Retention And Independent Performance On Spiral Review Strategies In Mathematics Among Grade 9 Students In Princeton Science School

Abstract

Mathematics learning requires continuous reinforcement for students to retain and apply previously learned concepts effectively. However, many Grade 9 students experience difficulties in recalling lessons and independently solving mathematical problems, resulting in low academic performance in Mathematics.

This study aimed to determine the effectiveness of spiral review strategies in improving the retention and independent performance of Grade 9 students in Mathematics at Princeton Science School during the School Year 2025–2026.

The study utilized a descriptive-quantitative research design involving 45 Grade 9 students and 10 teacher-respondents. Data were gathered through teacher-made tests, exit quizzes, written works, summative assessments, and validated survey questionnaires. Statistical tools such as frequency, percentage, weighted mean, and ranking were used to analyze the collected data.

Findings revealed that students initially demonstrated low retention and independent performance, with a composite mean percentage score of 57.11%, interpreted as “Needs Improvement.” After the implementation of spiral review strategies and exit quizzes, students showed improvement in retention and independent learning. Composite weighted means of 3.03, 3.27, 3.26, and 3.32 were obtained in retention, daily quizzes, written works, and summative tests, respectively, all verbally interpreted as “Effective.” Teachers also assessed the strategies to have a “Very Great Extent” in enhancing students’ problem-solving skills and independent performance.

The study concluded that spiral review strategies and exit quizzes are effective instructional interventions in improving students’ retention, confidence, and independent performance in Mathematics. Continuous implementation of these strategies may help strengthen learners’ long-term understanding and academic achievement in Mathematics.