2 Chapter 123

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CHAPTER 1
THE PROBLEM AND ITS SCOPE
INTRODUCTION
Rationale of the Study Formatted: Line spacing: single
Memorization skill is the cognitive abilities of the students which refers
to the way they perceive, pay attention, remember, think, and understand the
lessons. It is incredibly important among students in all areas of learning as it
can play a critical role in learning and brain development. For STEM students,
they are constantly bombarded with new knowledge in multiple topic areas.
Additionally, they are expected to both learn and demonstrate the mastery of
this knowledge on a weekly basis. However, many students have memory
problems. Students who have deficits in registering information in short-term
memory often have difficulty remembering instructions or directions they
have just been given, formulas for a problem, what was just said during
conversations and class lectures and discussions, and what they just read.
Statistics showed that one in ten students have working memory
problems. Several key findings even suggest that low working memory skills
constitute a high-risk factor for educational underachievement for students
(Alloway, 2011).
Nowadays, enhancing memory performance among students is an
interesting issue as memorizing facts and facts and information helps students
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gain knowledge for the student’s own benefit. However, there need to be
strategies to facilitate the learning process to contribute to the memorization
process of encoding, retaining, and retrieving information.
Ankeny (n.d), mentioned that certain colors we see are more stimulating
that it affects what you can recall and what initially attracts your attention. It
may play a role in motivating students to learn and profit from their learning
experience as colors are used both intentionally and subliminally by educators.
Therefore, in searching for strategies to facilitate the learning process,
colors must be recognized as capable of motivating students to learn and profit
from their educational experiences. Choosing an appropriate color for any
PowerPoint presentation or any visual presentation can be impetus for
learning. Given the amount of color with which students engage while
comprehending information, it therefore becomes logical to question whether
or not color has enough influence to increase memory retention and what
colors have been found to have a greater effect on their memory performance.
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According to Dzulkifli and Mustafar (2012), colors can play a role in
motivating students to learn and profit from their learning experiences and can
improve one’s ability to remember both words and pictures
Color has been known to be a major factor in the processing of
information in the brain. There exist robust evidences from several studies
that have been conducted to explore the relationship between color and
memory performance. It has also been known that colors can attract attention.
Due to several decades of intense research on understanding attention,
there is now broad agreement that colors may play a special role in affecting
memory performance. Karpicke (2016) came up with the idea that color can
be very effective in learning as it has a significant role in enhancing memory
performance. This study determined the impact and significant effects of color
on students’ memory that will ascertain if the effective reaction to colors can
influence memory performance better compared to black and white.
Theoretical Background
The anchor theory for this study is the Filter Model of Attention which
was formulated by Daniel Broadbent in 1958. It is primarily concerned with

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the issue of selective attention. In this view, humans process information with
limited capacity and select information to be processed early. Due to its
limited capacity, a selective filter is needed for information processing. All
stimuli are processed initially for basic, physical properties. Based on these
physical properties, the selective filter allows only certain stimuli to pass
through the filter for further processing while unattended stimuli will be
filtered and lost. Information selected to pass through the filter is then
available for short-term memory and manipulation of the selected information,
prior to storage in long-term memory. Hence, a high degree of selectivity is
put forth in the information-processing stream. (Broadbent, 1958).
This theory proposes that the large amount of information available to
everyone does not reach the detector stage, but rather only some of this
information, based on its physical features. Its as if it help choose and focus
on the important information to make use of it, rather than concentrating on
every single piece of information available without any particular purpose
(Maj, 2013).
In the context of our study, this theory is used to extensively test
memory performance on the recall rate of specific visual information. It
utilizes cognitive processes for an individual to focus on colors of input while
neglecting irrelevant sources surrounding that input. In a way that it provides

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participants the ability to correctly recall information in the attended channel,
and poor recalling in the unattended channel due to the fact that higher
attention is given to those input with colors (Lachter et al., 2004).
Figure 1. Filter Model of Attention
In regards with the way memory is processed and stored to human
memory, Richard Atkinson and Richard Shiffrin proposed the Multi-Store
Model in 1968 in which they suggested that information exists in one of three-
states of memory: the sensory, short term and long-lasting stores. The sensory
memory store holds the stream of information that enters the memory from
the senses where a small portion is only remembered. The short-term memory
store gives access to information of the current situation, but is limited in its
capacity. The long-term memory store, is fairly self-explanatory, as key
information regarding people we have met, important life events and other
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important facts could survive in human memory for years, decades or even
lifetime (McLeod, 2007).
Figure 2. Multi-Store Model
This hypothesized signifies how important it is for the stimuli available
in the environment to have the potential to activate attention and to be
involved in deeper level of processing in order for the stimuli to be better
remembered. Therefore, this study is supported by the Multi-store model.
because in educational setting iSince it indicates that to promote significant
information learned in class, something interesting must capture the attention
and the contemplation of the students for the information to lead to being
promoted to the short-term memory store (Dzulkifli & Mustafar, 2013).

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Prior to, a plethora of studies were conducted to understand the role of
color in enhancing memory performance. Previous studies have shown
evidences that colors are one of the variables that has those potential. Back in
1976, Frank Farley and Alfred Grant came out with results suggesting that
colors have a great effect on attention. This supports the anchor theory as they
proposed the idea that color results in better attention and memory
performance. They found out that colored multimedia presentation resulted in
better attention that the non-colored presentation (Farley & Grant, 1976).
Kang (2013) suggests how attention can increase memory performance level
in terms of the recall rates and also faster reaction time for the degree of
attention attached to a certain stimuli increase the probability of the
information to be stored in the memory.
Prior to the von
Restorff effect theory, Frank Farley and Alfred Grant in 1976 came out with
a theory suggesting that colors have a great effect on attention. This supports
the anchor theory as they proposed the idea that color results in better attention
and memory performance. Stating that the degree of attention attached to a
certain stimuli increase the probability of the information to be stored in the
memory. It also reports how attention can increase memory performance level
in terms of the recall rates and also faster reaction time. Their theory was
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based on a study they conducted when they found out that colored multimedia
presentation resulted in better attention that the non-colored presentation
(Kang,2016Memory has been the subject of investigation among many
psychologists from the past and still remains to be an area of study among
today’s cognitive scientists. Taking a look at some of the most influential
studies, experiments and theories, it continuously lead to an understanding of
the human memory (Dzulkifli & Mustafar, 2012).
For enhanced academic performance, it's important to know how color
influences learning. Given the amount of color with which individuals engage
while comprehending information, it is logical to question whether or not
color has enough impact to increase memory retention. However, previous
literature has not reported much on samples drawn from young adult students.
This may originate from the assumption that colored materials are always
preferred and that the young and adults respond to color in the same way. It
therefore becomes logical to question whether color impacts memory
retention of graduating students and what colors have been found to have an
effective influence to the memory performance this age group (Olurinola &
Tayo, n.d.). More specifically, colors may have an impact on psychological
functioning. The basic premise of the Color-in-Context Theory by Andrew
Elliot and Markus Maier is that the influence of color on psychological

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functioning varies as a function of the psychological context in which color is
perceived. Color carries meaning and this has a direct and automatic influence
on cognitive processes, including attention. This influence is consistent with
the emotional evaluation of color as either hospitable or hostile. Thus, color
may facilitate approach- or avoidance-oriented psychological processes,
serving as an automatically and rapidly processed affective prime. (Elliot and
Maier, 2012).
Memory for colored words was further increased by emotional
significance, replicating the memory-enhancing effect of emotion. Most
intriguingly, the effects of color on emotion additionally depended on color
type. Some person may tend to remember words presented in red color
because high emotion such as anger is associated with it. These theory
provide the first evidence that emotion-induced memory enhancement is
influenced by color and demonstrate that different colors can have different
functions in human memory (Kuhbandner and Pecrun, 2013).
All people differ in the amount of information that they can keep in
working memory, and how easily it is lost when they are distracted. In the
educational setting, higher demand is put on the cognitive abilities of the
students. Students are required to learn new things every day, and a low
working memory will have severe impacts (Klingberg, 2012).

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For STEM students, they are expected to have basic understanding of
scientific processes, concepts and ways of thinking. Along with developing
critical thinking, students are expected to memorize information that is being
fed unto them. However, they are expected to go beyond memorizing science
facts and theories for this alone does not create scientific understanding
(Lynch, 2016).
If a student has a good memory, it will help in ensuring that they are
able to retain whatever are being taught to them, and that will help them to
succeed and get good grades. However, like all of the other characteristics of
the students in class, not every student has the same memory abilities. One
helpful way to improve students’ memory skills is the use of visual techniques
that can explain important learning points to the students (Ultimate Memory,
2012).
According to the American Psychological Association (n.d.), some
aspects of memory and processing change as people get older. Thus, they
hypothesized that it would be more realistic to compare ones performance to
healthy age-matched peers instead.
Khosravizadeh and Gerami (2011) responded that the older the human
being the worse is his or her short-term memory ability. This conclusion is
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based upon their investigation on the ability of different age groups in
immediate recalling of a word-list.
Duverne (2008) emphasized that age-related difference was confined to
older subjects with relatively poor recognition performance replicating
previous findings.
Benjamin (2000) added that older adults’ deficient memory
performance have decreased their ability to encode and receive associations
among units of information.
However, Enrique et al. (2013) contradicted the idea that older adults
should show deficits in their skills for monitoring time since they found that
older adults have the same rate of recall as young adults in a series of memory
tasks.
Wolters and Goudsmit (2005) obtained similar findings when they
found that regardless of the age or time period, both groups of college students
and elderly citizens showed a high level of recall for details of the event.
According to Benjamin (2000), the acquisition of new information and
the retrieval process of learned information are essential for successful aging.
There have already been several hypotheses that explains poor memory
performance of older adults. The results were consistent with the hypothesis
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in the study, which attributes at least part of older adults deficient explicit
episodic memory performance to their decreased ability to encode and receive
associations among units of information.
The presence of gender differences in memory performance has been
noted by Bridge (2006). He attempted to describe the influence of gender that
has been observed in various episodic memory procedures. He clearly
depicted the superior ability of women to recollect information.
Longo (2001) reported that women were more likely to recall colored
stimuli accurately than were men. As Lowe and Reynolds (2001) noted, the
mean level of memory performance for females was statistically significantly
different from males.
In terms of the effect of colors to the information retention on young
men and women, it was expected that men and women differed significantly
on their recall of the words they remembered. Singg and Mull (2017) claimed
that men did better than women with the yellow color paper while women did
better than men with the blue color paper.
Contrary to previous studies, Trahan and Quintana (2002) cited that
there are no significant differences between males and females as regards to
visual memory performance.

