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Title
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ENHANCING STUDENTS’ CONCEPTUAL RETENTION IN SCIENCE THROUGH THE INTEGRATION OF DUAL CODING AND ELABORATIVE INTERROGATION PROMPTS
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Author(s)
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MAICA JOY M. ELECCION
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Affiliation
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MISAMIS UNIVERSITY
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Degree Program
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Bachelor of Secondary Education (BSEd) – Science
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Contributor
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DINULOS, JOCELLE MAY V. - Adviser
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BALUYOS, GENELYN R. - Instructor
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Year
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2026
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Abstract
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As science education continues to seek effective approaches to improve students’ learning, instructional strategies such as Dual Coding and Elaborative Interrogation Prompts (EIP) have become valuable in enhancing conceptual retention and understanding. This action research determined the effectiveness of integrating Dual Coding and Elaborative Interrogation Prompts (EIP) in improving Grade 8 students’ conceptual retention in Science. The study was conducted in one of the public secondary schools in Ozamiz City during the School Year 2025–2026. A one-group pretest-posttest research design was employed using a 50-item researcher-made test to measure students’ conceptual retention before and after the implementation of the intervention. Data were analyzed using frequency, percentage, mean, standard deviation, and paired t-test through Jamovi software. Findings revealed that before the implementation of Dual Coding and Elaborative Interrogation Prompts (EIP), students demonstrated low conceptual retention in Science, with most of them falling under the Did Not Meet Expectations category. After the intervention, students’ performance improved significantly, reaching a Satisfactory level. Statistical analysis showed a highly significant difference between the pretest and posttest results (t = 8.50, p < .001), indicating that the intervention effectively enhanced students’ conceptual retention and understanding of scientific concepts. The study concludes that integrating Dual Coding and Elaborative Interrogation Prompts (EIP) strengthens students’ comprehension, retention, and academic performance in Science. Therefore, the use of these learner-centered and evidence-based instructional strategies is recommended in Science instruction. Future researchers are encouraged to replicate the study using larger samples, longer intervention periods, and other subject areas to further validate the effectiveness of the intervention.
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Keywords
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conceptual retention, Dual Coding, Elaborative Interrogation Prompts, Science education, students’ performance
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Collaborating Institution
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Department of Education
