INFLUENCE OF FRUSTRATION ON PROSPECTIVE AND RETROSPECTIVE MEMORY

LEARNING AMONGST THE STUDENTS OF COLEGIO DE SAN LORENZO

Table of Contents

Chapter 1: The Problem and Its Background

INTRODUCTION 2

BACKGROUND OF THE STUDY 3

STATEMENT OF THE PROBLEM ... 3

SCOPE AND LIMITATION 4

Chapter 2: Research and Methodology

METHODS OF RESEARCH ... 5

DATA GATHERING ... 6

Chapter 3: Presentation of Data

SURVEY RESEARCH ... 7

COMPUTATION ... 7

Chapter 4: SUMMARY, CONCLUSION AND RECOMMENDATIONS

SUMMARY ... 10

CONCLUSION ... 10

RECOMMENDATIONS ... 11

APPENDIX
REFERENCES

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 INFLUENCE OF FRUSTRATION ON PROSPECTIVE AND RETROSPECTIVE MEMORY
LEARNING AMONGST THE STUDENTS OF COLEGIO DE SAN LORENZO

CHAPTER 1
THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

This study wishes to inform the respondents about the prospective and retrospective memory.

Memory is the treasure house of the mind wherein the monuments thereof are kept and

preserved. (Thomas Fuller) Our memory is said to be the internal mental records that we

sustain that which give us an instant access to the past events in our lives and helpful for our

future preferences about all of the facts that we know and the skills that we have cultivated

throughout the years. It is stored in our brains as a self-contained recording of our pasts and

present events and learnings. Memory is the ability of an individual to retain and restore

awareness and experiences in their lives. Research on episodic memory has relied heavily on

objective performance measures typically targeting memory for past events. More recently,

research on a complementary aspect of episodic memory, namely prospective memory,

which concerns memory for intentions has sparked the development of a new class of

memory measures (Brandimonte, Einstein & McDaniel, 1996). Theoretically, learning is the

capability of modifying information already stored in memory based on new input or

experiences. Since memory is contingent upon prior learning, the first step in memory is

learning, which occurs when our sensory systems send information to the brain. Learning is

an active process that involves sensory input to the brain, which occurs automatically, and an

ability to extract meaning from sensory input by paying attention to it long enough to reach

working short-term memory, where consideration for transfer into permanent long-term

memory takes place. (Kenneth Wesson,2017).

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LEARNING AMONGST THE STUDENTS OF COLEGIO DE SAN LORENZO

BACKGROUND OF THE STUDY

Retrospective memory and prospective memory are the factors in our study. The

prospective memory is how the person remembers to perform a planned action at the future

meanwhile the retrospective memory is remembering the recollection of past episodes.

Remembering to remember is the highlight of the study on which we would determine if

frustrations becomes a big factor to affect in students learning capabilities in remembering

their everyday tasks performed or to be done.

A persons ability in remembering their experiences and recalling such activities and

learnings are somehow forgotten by means of some extraneous variables as well as

frustrations makes it a big factor on memory failure.

Students who have difficulty with memory may have deficits in encoding or registering

information in memory, in storing or consolidating information in long-term memory, or in

retrieving or accessing information from long-term memory.

STATEMENT OF THE PROBLEM

The purpose of this study is to determine the influence of frustration on prospective and

retrospective memory learning amongst the students of Colegio de San Lorenzo. For learning

and memory has always been the determinant of the students performance in academic

activities in school. But the question of what strategies are applicable in recalling and storing

such memories and how frustrations affects in memory failure in academe learnings of the

students.

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LEARNING AMONGST THE STUDENTS OF COLEGIO DE SAN LORENZO

This paper is entitled '' INFLUENCE OF FRUSTRATION ON PROSPECTIVE AND

RETROSPECTIVE MEMORY LEARNING AMONGST THE STUDENTS OF COLEGIO DE

SAN LORENZO'. Specifically, it shall find answers to the following questions:

1. What is the profile of the Colegio de San Lorenzo students with respect to their:

1.1. age and

1.2. gender?

2. What is the performance of the respondents based on the questionnaires provided

regarding on their Prospective and Retrospective Memory dealing in everyday life?

3. Does frustration really affects in remembering or recalling the student's learning and

performance in their everyday plans?

SCOPE AND LIMITATION

This paper is limited only to the responses of the students in Colegio de San Lorenzo

who are in their first semester of SY 2017 - 2018. There were 50 respondents used in the

data gathering. Their names were optional but they have been asked about their age, gender

and if they had any health issues. The performance of the respondents was based upon their

responses in the Likert scale using the survey questionnaire Prospective and Retrospective

Questionnaire depending on their own behaviors and struggles in everyday lives.

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LEARNING AMONGST THE STUDENTS OF COLEGIO DE SAN LORENZO

CHAPTER 2

RESEARCH METHODOLOGY

METHOD OF RESEARCH

This study used the quantitative research that is in a numerical form.