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McDougal et al. (2014) added that when they investigated the
incidencethe incidence of episodic memory decline in males and females they
found no memory performance differences by gender.
Past researches Howeverconsidered socio-economic status to influence
students’ learning and memory performance (Ocampo, 2015). As per
distribution of families by income class, the lower class has an annual income
under Php 40,000. The lower middle class has an annual income of Php 40,
000 to Php 59, 999. The middle class has an annual income of Php 60, 000 to
Php 99, 999. The upper middle class has an annual income of Php100, 000 to
Php 249, 999. The upper class has an annual income of Php 250, 000 and over
(Philippine Statistics Authority, 2015).
Research indicates that children from lower SES households and
communities develop academic skills slower than children from higher SES
groups (Morgan, 2009).
Mana et al. (2016) investigated the influence of socio-economic status
on learning ability among school going boys. The results of their study
revealed that the participants who belonged to the lower socioeconomic group
recalled significantly lesser words on each of the learning trials and possessed
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significantly smaller learning score compared to that of middle and upper
socioeconomic groups.
Leonard et al. (2014) measured the performance of adolescents from
lower-SES and higher-SES backgrounds on tests of working memory. He
confirmed that lower-SES adolescents had worse working memory compared
to the higher-SES adolescents.
Gropper and Tannock (2009) posited that memory are linked with, and
thus may compromise, academic achievement of students.
Bernardo (2009) added that students who have higher achievement than
their peers is associated with good memory performance.
Kleinsmith and Kaplan (2009) posited that information that can
produce greater arousal effect were better remembered after one week than
two minutes after the learning process. Thus, the level of arousal evoked by
environmental stimuli can have a significant effect on memory performance
in whether the short-term or long-term memory storage.
In terms of color, red is known to have a greater arousal effect than the
others. This lie behind the reason that some types of emotion may have greater
arousal effect than others. For instance, anger was found to have a greater
arousal effect than happy or neutral type of emotion. Red color for red color
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is being attached with stronger emotion or feeling compared to the other type
of colors (Jackson et al., 2009).
The color orange can be a welcoming and mood lifting color for
learners which in turn promotes comfort and improves neural functioning.
Many studies have found that warm colors like orange can be used to
emphasize a feature or piece of content so the learner’s attention level increase
(Gutierrez, 2016).
The color yellow is the most visible color thus making it also the most
attention getting color. It can help with concentration and attention span
(Cherry, 2008). According to Genever (2016), yellow is energizing and
radiates positivity. As the strongest psychological color, it can stand out and
can be easily noticed.
In general, yellow is a stimulating color that asks the learners to pay
attention and facilitate memory retention and learning while orange can help
learners feel comfortable which in turn improves brain function (Imagination
Soup, 2018).
The color green is associated by many as the feeling of calmness,
happiness, comfort, peace, hope, and excitement. Depending on the degree of

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arousal level or depending on the type of emotion or feeling being attached to
it, this color may be facilitated for learning approach (Kaya and Epps, 2004).
Blue is best used for learning situations which are intensely challenging
and can be also used to help improve reading comprehension. Along with red,
blue is best used for enhancing cognitive skills and improving brain function
and may be facilitated for memory retention. Although a cool color, blue is
great for promoting high levels of thought (Olesen, n.d). Blue, although a cool
color, enhance cognitive skills and improve brain function that may be
facilitated for memory retention.
The color violet has the highest vibration in the visible spectrum which
makes it visible to learners. To put it simply, it gets our attention that may
stimulate memory retention (Meacham, 2015).
They also found that in the recall performance for the color mode it was
more difficult to detect the deletion of colors than to detect their
addition.Spence et al. (2016) hypothesized that if color can increase arousal,
and arousal can increase memory, then it is possible that we could find that
color can increase memory. However, contrary to what was expected, there
was no significant difference for percent recall among color categories when
Huchendorf (2017) examined the effects of color to the memory of 115

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college undergraduates enrolled in an introductory psychology course. It was
hypothesized that participants who received warm-colored packets would
recall more words than participants who received either the cool-colored
packets or the white packets.On the case of the effects of color and pattern on
implicit and explicit picture memory, Cave et al. (1996) agreed that the degree
to which repetition priming is perceptually specific is informative about the
mechanisms of implicit memory as well as of perceptual processing. The
changes in color also make one’s ability to judge that repeated stimuli were
old on a recognition tests. The results also suggest that physical attributes that
are not essential to the formation of a shape representation do not influence
repetition priming in a basic identification paradigm.
To further explore the effect of color in implicit and explicit memory
performance, Vernon and Lloyd-Jones (2003) conducted a study to determine
its influence. They hypothesized a shorter response time to colored stimuli in
comparison to non-colored/black and white stimuli. In the end, the result
revealed a significant effect on colored object. This means participants took
faster time to recognize objects in the colored than non-colored condition.
Hollingworth and Hwang (2013) stated that if color was immediately
relevant, it reliably recruited attention to matching stimuli. However, if the

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color was not immediately task relevant, it failed to interact with perceptual
selectio
To further explore the effect of color in memory performance, Vernon
and Lloyd-Jones (2003) conducted a study to determine its influence. They
hypothesized a shorter response time to colored stimuli in comparison to non-
colored/black and white stimuli. In the end, the results revealed a significant
effect on colored object for individuals took faster time to recognize objects
in the colored than non-colored condition.
A study conducted by Stitt and Pula (2013) has been found to be closely
related to the current study. The said study revealed after examining that in
two groups of 7th graders that, those who studied flashcards in a color of their
choosing, received higher scores than that of their pre-test on their post-test
vocabulary quiz, more so than their counterparts who studied with black and
white flashcards.
Anuardi et al. (2016) investigated the effects of screen background
colors on the brain functions when performing a memory task on a tablet
computer. They reported that average percentages of correct answers of
subjects were higher with background colors of red, yellow, blue, and green
for both young and elderly people compared to the white background color.
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The results indicate that white color may not be the best choice for best
performance and attention.
Mehta and Zhu (2008) extended this connection to include memory.
They found that participants performed better on word recall task when the
words were presented on a red background compared to blue or white.
Martinez et al. (2010) added that teacher’s using different colors to on
test papers will not negatively impact students’ performance, but that the color
of study materials will affect the amount retained when study materials and
tests are printed on the same colored paper.
Studies have shown that warm colors such as red, and cool colors such
as blue may affect attention and arousal to different degrees (Yoto et al., 2007).
Huchendorf (2017) added that warm-colored packets, in particular, would
help students recall more words more so than their counterparts exposed on
cool-colored condition.
As the Univeristy of British Columbia (2000) stated, warm colors
produce stronger stimuli than cool colors which makes it the reason why
information in warm colors tend to be highly recalled compared to
information in cool colors.

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A study by Tal et al. (2008) found that students scored higher on a
midterm exam printed on a blue paper than on the red paper. This study
hypothesized that cool colors such as blue can also have an effect to the
memory processing of students.
Galvez (2015) tested the effect of color on working memory
performance. Accuracy on memory recall was compared across 4 different
colors- pink, red, blue, and black. He argued that there was not any significant
difference found in any of the color conditions. From this, he concluded that
color has no effect on accuracy on what one can recall. Specifically, red and
blue are no better than other colors in affecting memory performance.
Olurinola and Tayo (2015) affirmed that not just any color increases
retention for adult learners. When participants were randomly assigned into
one of the three color conditions: congruent, incongruent and achromatic
colors, findings indicated that the groups exposed to congruent colors and
achromatic colors performed better than those exposed to incongruent colors.
Smilek et al. (2002) attempted to exploreexplored with four different
conditions; black, white, congruent, and incongruent color conditions. They

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found and found theat memory performance of the participants was found toto
be better in the congruent color condition compared to the other conditions.
Anuaridi et al. (2016) focused on the relation between color and
psychological functioning between red and performance attainment. Red is
hypothesized to impair performance on achievement tasks, because red is
associated with the danger of failure in achievement contexts and evokes
avoidance motivation. The findings suggest that care must be taken in how
red is used in achievement contexts and illustrate how color can act as a subtle
environmental cue that has important influences on behavior.
Fear (2016) wanted to know whether or not a significant positive
relationship is found between preferential color and the number of words
recalled. This would indicate that using a preferential color for studying may
yield better tests scores among participant in the treatment condition
compared to participants in the control group who study in black color.
However, there were no significant difference between the experimental
groups and control groups.

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Even with the use of the color red to increase memory effectiveness
along with the level of concreteness of words, there was not a significant effect
on level of recall from the use of the color red (Skritik, 2014).
According to Suzuki and Takakahashi (2002), suggested that the
effectiveness of color in picture recognition is not necessarily due to the
memory for colors in the pictures themselves, but is probably due to the
distinctiveness of features highlighted by the colors.
Martinez et al. (2010) added that teacher’s using different colors to
distinguish test versions in class will not negatively impact students’
performance, but that the color of study materials will affect the amount
retained as they investigated whether retrieval would be best when study
materials and tests are printed on the same colored paper.
Dzulkifli and Mustafar (2013) highlighted the relationship between
colors, attention, and memory performance. The significance of color in
different settings is presented first, followed by a description on the nature of
human memory. The role of attention and emotional arousal on memory
performance was discussed. The review of several studies on colors and
memory are meant to explain some empirical works done in the area and
related issues that arise from such studies.

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McConnohie (2002) noted that not only certain colors can lead to better
memory. Information on white background also resulted in higher retention
rates both in immediate and delayed recall tasks than those with blue and
green background.
On a different note, Hall and Hannah (2014) cited that not only certain
colors lead to better performance. Information with white background could
also result to higher retention relevance to its readability level. This means
that significant result was found for readability and not on retention rate in
which readability performance was highest on the black on white background
condition as this contributes to a better readability level.
Through a digit recall task, the researchers revealed the main effects of
recall and content. There was an interaction between type of recall and content,
in which the recall of digits was found superior in the memory performance
of the respondents even without the application of colors (Sadowski et al.,
2013). As a measure of working memory and assessing the short-term
memory, Thompson (2010) assigned a task of digit recall on its participants.
The results suggested that digit recall can be best described as a measure of
working memory in children, but short-term memory in adults.

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In terms of not being able to completely recall all the pictures presented,
Mail Online (2002) added that the struggle to recall a scene is because of the
fact that memory works better in color. They added that a person is better to
recall pictures if they are not just black and white.
Borges (2000) explained that the recall in performance is affected by
mode of presentation. However, results suggest that the cognitive structure of
young adults do not utilize the color stimulus in information.
In the learning environment, students facilitate strategies to increase
efficiency when learning and studying. Eventually, these strategies enhances
students’ ability to organize and retrieve information, consequently increasing
learning efficiently (Richards, 2008).
According to Learning Styles Online (n.d), students, however, utilize
different leaning styles. Visual learners prefer using pictures and images.
Aural learners prefer using sound and music. Physical learners prefer learning
using the body, hands, or any sense of touch. Logical leaners, learn using logic,
reasoning and systems. Social learners learn in groups or with other people.
In the classroom setting, teachers have been hearing differentiated instruction
for years. It makes sense that teachers are taught to treat individuals differently
and adapt communication toward what works for them. It speaks to the
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understanding that every student learns differently. Technically, an
individual’s learning styles refer to the way in which the students’ absorbs,
processes, comprehends and retain information
It becomes apparent that with the various different teaching styles and
methods that teachers use, students perform differently in class that utilize or
do not utilize in their learning styles (Colvin, 2017).
According to Spanella (n.d), for visual learners visualization often
comes easy. Because visual learners tend to spend so much seeing things, they
often need to make materials stand out more such as by the use of colors to
highlight information. Otherwise, information tends to get lost in their minds.
To make encoding a powerful process, it is necessary to recognize
that memories are not stored as faithful recordings. Instead, each new memory
is integrated into an existing body of knowledge. Therefore, memories are
formed through elaboration and organization where learners process the
information as deeply as possible and maximize connections on what is
already known. However, the ability to access a given memory typically
declines over time, primarily due to the acquisition of new, competing
memories. Every time a memory is accessed for retrieval that process modifies
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the memory itself. It makes the memory itself more recallable in the future or
information may be lost and thus forgotten (UC Berkerley, n.d).
However, certain manipulations, such as testing oneself on newly
learned word associations or repeating a word during memory recall can lead
to better learning and retention relative to simply providing more exposure to
the word. Such benefit has been observed for written words as recalling affects
learning of words when in a recall task (Krishnan et al., 2017).
Although the short-term memory has a fairly limited capacity; it can
hold about seven items for no more than 20 or 30 seconds at a time. There are
various strategies that may help increase this capacity. In a way by repeating
the information to self you can keep resetting the short-term memory clock.
Important information is gradually transferred into the short term memory.
The more the information is repeated or used, the more likely it is to
eventually end up to be retained (Mohs, n.d).
However, contrary to what was expected, there was no
significant difference for percent recall among color categories when
Huchendorf (2017) examined the effects of color to the memory of 115
college undergraduates enrolled in an introductory psychology course. It was
hypothesized that participants who received warm-colored packets would

