Abstract

This quasi-experimental study investigated the effectiveness of the Recursive Retrieval Teaching Strategy (RRTS) compared to conventional teaching methods in enhancing the mathematical performance and retention of Grade 11 TVL-Maritime students at Southwestern College of Maritime Business and Technology Inc. The study involved two groups: a control group taught using conventional strategies and an experimental group exposed to RRTS. Both groups underwent a pretest, posttest, and retention test to measure performance changes and long-term retention. Results revealed no significant difference in the pretest scores of both groups, indicating comparable initial knowledge. Notably, the experimental group using RRTS achieved higher mean scores in both the posttest and retention test, categorized as “Very Satisfactory,” while the control group reached only “Satisfactory.” A significant difference in retention scores favored the RRTS group, confirming its impact on long-term memory and mastery. The study concludes that while conventional methods can yield meaningful outcomes, integrating retrieval-based strategies offers superior retention. Based on these insights, the study recommends the incorporation of RRTS into senior high school mathematics instruction, with support from school leaders and inclusion in professional development activities such as Learning Action Cell (LAC) sessions.