ACTIVE MEMORY CAPACITY

AND ACADEMIC PERFORMANCE OF FIRST YEAR

COLLEGE OF BUSINESS AND ACCOUNTANCY
STUDENTS

A Research Paper Presented to the 

College of Arts and Sciences
Psychology Program
Holy Name University
RESEARCHERS:

CORTEZ, Erika Faith L. BUDAY, Jana Daniela S. ANUNCIADO, Sarah M.

MAESTRE, Jerome S. MAGHUYOP, Ma. Jessa Mae TIROL, Jaryl O. AMPO, Venice Mae B.
THE
PROBLEM
AND ITS
SCOPE
RATIONALE

Active Memory is a vital aspect to consider in building good academic

performances among students. It plays an important role in allowing
individuals, specifically the students to perform cognitive tasks which
includes memorizing, analyzing, performing and concluding. These
activities are essential components of achieving the everyday challenge
and task given to learners. On the other hand, Academic Performance in
young people is a key affirmation of future education and career
performance. According to Gutman (2002)  Academic performance is the
level at which a student, teacher or institution has achieved its short-term
educational objectives; it is how we measure our individual achievements
in various academic subjects.
REVIEW OF RELATED
LITERATURE
According to the latest Programme for International Student Assessment (2015),
poor academic performance can lead to challenges in securing employment,
obtaining unstable job opportunities, and receiving lower salaries in adulthood.
A correlational study of vocational high school students in Indonesia found that
students with high academic achievement have higher income, better
employment benefits, and more opportunities for advancement. Active memory
under short - term memory is made up of newly formed memories, established
retrieved memories, or both. Del Valle and Urquijo (2015) found a correlation
coefficient of .34 between short-term memory and academic achievement in
university students, indicating that it is a critical factor in higher education.
These studies highlight the importance of short-term and other cognitive and
noncognitive factors in academic achievement across different age groups and
educational levels. Moreover, Eskandari et al. (2020) found that active memory
training has a significant effect on students with learning disabilities' reading,
planning, and organizing skills. Lewis, Vasishth, & Van Dyke, (2006) also stated
that comprehending a sentence requires an active memory that retains fragments
of comprehension.
According to Chua et al., (2020), Digit Span Test is a quick assessment
of cognitive function used to gauge Short Term Memory. It evaluates
both attention and short-term memory if given backwards, and also
assesses working memory if administered forward. In addition, Peng &
Kievit (2022) explained that cognitive skills, such as working memory,
reasoning, and executive function, are essential for academic
performance. These skills underlie goal-directed behavior such as
flexible thinking, self-control, and self-regulation. Furthermore, the
results in the study of Siquara, dos Santos Lima & Abreu (2018)
showed that the best predictors of academic performance were Digit
Span Forward, Corsi Block Backward and Digit Span Backward tasks.
THEORETICAL BACKGROUND

The Magical Number Seven, Plus or Minus Two: Some Limits on Our
Capacity for Processing Information'' or also known as Theory of Memory
(1956), Miller proposed as a law of human cognition and information
processing that humans can effectively process no more than seven units, or
chunks, of information, plus or minus two pieces of information, at any given
time. That limit applied to short-term memory and to a number of other
cognitive processes, such as distinguishing different sound tones and
perceiving objects at a glance.
Elger (2007) is the source of the theory of academic performance (ToP), and
he defined "perform" as and the capacity to create a desired outcome and
"perform" as an individual or as a group whereas the degree of performance
as the point in a journey through academics. Elger (2007) asserts that there
are six elements to the following performance levels: knowledge,
competence, identity, personal factors, and fixed three axioms for effective
performance, including the performer's thinking, immersion in an
enlightening environment, and the surroundings and participation in
reflective practice.
CONCEPTUAL FRAMEWORK
THEORY THEORY
Theory of Academic
Theory of the Memory Performance (TOP) Elger
by George Miller (1956) 2007

Academic
Active Memory
 
Performance

Active Memory and Academic Performance of First Year College of

Business and Accountancy Students of Holy Name University

ACTION PLAN
STATEMENT OF THE PROBLEM

 The study aimed to determine the relationship between active memory capacity and
academic performance among students.
Specifically, it answers the following questions:

 1. What is the average score of the participants in the following conditions in terms of;
◦ 1.1 Forward (Onwards);
◦ 1.2  Backwards (Reverse); and
◦ 1.3 Random Order?
 2. What is the level of academic performance of the participants in terms of;
◦ 2.1 Experimental Group; and
◦ 2.2 Controlled Group?
 3. Is there a significant relationship between the active memory capacity and the
academic performance among students?
STATEMENT OF THE HYPOTHESES

Ho:
◦ There is no significant relationship between active memory and academic
performance of First Year College of Business and Accountancy students in
Holy Name University.

