R. (2010). Teaching Learning Strategies. 153-
160.
https://www.sciencedirect.com/science/article/pii/S1041608099800041?via%3Dihub

Mates, B. (2018). Learning Theories Simplified.

https://books.google.com.ph/books?hl=en&lr=&id=W35_DwAAQBAJ&oi=fnd&pg=PP1&d
q=.Learning+Theories+Simplified.+&ots=h_U40CBQj1&sig=GI-
6Iwa42CrZPK4jTxgBB2dU5iY&redir_esc=y#v=onepage&q=.Learning%20Theories%20S
implified.&f=false

Meece, J. L., & Schunk, D. H. (1992). Student Perceptions in the Classroom.

https://www.taylorfrancis.com/books/9780203052532

Schmeck, R. R. (1988). Learning Strategies and Learning Styles.

https://books.google.com.ph/books?hl=en&lr=&id=5wzyBwAAQBAJ&oi=fnd&pg=PA3&d
q=Schmeck,+R.+R.+(n.d.).+Learning+Strategies+and+Learning+Styles.+&ots=qava-
Unh4_&sig=ADfNcf_LANLxoZqndwWAdbg5Oq4&redir_esc=y#v=onepage&q&f=false

Wolters, C. A. (1999). Learning and Individual Differences. 281-299.

https://www.researchgate.net/publication/261618632_Teaching_Learning_Strategies
RESEARCH IN DAILY LIFE
Focus Group Discussion Grading Portion/ Performance
Activity
Quarter Task
Grading Percentage 50%

RESEARCHERS Date: July 12, 2019

Capuyon, Eliyah Raven B. Section: 12 - Philippians
Moster, Sandy Nicole M. GRADING SCHEME
Namuco, Niandra Kaye M. Relevance of Questions 8 6 4 2
Sucgang, Jessica
Clarity of Questions 8 6 4 2
Jannielle D.
Sequencing of Questions 4 3 2 1
TOTAL

BLOCK 5
Research Group &
Reviewing Strategies Used by Grade 12 Science, Technology, Engineering, and
Research Topic
Mathematics Honor Students

Introduction Key
Components: Good morning/afternoon and welcome to our session.

I want to thank you for taking the time to join us in our discussion. My name is
 Thank you Eliyah Raven B. Capuyon and assisting me today is Niandra Kaye M. Namuco.
 Your name We’re both from the Grade-12 Philippians taking up Science, Technology,
Engineering and Mathematics Strand. We are currently taking Practical
 Purpose Research 2 as one of the required Applied Subject Track in Senior High
 Criteria for School.

selection of As a final requirement of the said course, we would like to conduct a study
respondent about the reviewing strategies used by Grade 12 Science, Technology,
Engineering, and Mathematics honor students. We are currently at the data
 Confidentiality collection stage of our research and we think that your experiences and
 Duration perspective are valuable data for our research.

 Opportunity for You are invited because the objective of this research is to gather information
about the reviewing strategies from STEM honor students.
questions
This focus group discussion will last for less than an hour. As the moderator, I
will be asking open questions to the group. Please take turn answering the
question.

There are no wrong answers but rather differing point view. Please feel free to
share your point of view even if it differs from what others have said. Keep in
mind that we’re just as interested in negative comments as positive comments,
and at times the negative comments are the most helpful.

You’ve probably noticed our set-up. We’re video/tape-recording the session

because we don’t want to miss any of your comments. People often say very
helpful things in these discussions and we can write fast enough to get them
 all down. We will be on a first name basis today, and we won’t use any names
in our report. You may be assured of complete confidentiality.

Do you have any questions before we start?

Well, let’s begin. We’ve placed name cards on the table in front of you to help
us remember each other’s name. Let’s find some more about each other by
going around the table. Tell us your name and where you live.