27
recall more words than participants who received either the cool-colored
packets or the white packets.
The related studies collected provided great help to the study as these
contains key information as regards to the topic. The data collected from
previous studies cited were a great help in the process of making the study. It
also gave answers to the research problems. On the other hand, the theories
used in the study provided a systematic way of understanding how colors can
influence memory performance. Also the observation of the phenomenon of
colors influence to the memorization process led to an educated guess of what
is causing it and how it works. Hence, these were of much help in the conduct
of our study.
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THE PROBLEM
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Statement of the Problem
This study determined the effects of colors to the memory performance
of the Grade 12 STEM students of Toledo City Science High School of school
year 2018-2019. The results of the study were the basis of the action plan.
It specifically aimed to answer the following sub-problems:
1. What is the profile of the respondents in terms of:
a. age;
b. gender;
c. socio economic status; and
d. general point average?
2. What is the memory performance rate of respondents:
a. without the use of colors- control group; and
b. with the use of colors- experimental group?
3. What color were the respondents able to recall more information?
4. Is there a significant difference between the memory performance of
the experimental group and control group?
5. Based on the results of the study, what action plan can be proposed?
Statement of the Null Hypothesis

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The hypothesis was tested at 0.05 level of significance.
HO1: There is no significant difference between the memory
performance of the experimental group and control group.
Significance of the Study
The results of the study will be of great benefit to the following:
School Administrators. The findings of the study will redound to the
benefit of the school by introducing a recommended approach that enhance
students’ memory with the use of colors. This suggests that along with
teaching students on critical thinking, inquiry learning, and hands-on activities,
the school will also strive to improve student’s ability to remember. By means
that memorization is used as discipline for the mind that trains students to
focus and be industrious.
Teachers. The ideas presented can be used as a reference by the
teachers in the making of their visual aids. This will serve as their guide to
choose the color that can help improve their student’s memory. One of the
primary goals of the teacher is to enhance their students’ capacity for future
learning. When students have already memorized the information, their
memory capacity will improve thus allowing students to learn and retain more
information. Thus, this study would be of great help to them.

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Students. This study will provide them suggestions on what they can
do to improve their memory. It will give them the realization that a strong
working memory is good for learning, so students will then learn to focus and
develop their working memory through memory tasks that will also help them
perform better in their academic subjects.
Future Researchers. The ideas presented may be used as reference in
conducting new researches and testing validity of related findings. This will
also give them a background or an overview as regards to how colors can
affect memory performance.
RESEARCH METHODOLOGY
Research Design
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The researchers used quasi-experimental research method on this
research. The research flow is shown in Figure 3.
INPUT PROCESS OUTPUT
Profile of the
respondents Pretest-
Memory Posttest Design
Performance of Gathering of
Control Group
mm data
and
Experimental Tabulation of Proposed
Group in the data Action Plan
Memory Recall Analysis of
Task data
Frequency of Interpretation
colors by which of data
students had
high memory
recall
Figure 3. Flow of the Study
Research Environment
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The study was conducted on Toledo City Science High School. It is a
public science high school in Ilihan Heights, Toledo City Cebu. It is a DepEd-
recognized science high school. It was founded in 1996 in response to the
department's call to focus in math and science education. It started with 25
first-year students and was annexed to Bato National High School which was
the lead school in the Division of Toledo City. The school is in Barangay
Ilihan which got its name from the word "Alihan" whose meaning is to
barricade. During World War II, Filipino guerrillas had foxholes in this
barangay to prevent the Japanese from attacking Toledo City. There were also
barricades made of stones which were used as shields. The area is an ideal
place to hide the natives from the Japanese invaders. Since the existence of
the school in 1996, to the common "tao", the school has reached the pinnacle
of success as evidenced by its achievements in division, regional, and national
level contests (Trokis, n.d).
Research Respondents
Participants were the Grade 11 and Grade 12 students enrolled in the
Science, Technology, Engineering, and Mathematics (STEM) strand on
Toledo City Science High School.

34
Control Group Experimental Group

Respondent
Age Gender SES GPA Age Gender SES GPA
16 Female MC 88 1 16 Female MC 88
16 Female UMC 93 3 16 Female UMC 93
17 Female LMC 92 4 17 Female LMC 92
17 Female LMC 92 5 17 Female LMC 92
17 Female UC 94 12 17 Female UC 94
18 Female LC 92 13 18 Female LC 92
16 Male UMC 90 20 16 Male UMC 90
17 Male LC 88 22 17 Male LC 88
17 Male MC 89 23 17 Male MC 89
17 Male UC 92 26 17 Male UC 92
18 Male LMC 92 29 18 Male LMC 92
Figure 4. Respondents’ Profile
Research Instrument
35
The research instrument was in the form of a PowerPoint presentation.
The researchers prepared a slideshow of digit, word and picture where each
item on the list were typed separately from others on a separate slide. There
was a total of 3 different set of list on the PowerPoint presentation all in all.
One set for the digit list, one set for the word list, and another set for the
picture list. Each set of list were presented for 210 seconds with 7 seconds
duration for each slide.
In a pretest-posttest design, the control group was presented with a
PowerPoint presentation in non-colored condition for the pre-test and post-
test whereas the experimental group was presented with a PowerPoint
Presentation in non-colored condition for the pre-test and in colored condition
for the post-test. Color the independent variable was fixed in six color
condition: red, yellow, orange, blue, green, and violet. In which for each set
of list, groups of five were assigned to one color condition.
This research instrument helped the researchers collect the data of
information that were analyzed in the study.
Research Procedures
36
Preliminary Preparation. The following were done to ensure that the
data we gathered were valid. First, the researchers presented the research
instrument to the panel of examiners of De La Salle Andres Soriano Memorial
College for critiquing. Then, the researchers presented a transmittal letter
signed by the principal for the approval to administer the test on Toledo City
Science High School. Also, a letter was personally handed to the principal of
Toledo City Science High School for the approval to administer the research
instrument to the respondents.
Before the conduct of the research instrument, the researchers also took
into consideration if any of the respondents were colorblind (based on self-
report) and planned for English as the first language so there were no differing
interpretations on the instructions given.
Data Gathering Procedures. The respondents of the study both in the
control group and experimental group were first pretested using the non-
colored presentation.
After a week, the researchers then administered the posttest to the
respondents. The control group had the posttest using the same presentation
in non-colored condition. The experimental group was given the same
presentation but in colored condition.

37
On the process of information recall, the participants were not given a
time limit. The participants were given a recall sheet where they wrote down
as many of the presented digits as they could remember upon the completion
of the first set of slideshow. After the presentation of the second set of
slideshow, participants were then again tasked to write down as many of the
presented words they could remember on the same recall sheet. Lastly, they
were also tasked to write down as many names of pictures they could
remember for the slideshow of pictures.
The performance on the recall test were used as data. The data collected
were statistically analyzed to determine the effects of independent variable
(colors) on the dependent variable (memory performance). To determine what
colors helps in memorization better, the colors for which the participants
recalled the data on the list the most will be the basis. Finally, the data
obtained are collected, tabulated, analyzed, and statistically interpreted.
Statistical Treatment
ANOVA. This formula was used in testing the significant difference of
the data.
CHAPTER 2
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
38
This chapter presents, analyzes, and interprets the data gathered on the
effect of colors to the memory performance of students in the Science,
Technology, Engineering, and Mathematics (STEM) strand of Toledo City
Science High School.
Memory Performance of the Respondents
The memory performance of the respondents was determined by their
means to recall information presented to them through a PowerPoint
presentation on the three different sets of recall task given: digit recall, word
recall, and picture recall
Table 1, 2, 3, and 4 presents the memory performance of the
respondents in both the experimental group and control group for the three
different sets of recall test given.
Table 1
Memory Performance of the Control Group
Control
39
Pretest Posttest
Difference
Mean Interpretation Mean Interpretation (%)
Digit 15.83 G 17.90 G +13.06%
Word 20.77 VG 21.23 VG +2.25%
Picture 25.03 S 24.27 S -3.06%
Table 1 shows the memory performance of the control group in both
the pre-test and post-test. In the digit recall, respondents received higher
scores than that of their pre-test on their post-test by 13.06% difference. In the
word recall, respondents also received higher scores on their post-test by 2.25%
difference. In the figure recall, respondents receive lower scores on their post-
test by 3.06% difference.
These data imply that the control group’s memory performance in their
post-test showed improvement from their scores in the pre-test even without
the application of colors in their PowerPoint presentation. The control group’s
recall scores were higher in the post-test compared to their pre-test particularly
in the digit recall and word recall task. This shows that the respondents are
likely to retain information when in digits and words. This lie behind the
reason that repeating the words and digits during memory recall led to better
learning and retention relative to simply providing more exposure to the
information.
40
Guided by the Multi-store model, information passes from store to store
in a linear way and has been described as an information processing model
with an input, process, and output. It is detected by the sense organs and enters
the sensory memory. Information, when rehearsed, can be kept in the short
term memory for more than 30 seconds when recalled in the rehearsal loop.
In this sense, information from the sensory memory is transferred to the short
term memory only if the information is rehearsed. Items that are unrehearsed
get forgotten through displacement.
In the presentation, however, there were no stimuli available in the
environment to have the potential to activate attention and to be involved in
deeper level of processing in order for the stimuli to be better remembered.
But by repeating the words and digits during memory recall gives exposure to
the information and thus they were likely remembered and their performance
were seen to improve.
Despite previous assumptions on the influence of color to learners’
memory performance, Sadowski et al. (2013) found that the recall of digit
among their respondents were superior even when colors were not used in the
presentation.
41
In word recall, certain manipulations, such as testing oneself by
repeating a word during memory recall can lead to better learning and
retention relative to simply providing more exposure to the word. Such benefit
has been observed for written words as recalling affects learning of words
when in a recall task (Krishnan et al., 2017).
In terms of not being able to completely recall all the pictures presented,
Mail Online (2002) added that the struggle to recall a scene is because of the
fact that memory works better in color. They added that a person is better to
recall pictures if they are not just black and white.
Table 2
Memory Performance of the Experimental Group
Experimental
Pretest Posttest
Difference
Digit 15.90 G 16.70 G +5.03%
Word 19.96 VG 18.13 VG -9.18%
Picture 23.83 VG 22.00 VG -7.69%
Table 2 shows the memory performance of the experimental group in
both the pre-test and post-test. In the digit recall, the respondents exposed to
the color condition received higher scores than that of their pre-test on their
post-test by 5.03% difference. In the word recall, the respondents received

