From Screen to Scores: The Effects of Productivity Apps on Memory Retention Among ID 124 and 125 Senior High School Students in De La Salle University – Manila

Proponent/s Name/s (Last Name, First Name, Middle Initial)

• Daniel Caleb G. Arquiza, De La Salle University, ManilaFollow
• Raya Fatima C. Morilla, De La Salle University, ManilaFollow
• Zeanen Ruth H. Parangan, De La Salle University, ManilaFollow
• Marcus Erin T. Pauco, De La Salle University, ManilaFollow

Document Types

Paper Presentation

Research Theme (for Paper Presentation and Poster Presentation submissions only)

21st Century Learning and Innovations (CLI)

School Name

De La Salle University, Manila

Track or Strand

Science, Technology, Engineering, and Mathematics (STEM)

Research Advisor (Last Name, First Name, Middle Initial)

Alberto, Angelo, M.

Start Date

25-6-2026 10:30 AM

End Date

25-6-2026 12:00 PM

Zoom Link/ Room Assignment

https://zoom.us/j/91936856247?pwd=oCMfMsh44I2wb0dYsEgoInDJy59bOq.1 Meeting ID: 919 3685 6247 | Passcode: research

Abstract/Executive Summary

Productivity apps have become increasingly popular among students seeking to improve their academic performance. These tools have been proved to enhance focus, organization, and academic performance. However, their actual impact on memory retention remains underexplored. This study analyzes the use of productivity applications (apps) among ID 124 and ID 125 senior high school students in De La Salle University as it focuses on the relationship between its usage and memory performance. Utilizing a correlational and quasi-experimental design, participants were stratified based on their reliance on digital versus manual study techniques. Memory performance was assessed before and after a predetermined study period through reading passages and multiple-choice items, while study sessions were monitored independently through study logs.  While Spearman correlation showed that there was medium to high correlation between study time and memory assessment scores, Kruskal-Wallis H test showed no statistically significant difference in mean performance ranks among the productivity app reliant, the study method reliant, and hybrid (mix of both) groups. These findings suggest that while digital features and traditional methods show potential, the restricted sample size in the second test) hindered a definitive conclusion on analysis. Future studies should consider larger sample sizes and more efficient data collection methods for more effective statistical analysis.

Keywords

digital learning, digital tools, memory retention, productivity apps, study methods

Initial Consent for Publication

yes

Statement of Originality

yes