It is methods that emphasize objective measurements and the statistical, mathematical, or

numerical analysis of data collected through polls, questionnaires, and surveys, or by

manipulating pre-existing statistical data using computational techniques.

Participants

The participants of this experiments consist of 50 individuals studying at Colegio de

San Lorenzo. Students are the chosen respondents for these experiments which ages are

ranging between 15 to 27 on how they would cope up the frustration in recalling prospective

and retrospective memories.

Material and Procedure

The materials used for this experiment was the Prospective and Retrospective

Questionnaire which consists of sixteen items, eight asking about prospective memory

failures, and eight concerning retrospective failures. The respondents were given to answer

these questions as a tool for examining self-reported failures of remembering by Smith, Della

Sala, Logie and Maylor. And more specifically, we examined the subjective memory ratings

at which the participant feels that they think have a poor memory. The 16-item PRMQ

contains 2 items representing each of 8 categories: 4 items for prospective memory (both

short-term and long term, self-cued and environmentally cued) and 4 items for retrospective

memory (both short-term and long-term, self-cued and environmentally cued). (Smith, G., Del

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LEARNING AMONGST THE STUDENTS OF COLEGIO DE SAN LORENZO

Sala, S., Logie, R. H., & Maylor, E. A., 2000) They would be asked whether Do you decide to

do something in a few minutes time and then forget to do it? and they would choose

between whether it Very Often happened to them or Never. It is a Likert-type rating. To where

we would easily identify based on the subjective norms like the age and gender of a student

and their frustrations on recalling and remembering the lectures and daily planned activities

they about to face.

DATA GATHERING

In this study we used the questionnaire Prospective and Retrospective Questionnaire

with rating scales to gather the required information. The questionnaire was the main

instrument in gathering data to conduct a survey.

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LEARNING AMONGST THE STUDENTS OF COLEGIO DE SAN LORENZO

CHAPTER 3
RESULTS AND DISCUSSION

This chapter presents the data collected which were given interpretation and analysis.
SURVEY RESEARCH AND COMPUTATION

I. Profile of the Students of Colegio de San Lorenzo with respect to their age and

gender.

Table 1

The Percentage Distribution of the Respondents Profile

N=50
1.1 AGE f %
27 years old and above 1 2%
22- 26 years old 12 24%
17-21 years old 37 74%
16 years old and below 0 0%

1.2 SEX
Male 22 44
Female 28 56
As we can see from the Table 1, 74 percent of respondents were belonged to the age
group of 17 to 21 years old. These students were in their college years and have been
studying in Colegio de San Lorenzo. Weve had 50 respondents involved to our research and
majority of our respondents were female. There were 28 female respondents which sums up
56 percent of students and for the male are 22. The table shows that the age group of 17-21
has the most respondents in the same age group surveyed throughout the experiment and
the least was the 27 years old and above and 16 years old and below which got zero
respondents.

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LEARNING AMONGST THE STUDENTS OF COLEGIO DE SAN LORENZO

TABLE 2
Tally of the Female Respondents Memory Mistakes

in Prospective and Retrospective Memory

(1)Very Often (2) Quite Often (3) Sometimes (4)Rarely

(5)Never
Q1 R= 1 R= 47 R= 117 R= 47 R= 21

Q2 P= 0 P= 22 P= 58 P= 38 P= 13

FEMALE weighted average (Retrospective)

Q1= 1 (1) + 47 (2) + 117(3) + 47 (4) + 21 (5)

28
= 1 + 94 + 351 + 188 + 105 = 739 = 26.39
28 28
FEMALE weighted average (Prospective)
Q2= 0 (1) + 22 (2) + 58 (3) + 38 (4) + 13 (5)
28
= 0 + 44 + 174 + 152 + 65 = 435 = 15.54
28 28
General Weighted Average (FEMALE)
GWA= 26.39 + 15.54 = 41.93 = 20.965
2 2
As shown on the computation for the females memory failure in retrospective memory
weighted average is 26.39. Meanwhile, for the prospective memory failure weighted average
was 15.54. with a general weighted average in total of 20.965. It is much likely that women
tend to have problems in recalling retrospective memory than prospective memories in their
day to day lives.