42
lower scores than that of their pre-test on their post-test by 9.18% difference.
In the photo recall, the respondents received lower scores on their post-test by
7.69% difference.
Previous studies suggests the influence of colors to students’ memory
performance. However, these data imply that even with the use of colors on
the PowerPoint Presentation for the post-test, respondents’ memory
performance in the word recall and picture recall showed no improvement
from their pre-test performance. Only the digit recall performance is found to
improve as their post-test performance showed they have higher memory
retention than their pre-test performance. This may mean that colors do not
influence the respondents in the same way. Nor does it help elicit higher
memory retention for word recall and picture recall. This contradicts previous
findings wherein memory retention was said to be higher when words and
pictures are presented in colors.
Looking at Daniel Broadbent’s Filter Model of Attention, it proposes
that the large amount of information available to very one does not reach the
detector stage, but rather only some of this information, based on its physical
features. Its’ as if it help choose and focus on the important information to
make use of it, rather than concentrating on every single piece of information
available without any particular purpose. This theory explains how color can
43
influence memory performance in any way (Maj, 2013). In Andrew Elliot
and Markus Maier’s Color in Context Theory (2012), the influence of color
on psychological functioning varies as a function of the psychological context
in which color is perceived. Color carries meaning and this has a direct and
automatic influence on cognitive processes, including attention. However,
every color elicits a different and unique emotional response. For some, this
particular color may both encourage and facilitate learning approach or not.
McConnohie (2002) contradicted that colors lead to better memory. If
the colors have a positive effect on memory, students in colored condition are
expected to have higher memory retention in an alphanumeric character recall.
The results however showed that the slides with white background (non-
colored condition) resulted in higher retention rates both in immediate and
delayed recall task than in colored condition presented in blue and green.
Borges (2000) explained that the recall in performance is affected by
mode of presentation. However, results suggest that the cognitive structure of
young adults do not utilize the color stimulus in information.
According to Suzuki and Takakahashi (2002), suggested that the
effectiveness of color in memory recall is not necessarily due to the memory

44
for colors in the information themselves, but is probably due to the
distinctiveness of its features highlighted by the colors.
Table 3
Memory Performance in the Pre-test
Memory Performance in the Pre-test

Control Experimental
Difference
Digit 15.83 G 15.90 G + 0.42%
Word 20.76 VG 19.96 VG -3.85%
Picture 25.03 S 23.83 VG -4.79%
Table 3 shows the difference in the memory performance of the
respondents in the control group and experimental group on the pre-test. In
the digit recall, the experimental group performed significantly better than the
control group by 0.42% difference. In the word recall, the experimental group
did not perform any better than the control group by 3.85% difference. In the
figure recall, the experimental group did not perform any better than the
control group by 4.79% difference.
These data imply that the experimental group performed better than the
control group particularly in the digit recall. However, for the word recall and
picture recall, the control group performed better than the experimental group.
45
The Multi-store Model (1968) states that the memory is seen as a series
of processing systems which are followed in a sequence. External stimuli
comes in from the environment and is registered in the sensory memory where
it stays for a split second before decaying. This component has a small
capacity and is fragile. Information can be lost if not rehearsed.
In theory, if rehearsing information in memory recall were causal factor
underlying any memory gains, one would expect that recall task performance
to increase on their post-test performance. The results, however, found that
the results in the word recall and picture recall did not find evidence for this
predicted pattern. In total then, these results do not provide strong evidence in
favor of substantial and educationally meaningful transfer gains that go
beyond the benefits of rehearsing information. There may be task-specific or
strategy-specific factors employed by the two different groups that affected
their memory performance. Thus, the results of the two group’s pre-test
performance may not be a strong reason to dismiss the hypothesis that
rehearsing information causes memory retention.
Sadowski et al. (2013) contradicts previous findings that suggests the
influence of color to students’ memory performance. In their study, they found
that the recall of digit among their respondents were superior even when
colors were not used in the presentation.

46
Kleinsmith and Kaplan (2009) posited that words that can elicit
attention are better remembered after the learning process but the attention
level evoked in the environment such as the color stimulus can have a
significant effect on memory performance in whether the short-term or long-
term memory storage.
The difficulty to recall a photo in black and white is because of the
reason that the human memory works better in color. Researchers believed
that color has a stronger appeal to senses, prompting a better connection to
parts of the brain involved with memory (Mail Online, 2002).
Table 4
Memory Performance in the Post-test
Memory Performance in the Post-test

Control Experimental
Difference
47
Digit 17.90 P 16.70 P -6.70%

Word 21.23 F 18.13 F -14.60%
Picture 24.26 S 22.00 VG -9.34%
Table 4 shows the difference in the memory performance of the
respondents in the control group and experimental group on the post-test. In
the digit recall, the experimental group did not perform any better than the
control group by 6.70% difference. In the word recall, the experimental group
did not perform any better than the control group by 14.60% difference. In the
figure recall, the experimental group did not perform any better than the
control group by 9.34% difference.
These data imply that the experimental group did not do any better than
the control group. If the colors have a positive effect on memory, the
performance of the experimental group was expected to improve or result in
high memory performance when being compared to the control group. The
results however showed that the slides in non-colored condition resulted in
higher retention rates in the control group. Even with the use of the colors;
red, orange, yellow, green, blue and violet to increase memory effectiveness
among the experimental group, there was not a significant effect on level of
recall from the use of the colors. These findings show that colors did not help
48
the respondents improve their memory performance in anyway as opposed to
the findings in the past study.
A plethora of studies were conducted to understand the role of color in
enhancing memory performance. Back in 1976, Frank Farley and Alfred
Grant came out with results suggesting that colors have a great effect on
attention. They proposed a theory that color results in better attention and
memory performance after they found that colored multimedia presentation
resulted in better attention that the non-colored presentation (Farley & Grant,
1976). As in Daniel Broadbent’s Filter Model of Attention (1958), colors are
one of the variables that has the potential to enhance memory performance. It
can be used extensively test memory performance on the recall rate of specific
visual information. It utilizes cognitive processes for an individual to focus on
colors of input while neglecting irrelevant sources surrounding that input. In
a way that it provides participants the ability to correctly recall information in
the attended channel, and poor recalling in the unattended channel due to the
fact that higher attention is given to those input with colors.
However, McConnohie (2002) noted that not only certain colors can
lead to better memory. Information on white background also resulted in
higher retention rates than those in colored condition. Skritik (2014) added
49
that the use of colors such as red to increase memory effectiveness does not
show a significant effect on level of recall.
In a digit recall task, McConnohie (2002) found that information on
white background resulted in higher retention rates than information presented
in colored background. They added that the application of cool colors such as
blue and green won’t have as much of an arousing effect as white would.
According to Hall and Hannah (2014) information with white
background could result to high retention rate because of its relevance to its
readability level. This means that significant result was found for readability
and not on retention rate in which readability performance was highest on the
black on white background condition as this contributes to a better readability
level.
Frequency of Colors
The post-test given to the respondents were in colored condition. The
colors used was fixed in six color condition: red, orange, yellow, green, blue,
violet.
Table 5 and 6 presents the frequency of colors on which the students
had high memory retention for the three different sets of recall test given.
50
Table 5
Frequency of Colors in Digit, Word, and Picture Recall
Experimental
Digit Rank Word Rank Picture Rank
Red 86 3 77 5 133 1
Orange 90 2 61 6 92 6
Yellow 100 1 115 1 109 3
Green 74 5 79 4 105 5
Blue 77 4 110 2 107 4
Violet 72 6 101 3 117 2
Looking closely at table 5, the color yellow ranks 1 for the digit recall
task. Orange ranks 2, red ranks 3, blue ranks 4, green ranks 5, and violet ranks
6. In the word recall task, yellow ranks 1, blue ranks 2, violet ranks 3, green
ranks 4, red ranks 5, and orange ranks 6. In the picture recall task, red ranks
1, violet ranks 2, yellow ranks 3, blue ranks 4, green ranks 5, and orange ranks
6. This may mean that colors do not influence the respondents in the same
way. Nor does the same colors elicit high memory retention for recall of any
kind of information (in digits, words, or pictures).
In the Filter Model of Attention, it is about having selective attention
which has the selective filter that allows only certain stimuli to pass through
the filter for further processing while unattended stimuli will be filtered and
lost. Information selected to pass through the filter is then available for short-
term memory store (Broadbent, 1958). Guided by the Color-in-Context theory

51
of Andrew Eliot and Markus Maier (2012), the influence of color on
psychological functioning varies as a function of the psychological context in
which color is perceived. Color carries meaning and this has a direct and
automatic influence on cognitive processes, including attention. This
influence is consistent with the emotional evaluation of color as either
hospitable or hostile. Thus, color may facilitate approach or avoidance-
oriented psychological processes, serving as an automatically and rapidly
processed affective prime.
As the University of British Columbia (2000) stated, warm colors
produce stronger stimuli than cool colors which makes it the reason why
information in warm colors tend to be highly recalled compared to
information in cool colors. Huchendorf (2007) added that warm colors tend to
have a greater effect on the memory performance of students compared to
warm colors.
In terms of color, yellow is the most visible color thus making it also
the most attention getting color. It can help with concentration and attention
span (Cherry, 2008). According to Genever (2016), yellow is energizing and
radiates positivity. As the strongest psychological color, it can stand out and
can be easily noticed.

52
The color orange can be a welcoming and mood lifting color for leaners
which in turn promotes comfort and improves neural functioning. Many
studies have found that warm colors like orange can be used to emphasize a
feature or piece of content so the learner’s attention level increase (Gutierrez,
2016).
Basically, Yellow is a stimulating color that asks the learners to pay
attention and hence facilitate memory retention and learning whereas orange
can help learners feel comfortable which in turn improves brain function
(Imagination Soup, 2018).
In red, participants tend to perform better in a word recall task when
presented in red background compared to blue or white (Mehta and Zhu,
2008). Jackson et al. (2009) hypothesized that in red stronger emotion such as
anger is being attached to the color which means that they are likely to be
recalled. For instance, anger was found to have a greater arousal effect than
happy or neutral type of emotion.
In blue, it is best used for learning situations which are intensely
challenging and can be also used to help improve reading comprehension.
Along with red, blue is best used for enhancing cognitive skills and improving
53
brain function and may be facilitated for memory retention. Although a cool
color, blue is great for promoting high levels of thought (Olesen, n.d).
In violet, it has the highest vibration in the visible spectrum which
makes it visible to learners. To put it simply, it gets our attention that may
stimulate memory retention (Meacham, 2015).
In green, it is associated by many as the feeling of calmness, happiness,
comfort, peace, hope, and excitement. Depending on the degree of arousal
level or depending on the type of emotion or feeling being attached to it, this
color may be facilitated for learning approach (Kaya and Epps, 2004).
Table 6
Frequency of Colors
Colors Digit Word Picture Average Rank Rank