Questions: To distinguish different reviewing strategies that works best for students

1. What strategy do you use when preparing for an examination?

 No more than 10 2. Aside from the mentioned strategy, what are the strategies you used in
the past?
open-ended 3. What strategy have you observed from others that you want to try in the
questions future?
 Ask factual before To identify the effects and benefits of using reviewing strategies
opinions
1. What benefits do you get from the strategy you use when reviewing for an
 Use probes as examination?
needed 2. Cite an experience that made you realized that your strategy is effective.
3. Why do you want to try them?
4. What are your standards in choosing such reviewing or learning
strategies?
5. Do you think the same strategy you used will work just the same with other
students when it comes to its effectiveness? Why or why not?

To discern the comparison of with and without the use of reviewing

strategies in academics

1. Why did you stop using some strategies that you are already using before?
2. What are your struggles before, when you do not have any strategies to
help you review before an examination? Cite experiences.
Closing Key
Components: After the brief oral summary, the question asked is: “Is this an adequate
summary?”
 Additional
“Have we missed anything?” “Do you want to add something so you can be
comments
enlightened?”
 Next steps
I’ll be analyzing the information you and others gave me and submitting a
 Thank you research report to our research adviser. I’ll be happy to send you a copy if you
are interested.

Thank you for your time.

 TRANSCRIBED DATA

Objectives Question Response

To distinguish different What strategies do you use Respondent 1: So una
reviewing strategies that when preparing for an kong ginagawa kapag
works best for students examination? malapit na yung exam or
may upcoming exam nga
po. Ang ginagawa
ko...yung, hindi po
mawawala yung pagkain ko
po habang nagrereview,
chocolates kasi yun nga po
nakakapag-boost po yon
uhmm yung may ano po ko,
may parang lisatahan po
ako ng mga sunod-sunod
kong gagawin para hindi po
ako mag-, yung parang
hindi ako mag-, mag-,
maano sa oras yung ma-
time manage ko yung ano
ko. Tapos uhm tapos, tapos
yon pagkatapos kong
magreview papahinga lang
ako iidlip lang ako para
matandaan ko tapos review
uli. Ganon lang, cycle lang.
Respondent 2: Ah ang akin
pong strategy ay
nagrereview po ako bago
matulog tapos pagkagising
ko po sa umaga yung
nireview ko nirerecite ko po
hindi po ako... Yung
nakapikit pa lang po ako
ganon po tapos po ay, pero
kadalasan ko pong
ginagawa ay mabilisang
reviewhan kapa ganon ang
nirereview ko lang po sa
gabi ay math kasi hindi po
ako masyadong nag-aaral
sa bahay, hinihiwalay ko po
yung sa school tiyaka yung
sa bahay, hindi ko inuubos
yung oras ko sa
pagrereview.
Respondent 3: Yung akin
naman kasi, edi syempre
nagnonotes habang

