Studying the Benefits of Active Recall in learning Physics Formulas at Young Achievers’ School

This study examined the benefits of using active recall as a study technique for learning general physics formulas among Grade 12 Science, Technology, Engineering and Mathematics students at Young Achievers' School of Caloocan in the school year 2025–2026. A quasi-experimental research design was employed which involves 30 respondents chosen through simple random sampling. The participants were divided into two groups: the experimental group, which used active recall, and the control group, which depended on traditional memorization. Pre-test and Posttest were given to both groups and then the survey was conducted using Likert scale questionnaire made by the researchers. The findings showed that although both groups improved, the experimental group’s mean score (8.33) was greater than the control group (7.13). The null hypothesis was rejected since the computed t-value of 2.23 was greater than the critical value of 2.048 at 0.05 level of significance. This suggests that students' learning outcomes were significantly improved by active recall. The survey also revealed that while some students were unsure about the long-term retention advantages of active recall, the majority of students had a positive view of it and were willing to use and suggest it as a study method. The study determined that active recall improves physics formulas retention, comprehension and its use more than traditional memorization.