Yellow 1 1 3 1.67 1
Red 3 5 1 3 2
Blue 4 2 4 3.33 3
Violet 6 3 2 3.67 4
Orange 2 6 6 4.67 5.5
Green 5 4 5 4.67 5.5
Table 6 shows the ranking of the colors for which the respondents had
high memory retention for the recall tasks given. The respondents’ memory
recall was all in all particularly high in yellow color condition that it ranks 1.
Red ranks 2, blue ranks 3, violet ranks 4, and both orange and green ranks 5.5.
54
This imply that yellow, red and blue were the colors the respondents’
had highest retention when their digit, word and photo recall performance
were evaluated. This means that among all six colors the respondents were
exposed to, yellow, red, and blue were the colors the respondents’ were likely
able to recall the information being presented unto them.
The color-in-context theory of Elliot and Maier, when applied into the
aspect of memory performance, accredits the effect of color to an interaction
between the color and the context the color is in, such as an emotional one.
These outcomes are the manifestations that the effect may be due to the
process attributed by colors. Color carries meaning and this has a direct and
automatic influence on cognitive processes, including attention. In a way that
it can affect attention and arousal to different degrees. Since higher attention
saliency would have had a more beneficial effect, this could support the theory
that certain colors enable better memory performance than other colors (Elliot
and Maier, 2012). Cherry (2019) suggests that certain colors are capable of
evoking certain moods. While color associations can be influence by a number
of different factors, some colors tend to evoke certain moods or feelings.
Yellow, in particular, is the most visible color. It is also the most
attention-getting color. Along with red, it helped the students recalled more
55
words compared to their counterparts exposed to cool colors (Huchendorf,
2007).
Red is being attached with stronger emotion. Oftentimes, it is related to
anger. Anger was found to have a greater effect or arousal than others than
happy or neutral type of emotion thus the hypothesis that some types of
emotion may have a greater effect on arousal than others (Jackson et al., 2009).
Blue, although a cool color, enhance cognitive skills and improve brain
function that may be facilitated for memory retention. A study by Tal et al.
(2008) found that students scored higher on a midterm exam printed on a blue
paper than on the red paper. This hypothesized that not only warm colors such
as red can enhance memory performance, cool colors such as blue can also
have an effect to the memory processing of students.
Anuardi et al. (2016) indicated that white color may not be the best
choice for best performance and attention. They reported that average
percentages of correct answers of subjects were higher with background
colors of red, yellow, blue, and green compared to the white background color
when they were asked to perform a memory task.
Significance of Data
56
The study hypothesized the following: the memory performance in the
pre-test does not have a significant difference between the memory
performance of the control group and experimental group; the memory
performance in the post-test does not have a significant difference between
the memory performance of the control group and experimental group; the
memory performance of the control group does not have a significant
difference between their pre-test and post-test memory performance; and the
memory performance of the experimental group does not have a significant
difference between their pre-test and post-test memory performance;
Table 7 presents the difference of the memory performance of the
control group between pre-test and post-test. Table 8 presents the difference
of the memory performance of the experimental group between pre-test and
post-test. Table 9 presents the difference of pre-test scores between the control
group and experimental group. Table 10 presents the difference of post-test
scores between the control group and experimental group.
Table 7
Test of Difference on the Memory Performance of the Control Group
between Pre-test and Post-test
57
Difference F-Value P-value Significance Results

Between Pre-test
and
Post-test 0.65 0.42 Not Ho accepted

Significant
For the difference on memory performance of the control group
between pre-test and post-test, the f-value is 0.65. The p-value which is 0.42
is greater than 0.05 which indicates the acceptance of the null hypothesis. This
means that the memory performance of the control group in the pre-test does
have a significant difference with their memory performance in the post-test.
This implies that even without the exposure of colored condition in their post-
test, the respondents in the control group have the same level of recall to the
memory performance of the respondents in the experimental group.
The multi-store model of Richard Atkinson and Richard Shiffrin (1968)
stated that when information is rehearsed, it may be stored in the short-term
memory. In other words, tends to be forgotten through displacement. This
hypothesized signifies how important it is for the stimuli available in the
deeper level of processing in order for the stimuli to be better remembered. It
indicates that to promote significant information, something interesting must

58
capture the attention and the contemplation for the information to lead to being
promoted to the short-term memory store.
As a measure of working memory and assessing the short-term memory,
Thompson (2010) assigned a task of digit recall on its participants. The results
suggested that digit recall can be best described as a measure of working
memory in children, but short-term memory in adults.
When a combination of letter and words were presented to the
respondents in a white slide background for a recall task, higher retention
memory in their performance was found even with the basic presumption that
colors can influence memory retention (McConnohie, 2002).
As for pictures, color cues improve memory and that learners can recall
images in color easily than in black and white condition (Gutierrez, 2016).
Table 8
Test of Difference on the Memory Performance of the Experimental
Group between Pre-test and Post-test
59
Difference Between F-Value P-value Significance Results

Pre-test and
Post-test 3.03 0.87 Not Ho accepted

Significant
For the difference on memory performance of the experimental group
between pre-test and post-test, the f-value is 3.09. The p-value which is 0.87
is greater than 0.05 that indicates the acceptance of the null hypothesis. This
means that the memory performance of the experimental group in the pre-test
does not have a significant difference with their memory performance in the
post-test.
Typically, in a pre-test post-test method the participant is tested and
then the stimulus is applied and then retested. This method in the study was
used to test whether or not memory recall can be improved if the conditions
in which the learning occurred is the same when the recalling is happening
This being said, using common classroom techniques of pretest versus post
test scores, and integrating the influence of color to the amount of information
recall. In this case the researchers did not find a significant difference on the
respondents’ pre-test and post-test scores. This implies that even with the
exposure of colors in their post-test, the respondents in the experimental group
did not show any improvement in their memory performance. In other words,
60
the colors in any way did not help the students have the high ability of
information recall.
As stated in Daniel Broadbent’s Filter Model of Attention (1958),
colors are one of the variables that has the potential to enhance memory
performance. It can be used extensively test memory performance on the
recall rate of specific visual information. It utilizes cognitive processes for an
individual to focus on colors of input while neglecting irrelevant sources
surrounding that input. In a way that it provides participants the ability to
correctly recall information in the attended channel, and poor recalling in the
unattended channel due to the fact that higher attention is given to those input
with colors.
Galvez (2015) argued that there was not any significant difference
found in any of the color conditions-pink, red, blue and black for the accuracy
of memory recall of the respondents. From this, he concluded that color has
no effect on accuracy on what one can recall. Specifically, colors such as red
and blue are no better than other colors in affecting memory performance.
Hall and Hannah (2014) supported the idea that not only certain colors
lead to better performance. Information with white background could also
result to higher retention relevance to its readability level. This means that
significant result was found for readability and not on retention rate in which
61
readability performance was highest on the black on white background
condition as this contributes to a better readability level.
Table 9
Test of Difference of Pre-test Scores between Control Group and
Experimental Group

Control Group
and
Experimental 0.62 0.43 Not Ho accepted

Group Significant
For the difference on pre-test scores between the control group and
experimental group, the f-value is 0.62. The p-value which is 0.43 is greater
than 0.05 that indicates the acceptance of the null hypothesis. This means that
the difference on pre-test scores of the control group does have a significant
difference to the pre-test scores of the experimental group.
This implies that the performance of the respondents from the control
group does not vary from the experimental group as their pre-test scores have
not been found to have significant difference. This may mean that the
respondents in the control group and experimental group may not have a
significant difference in level of recall.
The multi-store model of Richard Atkinson and Richard Shiffrin (1968)
stated that when information is rehearsed, it may be stored in the short-term

62
memory. In other words, tends to be forgotten through displacement. This
hypothesized signifies how important it is for the stimuli available in the
deeper level of processing in order for the stimuli to be better remembered. It
indicates that to promote significant information, something interesting must
capture the attention and the contemplation for the information to lead to being
promoted to the short-term memory store. Given that the respondents’
memory performance was identified with their ability to recall information
visually presented to them, the differences in the performance of the students
may be because of the reason that the respondents vary in their learning styles.
According to Learning Styles Online (n.d), students utilize different
leaning styles. Visual learners prefer using pictures and images. Aural learners
prefer using sound and music. Physical learners prefer learning using the body,
hands, or any sense of touch. Logical leaners, learn using logic, reasoning and
systems. Social learners learn in groups or with other people. In classroom
settings, teachers have been hearing differentiated instruction for years. It
makes sense that teachers are taught to treat individuals differently and adapt
communication toward what works for them. It speaks to the understanding
that every student learns differently. Technically, an individual’s learning

63
styles refer to the way in which the students’ absorbs, processes, comprehends
and retain information
Given that the respondents were only presented with information
through a PowerPoint, the respondents’ memory retention may vary according
to their visual memory. The performance of the respondents varies with their
ability to learn what they have seen. The performance of the respondents in
different learning style may differ in their memory retention because of the
reason that they may not be able to grasp and learn the information that was
visually presented to them.
Table 10
Test of Difference of Post-test Scores between Control Group and
Experimental Group

Control Group
and
Experimental 13.47 0.001 Significant Ho rejected

Group
For the difference on post-test scores between the control group and
experimental group, the f-value is 13.47. The p-value which is 0.001 is lesser
than 0.05 that indicates the rejection of the null hypothesis. This means that
the difference on post-test scores of the control group have a significant
difference to the post-test scores of the experimental group.

64
This implies that the respondents in the control group and experimental
group have different level of recall. This may be because of the fact that
students execute different attention process. Also, the time given may play a
role on students’ performance. They may be some students who are not be
able to fully grasp all the information presented to time with the limited time
constraint given.
The respondents may also vary in performance due to the reason that
not all respondents respond to the stimuli the same way. The study only focus
on the visual memory of the students with the information being presented to
them through a PowerPoint presentation. It have failed to recognize that not
all respondents are visual learners. The performance in the control group and
experimental group varies because some respondents do not perform best
during the recall test. There are students that can’t grasp information being
presented to them and tend to recall information more information in other
learning type.
As based on Daniel Broadbent’s Filter Model of Attention (1958),
colors are one of the variables that has the potential to enhance memory
performance. It can be used extensively test memory performance on the
recall rate of specific visual information. It utilizes cognitive processes for an
individual to focus on colors of input while neglecting irrelevant sources

65
surrounding that input. In a way that it provides participants the ability to
correctly recall information in the attended channel, and poor recalling in the
unattended channel due to the fact that higher attention is given to those input
with colors.
Also, the Multi-store Model argues that each individual has their own
personal limit to the number of units that can be held in their short term
memory. The difference in the number of units each individual can hold in
short term memory, in this theory, comes from the individual’s variation in
executive attention processes. Basically, because each individual has a
different attention span, or level of attentiveness, the number of units they can
store in short term memory is also different (Fukuda, et al., 2010).
To make encoding a powerful process, it is necessary to recognize that
memories are not stored as faithful recordings. Instead, each new memory is
integrated into an existing body of knowledge. Therefore, memories are
formed through elaboration and organization where learners process the
information as deeply as possible and maximize connections on what is
already known. However, the ability to access a given memory typically
declines over time, primarily due to the acquisition of new, competing
memories. Every time a memory is accessed for retrieval that process modifies
66
the memory itself. It makes the memory itself more recallable in the future or
information may be lost and thus forgotten (UC Berkerley, n.d).
In the learning environment, students facilitate strategies to increase
efficiency when learning and studying. Eventually, these strategies enhances
students’ ability to organize and retrieve information, consequently increasing
learning efficiently (Richards, 2008).
It becomes apparent that with the various different teaching styles and
methods that teachers use, students perform differently in class that utilize or
do not utilitze in their learning styles. Typically, these types of learners are
divided into four main categories: auditory, visual, kinesthetic and tactile
learners (Colvin, 2017).
According to Spanella (n.d), for visual learners visualization often
comes easy. Because visual learners tend to spend so much seeing things, they
often need to make materials stand out more such as by the use of colors to
highlight information. Otherwise, information tends to get lost in their minds.

67
CHAPTER 3
SUMMARY OF FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS
This chapter restates the purpose of the study, summarizes the major
findings gathered, states the general conclusions and lists down the
appropriate recommendations.
Summary
The study was conducted to determine the effect of colors to the
memory performance of students at Toledo City Science High School located
at Ilihan Heights, Toledo City for school year 2018-2019. The findings were
the basis to craft a timely action plan for the enhancement of the memory
performance of the grade twelve STEM students.
Specifically, it sought to answer the following sub-problems:
1. What is the profile of the respondents in terms of
1.1 age;
1.2 gender;
1.3 socio-economic status; and
1.4 general point average?
2. What is the memory performance of the respondents:
2.1 without the use of colors- control group; and
2.2 with the use of colors- experimental group?