Aside from the mentioned
strategy what are the
strategies you used in the
past? (I.e highlighting
important terminologies in
the book, verbal encoding,
studying alone/by group,
note cards, outlining)
nagdidiscuss nagnonotes,
kapag kinabukasan,
halimbawa ngayon tapos
kinabukasan na yung
exam, isusulat ko uli siya sa
yellow paper kasi hindi ko
siya matatatandaan kung
hindi ko siya isusulat, tapos
isang buong gabi lang yun
na isusulat ko lahat ng
lesson don, tas
kinabukasan ko pa
babasahin habang nag-
iintay nung exam.
Respondent 4: So ako
naman, ang review strategy
ko naman is ano bale 5
hour review. So sa 5-hour
kong yun, 2 hours don ang
break ko. Tas sa 2 hours na
break kong yun, naglalaro
ako doon, natutulog din.
Tyaka sa ano, sa review
strategy ko naman, hindi
ako maaari na walang
reviewer. Kelangan talaga
alam ko yung steps na
gagawin ko, yung mga
aaralin ko before the
exam.
Respondent 5: Yung sa
akin naman, madalas kong
gawin ay nagpapatugtog
talaga ako ng kanta dahil
kasi kung magpapatugtog
ako ng kanta, mas nabilis
ang pag-aaral ko. Mas
nabilis ang ginagawa ko. At
minsan ginagawa ko din
yung ginagawa ni
respondent 1 na bago
magreview, kakain muna
ng chocolates. Yun lang.
Respondent 1: Actually,
nagawa ko na yung mga
ginawa nila noon katulad
nung yung isusulat ko yung
mga ano mga notes tapos
highlights tapos yung
magrereview ng hating gabi
o kaya madaling araw kaya
minsan puyat na puyat ako
antok sa umaga. Tapos
yung kay respondent 5
kalimitang ginagawa ko rin
siya, yon.
Respondent 2: Ako naman
po na-try ko na lahat ng
sinabi niyo ang ang ano ko
lang po ay ay hindi po yung
mag-isa magaral kasi
parang nakakaboring
nakaka ano po, mas
maganda po yung may
kagrupo ka kasi ano may
matatanungan ka kapag,
kapag hindi mo alam yung
isasagot kasi po kapag
mag-isa ka lang yung
feeling mo buklat ka ng
buklat kapag may hindi ka
natandaan.
Respondent 3: Ang akin
ang isa lang ang natatry ko
na suggestion nila yung
uminom ng tubig kapag
nagsasaulo mga ganon
kasi parang kapag uminom
kasi ako ng tubig
mawawala yung focus ko
dun sa inaral ko kaya tinigil
ko yon tapos natry ko na din
yung mag-aral magisa
tapos hindi ko naman
kinaya kasi lalo lang ako
nahihirapan, inaantok ako
ganon kaya mas
nagustuhan ko yung gawin
na mag-aral sa medyo
maingay sa lugar pero hindi
yung ako yung kinakausap,
yung tama lang.
Respondent 4: Ako naman
mas prefer ko yung
nagaaral ako mag-isa tsaka
ano kasi ‘pag ka mag-isa ka
nafofocus mo yung sarili
mo parang ikaw, ikaw lang
mismo sa isang kwarto,
dun ka lang, yun bang, ang
nasayo lang yung mga ano
mo mga books mo parang
 ang tanging gagawin mo
lang is mag-aral talaga.
Meron pa akong isang
review strategy, sa isang
manila paper isusulat mo
doon yung lahat ng lessons
mo tapos ididikit mo don sa
wall ng ano mo ng kwarto
mo, nung ginamit ko yon
okay naman hindi lang ako
ganon kasatisfied don.
Respondent 5: Ang ano
nagawa ko na yung ginawa
ni respondent 3 dating yung
nagawa ng pointers tapos
sa umaga binabasa ko.
What strategy have you Respondent 1: Sa akin
observed from other that naman, since nagrereview
you want to try in the ako na... kadalasan nag
future? Describe them. rereview ako mag-isa hindi
ko nakikita sila kung paano
mag review. So, yung mga
natry nila na nasubukan ko
na rin noon. Kumbaga wala
na ako maita-try pa sa
future kumbaga yun na
lang salitan don.
Respondent 2: Ako naman
po gusto ko pong itry is
yung kumakain ng
chocolate kapag nag
rereview.
Respondent 3: Ang sakin