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LEARNING AMONGST THE STUDENTS OF COLEGIO DE SAN LORENZO

TABLE 3
Tally of the Male Respondents Memory Mistakes

in Prospective and Retrospective Memory

(1)Very Often (2) Quite Often (3) Sometimes (4)Rarely (5)Never

Q1 R= 5 R= 39 R= 110 R= 80 R= 15

Q2 P= 8 P= 24 P= 89 P= 65 P= 9

MALE weighted average (Retrospective)

Q1= 5 (1) + 39 (2) + 110 (3) + 80 (4) + 15 (5)

22
= 5+ 78+ 330+ 320+ 45 = 778 = 35.36
22 22

MALE weighted average (Prospective)

Q2= 8(1) + 24(2) + 89(3) + 65(4) + 9(5)
22

= 8 + 48 + 267 + 260 + 45 = 628 = 28.55

22 22

General Weighted Average (MALE)

GWA= 35.36 + 28.55 = 63.91 = 31.955
2 2

As shown on the computation for the males memory failure in retrospective memory
weighted average is 35.36. Meanwhile, for the prospective memory failure weighted average
was 28.55. with a general weighted average in total of 31.955. It is much likely that men tend
to have problems in recalling retrospective memory than prospective memories in their day to
day lives.

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LEARNING AMONGST THE STUDENTS OF COLEGIO DE SAN LORENZO

CHAPTER 4
SUMMARY, CONCLUSION AND RECOMMENDATIONS
Presented in here are the findings, conclusions and some recommendations from our
research that is discussed in Chapter 4.

SUMMARY

The researchers write the paper entitled Influence of Frustration on Prospective and

Retrospective Memory Learning Amongst the Student of Colegio de San Lorenzo on the use

of the Prospective and Retrospective Questionnaire. It can be showed in the Table 1 that 74

percent of respondents were belonged to the age group of 17 to 21 years old. There were 50

individuals involved in this research on which female shows greater number of respondents.

As for their memory failure in retrospective memory weighted an average of 26.39 and for

prospective memory is 15.54. For the males memory failure in retrospective recalling the

weighted average is 35.38, prospective memory is 28.55 and its general average is 31.955

which dominated the females general weighted average of 20.965. it shows that male have

the greater tendency of having memory failures due to frustrations and a hard time recalling

as for retrospective memories they have encountered. For the higher the scores represent the

greater frequency of memory failures caused by frustrations and how often they forget in their

normal everyday lives.

CONCLUSION

From the findings generated to our research, the researchers therefore offer the

followings conclusions:

1. Majority of the respondents are in the age range between 17 to 21 years of age.

And men tend to have frequent memory failures than women.

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2. It is more likely to have a hard time recalling retrospective memories than the

prospective.

3. Frustrations can be a factor in influencing our memories in storing and recalling

such plans, events or doings that happened and will happen to our everyday lives.

RECOMMENDATIONS

Upon the findings and conclusions on the previous chapters, the following suggestions are

offered:

1. To further improve ones memory and recalling, students must have a proper diet,

sleep and exercise to maintain a healthy being.

2. Using of associations such as mnemonic devices, jotting down notes and mindful

approaches which involves multiple senses.

3. Improving of lifestyle is also advised to do so like organizing, be opt for mindfulness

and reduce stress.

4. Another research may be conducted to evaluate the content of the research.

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REFERENCES

Crawford JR,Smith G, Maylor EA, Della Sala S, Logie RH. (2003): Memory and The
Prospective and Retrospective Memory Questionnaire
https://www.ncbi.nlm.nih.gov/pubmed/12908675

Mastin, Luke (2010): What is Memory? The Human-Memory Net

Kliegel, M. & Jager, T. Curr Psychol (2006) 25: 182. https://do i.org/10.1007/s12144-006-
1002-8

MICHAEL RNNLUND, TIMO MNTYL, LARS-GRAN NILSSON (2008): The Prospective

and Retrospective Memory Questionnaire (PRMQ): Factorial structure, relations to global
subjective memory ratings, and Swedish norms. Scandinavian Journal of Psychology

Crawford, J., Smith, G., Maylor, E., Della Sala, S., & Logie, R. (2003). The Prospective and
Retrospective Memory Questionnaire (PRMQ): Normative data and latent structure in a large
non-clinical sample. Memory, 11(3), 261-275.

Crawford, J. R., Henry, J. D., Ward, A. L., & Blake, J. (2006). The Prospective and
Retrospective Memory Questionnaire (PRMQ): Latent structure, normative data and
discrepancy analysis for proxy-ratings. British Journal of Clinical Psychology, 45(1), 83-104.

Smith, G., Del Sala, S., Logie, R. H., & Maylor, E. A. (2000). Prospective and retrospective
memory in normal ageing and dementia: A questionnaire study. Memory, 8(5), 311-321.
Tate, R. L. (2010). A compendium of tests, scales, and questionnaires: The practitioner's
guide to measuring outcomes after acquired brain impairment: Psychology Press.

http://www.ed.ac.uk/ppls/psychology/research/facilities/philosophy-and-psychology-
library/psychological-tests/prmq

Huddleston, Chelan (2017). Memory and Recall. UC Berkeley Center for Teaching and
Learning. https://teaching.berkeley.edu/resources/learn/memory-and-recall

Improve Your Memory(2016): http://www.wikihow.com/Improve-Your-Memory

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