68
3. What color were the respondents able to recall more information?
4. Is there a significant difference between experimental and control group?
5. Based on the results of the study, what action plan can be proposed?
Findings
1. Most respondents were 17 years old, females, belong to the upper
middle class, and have a general point average ranging from 91-93.
2. The memory performance of the control group and experimental group
are as follows:
2.1 For the control group, respondents had higher memory retention on
their post-test than that of their pre-test in the digit recall and word
recall task.
2.2 For the experimental group, respondents had higher memory
retention on their post-test than that of their pre-test in the digit
recall task.
2.3 In the pre-test, the control group had higher memory retention than
the experimental group in the word recall and picture recall task.
2.4 In the post-test, the control group had higher memory retention than
the experimental group in the three different sets of recall task given.
3. Yellow, red, and blue were the colors of which the students had high
memory retention for the recall task.

69
4. There is a significant difference on the post-test scores of the
experimental group and control group.
Conclusion
There appears to be a basis for associating color and its significant
effect on memory abilities. In other words, color has been recognized for their
potential to increase chances of environmental stimuli to be encoded, stored
and retrieved successfully. The choice of colors and some aspects can,
however, influence the extent to which colors can cause high memory
retention and thus influence memory performance.
Previous studies findings suggests the influence of color to the memory
performance. In this study, however, found that colors do not influence the
respondents in the same way. Nor does it help elicit higher memory retention
for recall tasks. This contradicts past researches wherein memory retention
was said to be higher when information for recall are presented with colors.
Recommendations
Based on the findings, the following are recommended by the
researchers:
1. Future researchers are recommended to conduct further studies in the
following areas:
70
1.1. Learning styles employed by students to learn and process
information
1.2. Influence of preferential color to students’ memory recall
2. Use color yellow, red, and blue to highlight important facts on study
materials
3. Adopt the action plan.

71
DEFINITION OF TERMS
Action plan. It is an output or the solution to the problem in the
research presented.
Color. The independent variable applied during the posttest to give
color to something such as in red, blue, green, yellow, orange, and violet.
Control group. A group in the study where the researcher didn’t give
any intervention or treatment.
Effects of colors. An effect where color is part to the memory
performance of the students.
Experimental group. A group in the study where the researcher gives
the intervention or treatment.
Memory Performance. It is an independent variable that is
characterized when an individual has been able to recall none or more than
average items on the list.
STEM Students. These are the respondents of the study who are
planning to take up different medical, engineering, and science related courses.

72
ACTION PLAN
Rationale
Nowadays, enhancing memory performance among students is an
interesting issue as memorizing facts and facts and information helps students
gain knowledge for student’s own benefit. That is why there need to be
strategies to facilitate the learning process of encoding, retaining, and
retrieving information. The quasi-experimental study on, The Effect of Colors
to Students’ Memory Performance determined the influence of colors to the
memory performance of learners and identified what color were the students
able to recall more information. The choice of colors and some aspects can,
however, influence the extent to which colors can cause high memory
retention and thus influence memory performance.
General Objectives
In this action plan, it aims for students to utilize colors that will enable
them to retain more information. This will encourage intentional use of
memory strategies in the situations needed the most, according to each
individual students. The action plan is a visual tool to guide respondents
through selecting memory targets, developing a plan for improved memory
recall, self-monitoring follow-through for recall, and finally re-evaluating the
strategy for effectiveness and relevance. This process is individualized,

73
interactive and can be highly motivating for respondents’ able to identify
functional recall deficits and utilize colors for higher memory retention.
This Action Plan intends to present the preliminaries to be met. The
following are as follows:
People Budget
Areas Objectives Activities Outcomes Time
Involved
Digit To Have Grade 11 and The 2 Php 5,000
recall evaluate students test Grade 12 students hours
students’ their digit STEM were aware
digit span span students of of their
and through a Toledo City digit span
improve computer Science High
their program School The
ability for called students
digit recall Brainbuilde Faculty and employed
r School memory
administrator strategies
Improve s for
students recalling
digit recall digits
through using
Brainbuilde colors
r
Word To identify A brochure Grade 11 and The 1 Php 1,000

recall what handed out Grade 12 respondent hour for
strategies to STEM s were printing of
and colors respondents students of aware of brochures
the that informs Toledo City how colors and
students of the Science High can guidelines
can influence of School influence .
implement color to memory
and utilize memory. Faculty and
for School
74
recalling A administrator The

words constructed s respondent
guideline s utilize
that informs colors as a
students to way to
use color to highlight
highlight important
important informatio
information n and thus
on study help with
materials. their
memory
Pictur For the Use of Grade 11 and The 1 Php

e students to textbooks Grade 12 students schoo 150,000
Recall visualize with STEM memory l year for the
the colored students of would textbooks
informatio pictures to Toledo City work better
n presented help Science High in colored
to them in students School pictures
class visualize
and process Faculty and The
the School students
information administrator can utilize
effectively. s colors to
influence
Use of their
colored memory
pictures on retention.
instructiona
l materials
and visual
aids
75
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Appendix A
Transmittal Letter
November 8, 2018
83
MME. EDEN C. LEQUIGAN

School Principal
Toledo City Science High School
Ilihan Heights, Toledo City
Dear Mme Lequigan:
Good day!
We are the Grade 12 students of De La Salle Andres Soriano Memorial College taking up Science,
Technology, Engineering, and Mathematics (STEM). Currently, we are conducting a study entitled, “Effects
of Colors to Students’ Memory Performance”.
This study aims to determine the effect of colors to the memory performance of the grade twelve STEM
students. The result of this study will be our basis to craft a timely action plan for the enhancement of the
memory performance of the grade twelve STEM students.
In view of this, we request your good office to allow us to distribute our research instrument to your students.
Rest assured that the data will be kept with utmost confidentiality.
We are looking forward to your positive response.
In St. La Salle,
Jecan Alicer
Deanna Reen A. Cansana
Jerk T. Hapitan
Jascha Vanna P. Vicedor
Karl John C. Villardar
Noted:
DR. KENT G. BATULAN
Research Instructor
Endorsed:
LORCYN O. RUIZ,LPT MARY JEAN R. LOYOLA,MAT
Senior High School Coordinator Vice Chancellor for Academics and Research
Recommending Approval:
MA. DONITHA C. HERNANDO,MAT
Chancellor
Approved:
DR. GENESA P. PARAGADOS
Appendix B
Research Instrument
Recall Sheet
84
Dear Respondents,
Good day!
We are the Grade 12 STEM students currently taking up Quantitative Research. We
are conducting a Quasi-experimental study entitled, “Effect of Colors to Students’ Memory
Performance”. In this study, we are focusing on your ability to recall information we will
be presenting to you through a power point presentation. The result of this study will be
our basis to craft a timely action plan for the enhancement of the memory performance of
the grade twelve STEM students.
In view of this, we are hoping for active and honest participation. Rest assured that
the data we will gather from you will be kept with utmost confidentiality but for the purpose
of the study itself.
Thank you for your time.
In St. La Salle,
The Researchers
Name: ________________________________________
Digit List
1. ____________________ 11. ____________________ 21. ____________________
2. ____________________ 12. ____________________ 22. ____________________
3. ____________________ 13. ____________________ 23. ____________________
4. ____________________ 14. ____________________ 24. ____________________
5. ____________________ 15. ____________________ 25. ____________________
6. ____________________ 16. ____________________ 26. ____________________
7. ____________________ 17. ____________________ 27. ____________________
8. ____________________ 18. ____________________ 28. ____________________
9. ____________________ 19. ____________________ 29. ____________________
10. ____________________ 20. ____________________ 30. ____________________
Word List
1. ____________________ 11. ____________________ 21. ____________________
2. ____________________ 12. ____________________ 22. ____________________
3. ____________________ 13. ____________________ 23. ____________________
4. ____________________ 14. ____________________ 24. ____________________
5. ____________________ 15. ____________________ 25. ____________________
6. ____________________ 16. ____________________ 26. ____________________
85
7. ____________________ 17. ____________________ 27. ____________________

8. ____________________ 18. ____________________ 28. ____________________
9. ____________________ 19. ____________________ 29. ____________________
10. ____________________ 20. ____________________ 30. ____________________
Figure List
1. ____________________ 11. ____________________ 21. ____________________
2. ____________________ 12. ____________________ 22. ____________________
3. ____________________ 13. ____________________ 23. ____________________
4. ____________________ 14. ____________________ 24. ____________________
5. ____________________ 15. ____________________ 25. ____________________
6. ____________________ 16. ____________________ 26. ____________________
7. ____________________ 17. ____________________ 27. ____________________
8. ____________________ 18. ____________________ 28. ____________________
9. ____________________ 19. ____________________ 29. ____________________
10. ____________________ 20. ____________________ 30. ____________________
PowerPoint Presentation
A. Non-colored condition
86
Digit List
18 13 82
34 29 26
67 74 28
71 38 30
11 81 65
21 10 41
99 17 91
83 44 77
52 51 89
42 66 16
Word List
Energy Collision Genetics
Beaker Funnel Climate
Diameter Decimal Factor
Celsius Vector Heredity
Molecule Degree Circle
Gametes Evolution Formula
Graph Projectile Chemical
Electron Equal System
Mitosis Pollination Mixture
Element Cycle Polygon
Figure List
87
B. Colored condition
Digit List
88
18 13 82
34 29 26
67 74 28
71 38 30
11 81 65
21 10 41
99 17 91
83 44 77
52 51 89
42 66 16
Word List
Energy Collision Genetics
Beaker Funnel Climate
Diameter Decimal Factor
Celsius Vector Heredity
Molecule Degree Circle
Gametes Evolution Formula
Graph Projectile Chemical
Electron Equal System
Mitosis Pollination Mixture
Element Cycle Polygon
Figure List
89
Appendix C
Location Map
90
Appendix D
Statistical Treatment
————— 20/12/2018 1:10:37 AM ——————————————————

91
Results for: Profile of Control Group

Tally for Discrete Variables: Age, Gender, SES, GPA
Age Count Percent CumCnt Gender Count Percent CumCnt SES Count
Percent CumCnt
16 5 16.67 5 1 19 63.33 19 1 2
6.67 2
17 16 53.33 21 2 11 36.67 30 2 3
10.00 5
18 9 30.00 30 N= 30 3 5
16.67 10
N= 30 4 11
36.67 21
5 9
30.00 30
N= 30
GPA Count Percent CumCnt

88 2 6.67 2
89 2 6.67 4
90 3 10.00 7
91 4 13.33 11
92 11 36.67 22
93 6 20.00 28
94 1 3.33 29
95 1 3.33 30
N= 30
Descriptive Statistics: Age, Gender, SES, GPA

Total
Variable Count N N* CumN Mean StDev
Age 30 30 0 30 17.133 0.681
Gender 30 30 0 30 1.3667 0.4901
SES 30 30 0 30 3.733 1.202
GPA 30 30 0 30 91.567 1.654
————— 20/12/2018 1:12:27 AM ——————————————————
Results for: Profile of Experimental Group