talaga, ang gusto kong itry
ay yung nag-aaral habang
nakikinig ng music.
Respondent 4: Ako yung
same ng kay respondent 2,
yung kakain ka ng
chocolates habang nag-
aaral. Tsaka rin yung kay
Danica, yung mag-aaral ka
ng umaga
Respondent 5: Ako yung
gusto kong itry yung kay
respondent 2 din. Yung
pag-aaral ng madaling
araw dahil kasi dun
sa nakita kong post sa
facebook mas nakaka…
mas efficient nga ang brain
 sa pag-aaral kung mag-
aaral ka ng madaling araw.
Yun lang.
To identify the effects and What benefits do you get Respondent 1: Yun nga,
benefits of using reviewing from the strategy you use kapag may listahan ako
strategies when reviewing for an nung mga gagawin, kapag
exam? natapos ko yung mga
nagawa ko na, mas
makakapagfocus ako dun
sa mga susunod nang
gagawin kumbaga ..
kumbaga hindi ako, ako
kasi yung tipo na kapag
nagrereview, kumbaga
nafu-full agad, kumbaga
nakakalimutan ko mga
susunod kong gagawin,
kaya ililista ko yun. Tapos
yung pagkain ko naman ng
chocolate,
nakakapagboost siya ng
memory ko. Kumbaga
mabilis kong natatandaan
yung mga nababasa ko.
Respondent 2: Yun, diba
sabi ko nga po na yung
kadalasan nirereview ko sa
bahay, uhm yun po,
benefits po sakin nun ay
matagal kong makalimutan
yung mga nirereview kapag
sa madaling araw, lalo na
po sa madaling araw kapag
po nagrereview yung
parang gising ang utak mo.
Tapos naman po sa
mabilisan ko pong pag-
rereview, pag nasa school
na, ang kagandahan lang
po nun yung kunwari po
tapos na, is pwede nang
tanggalin sa utak ko, yung
makakalimutan ko agad.
Para hindi sila
magsisiksikan, mawawala
din. Yun po.
Respondent 3: Yung sakin
naman, diba sabi ko kanina
nilalagay ko sa yellow
paper tapos hina-highlight
ko yung mga important
 words tas yun lang yung
sinasaulo ko para sa
mismong exam, yun lang
yung natatandaan ko,
nakakaganda naman yun
kasi syempre yung konting
words na yun, malaki din
yung natutulong non sakin.
Respondent 4: So ako
naman yung nakukuha ko
sa ano ko, yung benefits na
nakukuha ko don sa review
ko is yung syempre mas
natatandaan ko yung mga
lessons na tinuro samin
tsaka yung ano
namamanage ko din yung
time na, time ko tsaka
ayon, yung narerelax din
minsan yung isip ko, di ako
nagooverload habang
ginagamit ko yung
startegies na yon sa pag-
aaral.
Respondent 5: Ang
benefits naman saakin sa
paggamit ko ng kanta, mas,
pag nakakarinig ako ng
kanta mas na, mas
narerelax ako para mas
ganahan ako mag-aral ng
ayos pag nag rereview.
Do you get higher grades? Respondent 1: Okay
naman, ‘di naman siya,
kumbaga hindi problema
yon.
Respondent 2: Uhm sakin
po ay consistent naman
lagi, okay lang po basta
ang mahalaga po ay ‘di
mababa.
Respondent 3: Uhm akin
kasi ‘di ko talaga siya sure
kung naging effective ba
yung ginamit kong strategy
na yun sa grades kasi
minsan kasi di mo
nabibigyang pansin yung
ibang, kasi diba, syempre
yung grades mo hindi lang
naman yon sa exam, hindi
 ko masyado nabibigyang
focus yung iba kapag yung
exam, yun lang yon. Kaya
di ko sure kung naging
malaking tulong ba yon.
Respondent 4: Sakin is ano
lang okay lang pero minsan
may downside din ako sa
strategy ko kasi minsan
kapag pag napapasarap
ako ng laro sa break ko
napapasunod-sunod na
pero ano kaya ayon yung
outcome non ‘di na ko
makakapag-aral kasi
naglalaro na ‘ko eh tuloy-
tuloy na yon pero at the end
of the ano kapag focus ako
don sa isang reason na yon
talagang iseset aside ko
muna yung paglalaro para
magawa ko yung goal ko.
Respondent 5: Sakin
naman nataas siya at the