Ha:
◦ There is a significant relationship between active memory and academic
performance of First Year College of Business and Accountancy students in
Holy Name University.
SIGNIFICANCE OF THE STUDY
 Researchers
◦ This study will also help the researchers to expand or gain more knowledge about the
relationship of active memory and academic performance.
 Students
◦ This will also help them to understand how active memory affects the academic
performance of the students. Furthermore, this study will contribute in the development
of strategies and procedures for more comprehensive and effective means of improving
academic performance.
 Psychologists
◦ This study will be significant to the psychologists in a way that this will help them to
better understand how active memory capacity affects the academic performance of the
students. This will also benefit them in determining best practices in assessing the
development and improving the students active memory capacity to have a better
academic performance.
SCOPE AND LIMITATION

This study is limited within the boundaries of our school, Holy Name
University, from which our samples have been gathered. The
researchers would like to know the relationship among First Year
College of Business and Accountancy students’ active memory and
academic performance can provide insights into the factors that
contribute to their academic success.
RESEARCH
METHODOLOGY
RESEARCH DESIGN

The researchers used True Experimental research design. The

researchers used random sampling. The researchers utilized a
completely Randomized Design to reach more firm findings
regarding the causal links between variables in a research
hypothesis. The researchers employed this design in order to test
their hypotheses. There is also an experimental and control group
in this study.
RESEARCH ENVIRONMENT
The researchers will conduct this study at the Psychology
Laboratory in Holy Name University. Holy Name University is a
private, Catholic, research, co-educational basic and higher
education institution run by the Philippine Southern Province of
the Society of the Divine Word in Tagbilaran City, Bohol,
Philippines. It was founded by Fr. Alphonse G. Lesage, SVD a
Divine Word Missionary in 1947. The researchers chose the
College of Business and Accountancy Department in Holy Name
University because the setting was beneficial and relevant to the
study.
RESEARCH PARTICIPANTS
The participants of this study are the students from Holy
Name University College of  Business and  Accountancy
(CBA) students. Specifically, the courses of Accountancy,
Management Accounting, Financial Management,
Marketing Management, Hospitality Management, and,
Hotel and Restaurant Management. The participants of this
study are officially enrolled at Holy Name University In the
Academic Year 2022-2023. A total of 50 students in the
College of Business and Accountancy Department. 
RESEARCH INSTRUMENTS
The researchers will utilize the Digit Span Task tool for this study
to measure the level of Active Memory of the participants. This
instrument will be administered 1 - 3 minutes depending on
performance. The Digit Span Task comes in two formats –
Forward Digit Span and Reverse Digit Span. The task is composed
of a random string of numerals either in the order they are given
(forward span) or in reverse (backwards span). Both forward and
backwards span tasks require verbal working memory and
attention, though they are superficially very similar. The more
difficult backwards span task also tests cognitive control and
executive function.
RESEARCH PROCEDURE:
After coming up with the problem, the researchers sought authorization from the
Dean of the College of Business and Accountancy program. Researchers
inquired about the number of enrolled students in the said program for this
academic year at the Registrar's Office. Randomized sampling will be conducted
to get a sample size of 50 and participants will take part in the Digit Span Task.
The Digit Span Task is an intervention for active memory that involves hearing a
series of digits and repeating them vocally. The maximum number of
consecutive digits that can be reliably remembered is the participant's span, and
total forward and backward digit span attained and the number of errors are used
to calculate scores. The experiment will take place in the Psychology Program's
laboratory at Holy Name University, with five researchers will administer in a
1:1 ratio and the other two will be observers. The researchers request the
assistance of a statistician in choosing the right statistical methods to be
employed and in interpreting the findings.
DEFINITION OF TERMS
Active Memory
◦ Is measured using the Digit Span Task.

Academic Performance
◦ how well the students perform academically
THE END!