Tally for Discrete Variables: Age, Gender, SES, GPA
92
Age Count Percent CumCnt Gender Count Percent CumCnt SES Count
Percent CumCnt
16 5 16.67 5 1 19 63.33 19 1 2
6.67 2
17 16 53.33 21 2 11 36.67 30 2 3
10.00 5
18 9 30.00 30 N= 30 3 5
16.67 10
N= 30 4 11
36.67 21
5 9
30.00 30
N= 30
GPA Count Percent CumCnt

88 2 6.67 2
89 2 6.67 4
90 3 10.00 7
91 4 13.33 11
92 11 36.67 22
93 6 20.00 28
94 1 3.33 29
95 1 3.33 30
N= 30
Descriptive Statistics: Age, Gender, SES, GPA
Total
Age 30 30 0 30 17.133 0.681
Gender 30 30 0 30 1.3667 0.4901
SES 30 30 0 30 3.733 1.202
GPA 30 30 0 30 91.567 1.654
————— 20/12/2018 1:20:37 AM ——————————————————
Pre-test Results of Control Group

Tally for Discrete Variables: Digit Descr, Word Descr, Figure Descr, Total
Decsr
93
Digit Word
Descr Count Percent CumCnt Descr Count Percent CumCnt
F 3 10.00 3 F 1 3.33 1
G 16 53.33 19 G 5 16.67 6
P 1 3.33 20 S 9 30.00 15
VG 10 33.33 30 VG 15 50.00 30
N= 30 N= 30
Figure Total
Descr Count Percent CumCnt Decsr Count Percent CumCnt
G 2 6.67 2 G 6 20.00 6
S 21 70.00 23 S 1 3.33 7
VG 7 23.33 30 VG 23 76.67 30
N= 30 N= 30
Descriptive Statistics: Digit, Word, Figure, Total
Total
Digit 30 30 0 30 15.833 4.044
Word 30 30 0 30 20.767 4.384
Figure 30 30 0 30 25.033 3.718
Total 30 30 0 30 61.63 9.13
————— 20/12/2018 1:22:07 AM ——————————————————
Post-test Results of Control Group

Decsr
94
Digit Word
F 1 3.33 1 G 3 10.00 3
G 9 30.00 10 S 7 23.33 10
S 2 6.67 12 VG 20 66.67 30
VG 18 60.00 30 N= 30
N= 30
Figure Total
G 1 3.33 1 G 4 13.33 4
S 20 66.67 21 S 4 13.33 8
VG 9 30.00 30 VG 22 73.33 30
N= 30 N= 30
Total
Digit 30 30 0 30 17.900 3.661
Word 30 30 0 30 21.233 3.104
Figure 30 30 0 30 24.267 3.311
Total 30 30 0 30 63.40 7.82
—————20/12/2018 1:23:01 AM ——————————————————
Pre-test Results of Experimental Group

Decsr
95
Digit Word
F 7 23.33 7 F 1 3.33 1
G 12 40.00 19 G 6 20.00 7
S 1 3.33 20 S 4 13.33 11
VG 10 33.33 30 VG 19 63.33 30
N= 30 N= 30
Figure Total
G 3 10.00 3 F 1 3.33 1
S 20 66.67 23 G 6 20.00 7
VG 7 23.33 30 S 2 6.67 9
N= 30 VG 21 70.00 30
N= 30
Total
Digit 30 30 0 30 15.900 4.405
Word 30 30 0 30 19.967 4.287
Figure 30 30 0 30 23.833 3.524
Total 30 30 0 30 59.70 9.83
————— 20/12/2018 1:30:12 AM ——————————————————
Post-test Results of Experimental Group

Decsr
96
Digit Word
F 4 13.33 4 F 2 6.67 2
G 14 46.67 18 G 10 33.33 12
S 2 6.67 20 S 4 13.33 16
VG 10 33.33 30 VG 14 46.67 30
N= 30 N= 30
Figure Total
E 1 3.33 1 F 1 3.33 1
G 1 3.33 2 G 8 26.67 9
S 8 26.67 10 S 3 10.00 12
VG 20 66.67 30 VG 18 60.00 30
N= 30 N= 30
Total
Digit 32 32 0 32 31.8 85.7
Word 32 32 0 32 34.6 93.1
Figure 32 32 0 32 41.9 112.8
Total 30 30 0 30 56.83 10.21
————— 20/12/2018 1:40: 09 AM ————————————————
Pre-test Results of Control Group and Experimental Group

Tally for Discrete Variables: Control, Experimental
Control Count Percent CumCnt Experimental Count Percent CumCnt

97
G 6 20.00 6 F 1 3.33 1
S 1 3.33 7 G 6 20.00 7
VG 23 76.67 30 S 2 6.67 9
N= 30 VG 21 70.00 30
N= 30
Descriptive Statistics: Control, Experimental
Total
Control 30 30 0 30 61.63 9.13
Experimental 30 30 0 30 59.70 9.83
————— 20/12/2018 1:40:47 AM ——————————————————
Post-test Results of Control Group and Experimental Group

Descriptive Statistics: Control, Experimental
Total
Control 30 30 0 30 63.40 7.82
Experimental 30 30 0 30 55.50 8.83
Tally for Discrete Variables: Control, Experimental
Descr_1 Count Percent CumCnt Descr_3 Count Percent CumCnt

G 4 13.33 4 F 1 3.33 1
S 4 13.33 8 G 9 30.00 10
VG 22 73.33 30 S 1 3.33 11
N= 30 VG 19 63.33 30
N= 30
————— 20/12/2018 1:50:18 AM ——————————————————
Frequency of Colors in Digit, Word, and Picture Recall

Tally for Discrete Variables: Red, Orange, Yellow, Green, Blue, Violet
Red Count Percent CumCnt Orange Count Percent CumCnt

5 1 3.23 1 4 2 6.45 2
98
6 1 3.23 2 5 4 12.90 6
7 1 3.23 3 6 5 16.13 11
8 6 19.35 9 7 3 9.68 14
9 3 9.68 12 8 2 6.45 16
10 5 16.13 17 9 4 12.90 20
11 6 19.35 23 10 4 12.90 24
12 4 12.90 27 11 2 6.45 26
13 3 9.68 30 12 2 6.45 28
296 1 3.23 31 13 2 6.45 30
N= 31 243 1 3.23 31
N= 31
Yellow Count Percent CumCnt Green Count Percent CumCnt

4 1 3.23 1 4 1 3.23 1
6 1 3.23 2 5 4 12.90 5
7 2 6.45 4 6 5 16.13 10
9 3 9.68 7 7 1 3.23 11
10 3 9.68 10 8 5 16.13 16
11 7 22.58 17 9 2 6.45 18
12 6 19.35 23 10 3 9.68 21
13 5 16.13 28 11 4 12.90 25
14 1 3.23 29 12 3 9.68 28
15 1 3.23 30 13 1 3.23 29
324 1 3.23 31 14 1 3.23 30
N= 31 256 1 3.23 31
N= 31
Blue Count Percent CumCnt Violet Count Percent CumCnt

6 2 6.45 2 4 1 3.23 1
7 3 9.68 5 5 1 3.23 2
8 3 9.68 8 7 2 6.45 4
9 4 12.90 12 8 3 9.68 7
10 8 25.81 20 9 3 9.68 10
11 3 9.68 23 10 11 35.48 21
12 3 9.68 26 11 6 19.35 27
13 2 6.45 28 12 2 6.45 29
14 2 6.45 30 14 1 3.23 30
296 1 3.23 31 288 1 3.23 31
N= 31 N= 31
Descriptive Statistics: Red, Orange, Yellow, Green, Blue, Violet
Total
Red 31 31 0 31 19.10 51.43
Orange 31 31 0 31 15.68 42.27
Yellow 31 31 0 31 20.9 56.3
Green 31 31 0 31 16.52 44.53
Blue 31 31 0 31 19.10 51.44
Violet 31 31 0 31 18.58 50.04
————— 20/12/2018 1:50:38 AM ——————————————————
Frequency of Colors in Digit Recall

Tally for Discrete Variables: red, orange, yellow, green, blue, violet
red Count Percent CumCnt orange Count Percent CumCnt

1 3 9.68 3 1 6 19.35 6
2 7 22.58 10 2 6 19.35 12
99
3 12 38.71 22 3 5 16.13 17
4 7 22.58 29 4 8 25.81 25
5 1 3.23 30 5 5 16.13 30
86 1 3.23 31 90 1 3.23 31
N= 31 N= 31
yellow Count Percent CumCnt green Count Percent CumCnt

1 4 12.90 4 0 2 6.45 2
2 1 3.23 5 1 6 19.35 8
3 11 35.48 16 2 8 25.81 16
4 9 29.03 25 3 6 19.35 22
5 5 16.13 30 4 6 19.35 28
100 1 3.23 31 5 2 6.45 30
N= 31 74 1 3.23 31
N= 31
blue Count Percent CumCnt violet Count Percent CumCnt

0 1 3.23 1 0 2 6.45 2
1 4 12.90 5 1 3 9.68 5
2 12 38.71 17 2 12 38.71 17
3 5 16.13 22 3 9 29.03 26
4 6 19.35 28 4 2 6.45 28
5 2 6.45 30 5 2 6.45 30
77 1 3.23 31 72 1 3.23 31
N= 31 N= 31
Descriptive Statistics: red, orange, yellow, green, blue, violet
Total
red 31 31 0 31 5.55 14.96
orange 31 31 0 31 5.81 15.69
yellow 31 31 0 31 6.45 17.40
green 31 31 0 31 4.77 12.92
blue 31 31 0 31 4.97 13.43
violet 31 31 0 31 4.65 12.56
————— 20/12/2018 1:51:08 AM ——————————————————
Frequency of Colors in Word Recall


0 2 6.45 2 0 3 9.68 3
1 3 9.68 5 1 5 16.13 8
100
2 8 25.81 13 2 13 41.94 21
3 10 32.26 23 3 6 19.35 27
4 7 22.58 30 4 3 9.68 30
77 1 3.23 31 61 1 3.23 31
N= 31 N= 31

1 1 3.23 1 0 3 9.68 3
2 1 3.23 2 1 2 6.45 5
3 7 22.58 9 2 11 35.48 16
4 14 45.16 23 3 6 19.35 22
5 7 22.58 30 4 3 9.68 25
115 1 3.23 31 5 5 16.13 30
N= 31 79 1 3.23 31
N= 31

2 7 22.58 7 1 1 3.23 1
3 3 9.68 10 2 6 19.35 7
4 13 41.94 23 3 9 29.03 16
5 7 22.58 30 4 9 29.03 25
110 1 3.23 31 5 5 16.13 30
N= 31 101 1 3.23 31
N= 31
Total
red 31 31 0 31 4.97 13.42
orange 31 31 0 31 3.94 10.65
yellow 31 31 0 31 7.42 19.99
green 31 31 0 31 5.10 13.79
blue 31 31 0 31 7.10 19.13
violet 31 31 0 31 6.52 17.57
————— 20/12/2018 1:53:18 AM ——————————————————
Frequency of Colors in Picture Recall


3 3 9.68 3 1 5 16.13 5
4 11 35.48 14 2 4 12.90 9
101
5 16 51.61 30 3 9 29.03 18
133 1 3.23 31 4 8 25.81 26
N= 31 5 4 12.90 30
92 1 3.23 31
N= 31

1 1 3.23 1 2 6 19.35 6
2 3 9.68 4 3 8 25.81 14
3 8 25.81 12 4 11 35.48 25
4 12 38.71 24 5 5 16.13 30
5 6 19.35 30 105 1 3.23 31
109 1 3.23 31 N= 31
N= 31