same time nababa rin siya
dahil minsan tinatamad rin
ako mag-aral kapag may
sound ako.
Cite an experience that Respondent 1: Yun nga
made you realized that your nung una diba pagkain po
strategy is effective. nung chocolates,
chocolates, pagkain po ng
chocolates, uhm, yung
kumain po ako, kumain ako
bago nagreview tapos mas
mabilis kong natatandaan
lahat ng mga inaaral ko
tapos yung tutulog
pagkatapos non tapos
pagkagising review po ulit.
Parang bago po ako, bago
po, nagkadiwa na po ako
nung ano tapos bago ko
imulat yung mga mata ko
iniisip ko muna po yung
lahat nung inaral ko tapos
back to review na po ulit
tapos yun nga, yung kapag
nili-list ko yung mga, yung
mga gagawin ko mas
napapadali.
Respondent 2: Ang akin po,
karanasan ko po ay simula
po diba elementary marami
na tayong mga pinapa-
memorize yung mga
teachers yun po ‘pag po
ano sinabi po sakin ng
papa ko na mas madali
daw pong makakapag-
saulo kapag madaling araw
na kaya yun po nung bata
pa lang po ako ginagawa
ko na po yun na kada
madaling araw
magrereview para saulo ko
lahat tapos yun po success
naman lagi.
Respondent 3: Yung akin
kasi actually last year ko
lang nalaman na pwede
pala yon kasi nung high
school kasi happy-go-lucky
lang ako parang yun nga
magaaral lang ako sa
mismong araw ng exam
tapos ganon lang rin pero
last year kasi tinry ko yung
strategy na yon kaya, yon
mas nakatulong nga siya
sakin mas marami akong
natandaan.
Respondent 4: So, yung
strategy ko naman sa pag-
aaral ahh ginamit ko siya
mula noong Grade 8 so
ayon naging okay naman
yung takbo ng pag-aaral ko
yun nga yun nga minsan
bumabagsak ako yung
talagang bagsak, sa exam
naranasan ko non yung
exam ko, yung score ko
30/80 ganon kasi natulog
lang ako non pero yun nga
pagka-focus ka tataas yung
grade mo.
Respondent 5: Sa akin
naman effective naman
siya dahil kasi consistent
pa rin ako sa honor roll
mula grade 8 hanggang
 last year, so, kaya na
nalaman ko na effective
naman pala yung ginagawa
ko na may patugtog.
Why do you want to try new Respondent 1: Kung anong
strategies? gusto kong gamitin strategy
na sa tingin ko
makakapagpabilis o
makakapagpa... yun nga
makakapagpabilis ng aking
pagrereview at makakapag
ano din yung makakapag
save ako ng maraming
time.
Respondent 2: Titingnan ko
po kung effective nga. Kasi
po yun po ang... para sakin
po yun po ang pinaka
convenient di po gaya ng
iba na nagsusulat pa sa
ano. Tapos po pagkatapos
po ng test mawawala. Hindi
na din naman
mapapakinabangan. Yun
po.
Respondent 3: First time ko
kasing nakita kay
respondent 1 nung ano.
Sabi ko paano ba yun
parang kasi pag ako yung
gumawa nun parang mas
mabibigyan ko ng atensyon
yung kanta kesa sa
nirereview ko. Pero
gustong gusto ko talagang
itry yun.
Respondent 4: Kasi feel ko
mas okay yun tsaka mas
lalo kang nakakapag-isip.
parang sakin lang sa
feeling ko parang nakaka-
fresh talaga sya ng utak.
Yung pag gising mo mag-
aaral ka parang maaliwalas
ba yung feelings.
Respondent 5: Nakita kong
post sa facebook mas
nakaka... mas efficient nga
ang brain sa pag-aaral
kung mag-aaral ka ng
madaling araw. Yun lang.
What are your standards in Respondent 1: Yung
choosing such reviewing or standards ko kasi
learning strategies? kailangan kong mapabilis,
kailangan kong... kumbaga
kung mapapabilis mas
marami ka malalaman
kumbaga kapag may
mabilis kang strategy yung
marami ka na ngang time
na masesave mas marami
pa yung kaalaman na
magagain mo.
Respondent 2: Ako naman
po ah wala naman po
akong standards o basis sa
mga ganyan po. uhm pag
po nabalitaan ko lang po na
effective saka ko po
sunusubukan o kaya po
kapag feeling ko is, yun ba
kapag po nacurious ako sa
isang bagay ganun po saka
ko lang sinusubukan.
Respondent 3: Ako wala
talaga, kasi ano ako kasi
mabilis ako maka adapt ng
isang bagay kaya kung
anong makikita ko sa
nakakasama ko ginagaya
ko nakakaya kong gawin.
so, kapag may nakikita
akong isang bagay
halimbawa si Golo nakita
ko na ginagawa nya nga
habang nag rereview is
nakikinig nga ng music
itatry ko yun gawin kaya
ayon natuto ako ng natuto
ng mga iba’t-ibang mga
strategies.
Respondent 4: Sakin wala
naman.
Respondent 5: Wala din
naman sa akin, dahil kasi
kaya ko naman kasing
mag-aral na kahit walang
reviewing strategies na
kahit ako lang talaga ang
mag-aaral.
Do you think the same Respondent 1: Depende
strategy you used will work kasi, dapat kasi yung
just the same with other strategy samahan mo ng
students when it comes to sipag kasi kung may
its effectiveness? Why or strategy nga, effective nga,
why not? kung hindi ka naman
magsisipag na gawin yon,
wala din.
Respondent 2: Sa akin
naman po, don po sa
pagano, pagrereview ko po
ng gabi tapos sa madaling
araw uhm feeling ko naman
po magiging effective siya
sa ibang estudyante na
kayang gumising ng maaga
tapos sa hindi po hindi yon
tapos yung sa pagaaral po
ng mabilisan depende din
po sa estudyante kung
kayang iadapt yung ano
kong yon.
Respondent 3: Sa akin is
depende kasi syempre
magkakaiba tayo ng
environment halimbawa
dito, makakapagreview ka
kapag ganon katahimik
bagos sa kabilang section
maingay hindi ka
makakapagreview ng, ay
wait, halimbawa sa
kabilang section ka tapos
maingay nakakapagreview
ka don tapos halimbawa
magrereview ka naman sa
section na tahimik, hindi
ka..., nasa nakasanayan
kasi yan eh kaya depende.
Respondent 4: Sakin
naman ay ano depende din
kasi ako nga prefer kong
magaral ng mag-isa, ewan
ko ba sa iba kung
maboboringan ba sila mag-
aral mag-isa or by group.
Tsaka don naman sa
strategy ko yung magaaral
ng limang oras tapos ay
ano parang siguro ‘di
mafefeel ng iba yon kasi
yun nga 5 hours straight
magaaral sila ay ano pala
 may break naman pero ano
working naman yon,
working break.
Respondent 5: Sakin
naman din, depende sa
estudyante kung gusto niya
gumamit ng strategies
tapos depende din sa
kanya kung tetestingin niya
talaga tapos sasabayan
niya ng sipag tulad ng
sinabi ni respondent 1.
To discern the comparison Why did you stop using Respondent 1: Uhm okay,
of with and without the use some strategies that you hindi naman siya yung
of reviewing strategies in are already using before? hindi ganong ka-effective
academics. kumbaga naghahanap lang
ako ng bagong way na mas
mapapabilis yung
pagrereview ko, na mas
ano, mas mamamanage ko
yung time ko ng tama, mas
mabilis tsaka
makapagpahinga na din
ako ng ayos. Kaya naman
sa may masamang epekto
nagbabago lang.
Respondent 2: Sa akin
naman po, yung sabi ko
nga po tinigil ko na yung
magreview ng mag-isa kasi
ano po nakakatamad po
walang motivation, yung
gusto ko pang mas matulog
tapos sasabihin na
“mamaya ko na nga lang to
gawin tutulog muna
nakakaboring naman”
ganon po kaya po tinigil ko
na kasi parang lalo lang
akong tinatamad.
Respondent 3: Yung akin
kasi kaya ko tinigil yung
pag-inom ng tubig kasi
once na matanggal yung
mata ko sa nirereview ko
nawawala na yung focus ko
sa pagrereview parang
halimbawa uminom ako ng
tubig tapos nakita ko yung
cellphone ko, magse-
cellphone na lang ako,