2 3 9.68 3 2 1 3.23 1
3 11 35.48 14 3 7 22.58 8
4 12 38.71 26 4 16 51.61 24
5 4 12.90 30 5 6 19.35 30
107 1 3.23 31 117 1 3.23 31
N= 31 N= 31
Total
red 31 31 0 31 8.58 23.10
orange 31 31 0 31 5.94 16.02
yellow 31 31 0 31 7.03 18.95
green 31 31 0 31 6.77 18.26
blue 31 31 0 31 6.90 18.60
violet 31 31 0 31 7.55 20.33
————— 07/01/2019 4:51:10 PM ——————————————————
Memory Performance of the Control Group

One-way ANOVA: Pre-test versus Post-test
Source of
Variation SS df MS F P-value F crit
102
Between Groups 46.81667 1 46.81667 0.648343 0.423995 4.006873

Within Groups 4188.167 58 72.20977
Total 4234.983 59
Memory Performance of the Experimental Group

One-way ANOVA: Pre-test versus Post-test
Source of
Between Groups 264.6 1 264.6 3.033084 0.086884 4.006873
Within Groups 5059.8 58 87.23793
Total 5324.4 59
Pre-test Memory Performance

One-way ANOVA: Control versus Experimental
Source of
Between Groups 56.06667 1 56.06667 0.623289 0.433043 4.006873
Within Groups 5217.267 58 89.95287
Total 5273.333 59
Post-test Memory Performance

One-way ANOVA: Control versus Experimental
Source of
Between
Groups 936.15 1 936.15 13.47079 0.000529 4.006873
Within Groups 4030.7 58 69.49483
Total 4966.85 59
CURRICULUM VITAE
103
Name : Jecan Alicer

Age : 17 years old
Address : Tanke, Lower Biga, Toledo City
Contact Number : 09978400115
Email : jecanalicer4@gmail.com
PERSONAL BACKGROUND
Nationality : Filipino
Sex : Male
Status : Single
Date of Birth : March 21, 2001
Place of Birth : Toledo City
Language : Cebuano, English and Filipino
Religion : Christianity
Mother : Restituta A. Roble
Father : Arnel P. Roble
EDUCATIONAL BACKGROUND
Junior High School : General Climaco National High School
Address : General Climaco, Toledo City
Year Graduated : 2017
Elementary : Bagakay Elementary School
Address : Bagakay, Toledo City
104
AFFILIATION/SEMINAR/AWARDS/ACHIEVEMENT
 2nd honor in grade 1 and Best in Math in Bagakay Elementary School
 1st awardee in grade 2 in Bagakay Elementary School
 3rd honor in grade 3 in Bagakay Elemenatary School and 3rd place in
MTAP in written competition in Don Andres Soriano Elementary
School
 3rd honor in grade 4 Bagakay Elementary School and 3rd place in
playing DAMATH in District Meet in Don Andres Soriano Elementary
School
 2nd honor in grade 5 in Bagakay Elemenatary School, 2nd place in
MTAP in written competition in Don Andres Soriano Elementary
School and 1st place in MTAP oral competition Luray II North City
Central School
 2nd honor in grade 6 in Bagakay Elemenatary School, 2nd place in
MTAP in Don Andres Soriano Elementary School, and 3rd place in
MTAP oral competition Luray II North City Central School
 6th place in MTAP written competition in grade 7 in Toledo National
Vocational School
 4th place in MTAP written competition in Toledo National Vocational
School, 3rd place in MTAP oral competition in Luray II South City
Central School and 1st place in press conference in grade 8 in
Consolatrix College of Toledo Corporation
 3rd place in MTAP written competition in Toledo National Vocational
School, 3rd place in oral competition in Luray II South City Central
School, and 1st place in playing chess in district meet in grade 9 Matab-
ang National High School
 With honors in Completing Junior High School in grade 10 in General
Climaco National High School , 2nd place in MTAP written competition
in Toledo National Vocational School, 3rd place in MTAP in oral
competition in Luray II South City Central School, and 1st place in
playing chess in district meet in grade 10 in Matab-ang National High
School
 1st place in playing chess in Inter Private Meet in grade 11 in
Consolatrix College of Toledo Corporation
 1st place in playing chess in Inter Private Meet in grade 12 in De LaSalle
Andres Soriano Memorial College
105
106
Name : Cansana, Deanna Reen A.

Age : 18 years old
Address : Canapnapan 1, Camp 8, Toledo City
Email : deannacansana@gmail.com
PERSONAL BACKGROUND
Sex : Female
Status : Single
Date of Birth : July 9, 2000
Place of Birth : Cebu City
Language : Cebuano, English and Filipino
Religion : Roman Catholic
Mother : Cristina A. Cansana
Father : Ermilando C. Cansana
Junior High School : De La Salle Andres Soriano Memorial College
Address : Don Andres Soriano, Toledo City
107
Elementary : University of San Jose - Recoletos

Address : Basak, Cebu City
 Academic Achiever for First Quarter in De La Salle Andres Soriano
Memorial College at Don Andres Soriano, Toledo City for school year
2018-2019
 Academic Achiever for Fourth Quarter in De La Salle Andres Soriano
2017-2018
 Academic Achiever for Third Quarter in De La Salle Andres Soriano
2017-2018
 Academic Achiever for Second Quarter in De La Salle Andres Soriano
2017-2018
2017-2018
 Academic Achiever for Fourth Quarter in De La Salle Andres Soriano
2016-2017
2016-2017
2016-2017
2016-2017
108

2015-2016
2015-2016
2014-2015
2014-2015
2013-2014
2013-2014
 Rank 7 in St. Thomas Aquinas School Montessory at Pardo, Cebu City
for school year 2011-2012
 With High Honors in Asian College of Technology at Basak, Cebu City
 With Honors in Asian College of Technology at Basak, Cebu City for
school year 2007-2008
109
Name : Hapitan, Jerk T.

Age : 17 years old
Address : Ocyou, DAS, Toledo City, Cebu
Email : jerkhapitan@gmail.com
PERSONAL BACKGROUND
Sex : Male
Status : Single
Date of Birth : October 18, 2000
Place of Birth : Toledo City
Language : Cebuano
Mother : Merfe Tingabngab
Father : Donald Hapitan
Address : DAS, Toledo City
110
Elementary : De La Salle Andres Soriano Memorial College

Address : DAS, Toledo City
2006-2007
2010-2011
111
Name : Vicedor, Jascha Vanna P.

Age : 17 years old
Address : Sto. Nino, Don Andres Soriano, Toledo City
Email : jaschahemmiings@gmail.com
PERSONAL BACKGROUND
Sex : Female
Status : Single
Date of Birth : April 12, 2001
Language : Cebuano, English, and Filipino
Mother : Joan P. Vicedor
Father : Jonathan P. Vicedor
112
Elementary : De La Salle Andres Soriano Memorial College

 Attended the Earthquake, Fire and Earthquake Drill on October 2017
held at De La Salle Andres Soriano Memorial College at Don Andres
Soriano, Toledo City
 CEM top scorer in Math in De La Salle Andres Soriano Memorial
College at Don Andres Soriano, Toledo City for school year 2014-2015
 CEM top scorer in English in De La Salle Andres Soriano Memorial
College at Don Andres Soriano, Toledo City for school year 2015-2016
113
Name : Villardar, Karl John, C.

Age : 17 years old
Address : 226 D. Macapagal Highway, Toledo City
Email : karljohnvillardar@gmail.com
PERSONAL BACKGROUND
Sex : Male
Status : Single
Date of Birth : May 17, 2001
Language : Bisaya, Tagalog, English
Mother : Joanah Lourdes Encabo
Father : Lindley Villardar
Junior High School : Toledo City Science High School
Address : Ilihan Heights, Toledo City
Year Graduated : 2016 - 2017
114
Elementary : Consolatrix College of Toledo City

Address : Magsaysay Hills, Toledo City
Year Graduated : 2011 - 2012
 First Honorable Mention in Consolatrix College of Toledo City, Cebu
school year 2012-2013.
 Winner of 2013 Metrobank Math Challenge Competition First place
division level.
 Attended the Science Fair in Philippine National Science High School
in Argao, Cebu.
 Achiever in Toledo City Science High School for S.Y 2013-2014
 4th place in 2014 Metrobank Math Challenge Competition.
 2nd place in 2015 Metrobank Math Challenge Competition.
 Winner of 2016 Metrobank Math Challenge Competition First place
division level, 2nd place division level.
 Winner 2nd place at 2017 Division Schools’ Press Conference in
Consolatrix College of Toledo City, Sci-Tech category (Potential
level)

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1

Memorization skill is the cognitive abilities of the students which refers

lessons. It is incredibly important among students in all areas of learning as it

this knowledge on a weekly basis. However, many students have memory

problems. Students who have deficits in registering information in short-term

memory often have difficulty remembering instructions or directions they

Statistics showed that one in ten students have working memory

constitute a high-risk factor for educational underachievement for students

Nowadays, enhancing memory performance among students is an

strategies to facilitate the learning process to contribute to the memorization

process of encoding, retaining, and retrieving information.

experience as colors are used both intentionally and subliminally by educators.

Therefore, in searching for strategies to facilitate the learning process,

colors must be recognized as capable of motivating students to learn and profit

from their educational experiences. Choosing an appropriate color for any

PowerPoint presentation or any visual presentation can be impetus for

comprehending information, it therefore becomes logical to question whether

According to Dzulkifli and Mustafar (2012), colors can play a role in

improve one’s ability to remember both words and pictures

Color has been known to be a major factor in the processing of

Due to several decades of intense research on understanding attention,

be very effective in learning as it has a significant role in enhancing memory

influence memory performance better compared to black and white.

was formulated by Daniel Broadbent in 1958. It is primarily concerned with

limited capacity and select information to be processed early. Due to its

limited capacity, a selective filter is needed for information processing. All

available for short-term memory and manipulation of the selected information,

prior to storage in long-term memory. Hence, a high degree of selectivity is

put forth in the information-processing stream. (Broadbent, 1958).

This theory proposes that the large amount of information available to

on the important information to make use of it, rather than concentrating on

every single piece of information available without any particular purpose

In the context of our study, this theory is used to extensively test

memory performance on the recall rate of specific visual information. It

utilizes cognitive processes for an individual to focus on colors of input while

neglecting irrelevant sources surrounding that input. In a way that it provides

participants the ability to correctly recall information in the attended channel,

attention is given to those input with colors (Lachter et al., 2004).

Figure 1. Filter Model of Attention

In regards with the way memory is processed and stored to human

memory, Richard Atkinson and Richard Shiffrin proposed the Multi-Store

capacity. The long-term memory store, is fairly self-explanatory, as key

lifetime (McLeod, 2007).

Figure 2. Multi-Store Model

This hypothesized signifies how important it is for the stimuli available

in the environment to have the potential to activate attention and to be

involved in deeper level of processing in order for the stimuli to be better

remembered. Therefore, this study is supported by the Multi-store model.

because in educational setting iSince it indicates that to promote significant

information learned in class, something interesting must capture the attention

promoted to the short-term memory store (Dzulkifli & Mustafar, 2013).

Prior to, a plethora of studies were conducted to understand the role of

color in enhancing memory performance. Previous studies have shown

performance. They found out that colored multimedia presentation resulted in

attention attached to a certain stimuli increase the probability of the

information to be stored in the memory.

Prior to the von

and memory performance. Stating that the degree of attention attached to a

certain stimuli increase the probability of the information to be stored in the