What are your struggles
before, when you don’t
have any strategies to help
you review before an
examination? Cite
experiences.
mawawala na yung focus
ko don, kaya mas gusto ko
yung kapag yun lang, yun
lang hindi ko kasi, kapag
kasi yung sauluhan hindi ko
kaya magmulti-mask.
Respondent 4: Yung akin
tinigil ko na yung sa manila
paper kasi nga ano yung
pera ahh mas
nagagastusan ako kasi
marker pa, pa-manila paper
pa tapos yung sa time din,
maggagawa ka pa ng
ganon ganyan, iha-hang
mo pa so parang ang
daming dapat gawin para
maano yon so ang ginawa
ko na lang ano yon sa libro
na lang mismo, don na lang
ako nagaaral, basa-basa.
Respondent 5: Ang akin
naman di ko naman tinigil
yung, yung paggawa ng
mga pointers, ako lang ay
naghanap lang ng
panibagong paraan tulad
nung kay respondent 1
para maging efficient ang
pagaaral tapos mapapadali
yung mga ginagawa.
Respondent 1: Noong
elementary kasi ganito yun,
uhm tamad akong
pumasok so yung mga
grades ko nga palakol lahat
75, since elementary up to
makagraduate ng
elementary. Uhm wala pa
akong reviewing strategy
noon, kumbaga papasok
lang ako kapag nabalitaan
kong may exam tapos
noong tumuntong ako ng
highschool nagka strategy
na din. Kumbaga unti unti
kong inalam kung yung
mga ginagawa ng
nababasa ko effective ba.
Respondent 2: Ako naman
po ang mga struggles po na
naranasan ko is noong
grade 4 po ako. Uhm
section 1 po kami noon
tapos po ay kada mag
tetest hindi po ako
nakakaabot ng 20 pataas
na score. Kasi po mahilig
po akong matulog talaga sa
klase. Tapos po yun po nag
nung ranking na po ah 37
po kaming magkakaklase
pang 36 ako sa amin. Yun
po sobrang nahihiya po ako
sa kasi po halos lahat ng
mga kaklase ko katrabaho
ng papa. Parang ako po
yung pinaka ano sa kanila.
Yun po. (Pero nagbago po
yun nung nagtry na kayo ng
reviewing strategies?) Uhm
hindi pa po, hindi pa po
nung grade 4 po ako hindi
pa po ako... nag tamad pa
po ako mag-aral wala po
akong pakealam tapos
yung naghiwalay sila yun
lahat ng ginawa ko lang po
para ma... kasi po nung
naghiwala pamilya ko
ganun po nag-aral na po
akong mabuti tapos lahat
ng strategies ginawa ko na
paralang may
maipagmalaki po ako.
Respondent 3: Akin naman
kasi nung grade 7 kasi
syempre galing elementary
uhm petiks petiks tapos
pag tungtong ng grade 7
yung environment nagulat
ako kasi akala ko ganun
lang din yung mangyayari
pero ano ang ginawa ko
kasi nung una parang nung
elementary palang tapos
hanggang sa nangyari
nalugaw ang utak ko nung
nag-eexam tapos yun nag
try ako ng mga yun nga nag
review ako para mas ma
overcome ko yung
nangyari.
Respondent 4: Sakin
naman, bago ko nalaman
yung reviewing strategy ko
ayon puro bagsak ako non
parang tamad talaga ako
sa pag-aaral. Pagka may
exam wala akong pake,
pagka assignments di ko
ginagawa, pag quiz okay
lang sakin na zero. Pero
nung nalaman ko yung
reviewing strategy ko yung
na discover ko to, yun
naman naging tumaas
naman sya parang mas
ginanahan ako mag-aral.
Respondent 5: Sakin
naman ang struggles ko
lang naman bago ko
nakuha yung reviewing
strategies ko ay yung una
yung bullying ko nung
elementary atsaka nubg
elementary din yung pag
rereview ng nanay ko dahil
nung elementary ako ang
nag rereview lang sakin
yung nanay ko tapos sabay
pa non di ko maayos kung
anong uunahin ko kung
dedepensahan ko muna
yung sarili ko o mag-aaral
ako.