the effects of the types of reviewing on

8/2/2019 The Effects of the Types of Reviewing On

1/32

Presented by:Ruth GuhitingAila Mae FigueroaKirk Patrick GunioBless Regeena GuevarraArvin Magpayo


2/32

The study of human memory stretches backat least 2,000 years to Aristotles early

attempts to understand memory in histreatise On the Soul. In this, he comparedthe human mind to a blank slate andtheorized that all humans are born free of anyknowledge and are merely the sum of theirexperiences, the so-called tabula rasa.(Simon & Schuster, 1982)


3/32

One unique characteristic that separate us fromother mammals is the level of our intelligence.According to Sternberg (2007), intelligence is the

cognitive ability of an individual to learn fromexperience, to reason well, to rememberimportant information, and to cope with thedemands of daily living. The average level ofintelligence in individuals ranges form 90-110score. There are different types of intelligence,mathematical, musical, intrapersonal,interpersonal and other, which an individual canpossess.


4/32

One major aspect that plays a big role notonly in our level of intelligence, but as whole

individual is our memory. Memory accordingto Nowaczyk and Janhke (1998) refers tothose processes that provide for theretention of knowledge. It also the memoryserved as representation of past experiences.


5/32

One of the more basic limitations of our

intelligence is the maximum number ofinformation pieces the brain can memorizeand retrieve on the short term basis. This isknown as the maximum capacity of theworking memory. (Rosemary Frei, 2011)


6/32

Tracy Alloway (2009) defines working memory as our

ability to store and manipulate information for a brieftime. It is typically measured by dual-tasks, where theindividual has to remember an item whilesimultaneously processing a sometimes unrelatedpiece of information. A widely used working memorytask is the reading span task where the individual

reads a sentence, verifies it, and then recalls the finalword. Individual differences in working memoryperformance are closely related to a range ofacademic skills such as reading, spelling,comprehension, and mathematics.


7/32

Atkinson and Shiffrin (1968) proposed a model of human memorywhich posited two distinct memory stores: short-term memory,and long-term memory. Short-term memory is responsible forstoring information temporarily and determining if it will bedismissed or transferred on to long-term memory. The capacity ofinformation that we can store in the short term memory arelimited only to 7 plus or minus 2 chunks (Miller, 1956). Theduration is about 18 to 20 seconds (Peterson and Peterson 1959).The other type of memory that defined by Atkinson and Shiffrin isthe long-term memory. Kenda Cherry (2009) defines long-termmemory as the continuing storage of information. In Freudianpsychology, long-term memory would be call the preconsciousand unconscious. This information is largely outside of ourawareness, but can be called into working memory to be usedwhen needed.
http://www.positscience.com/human-brain/memory/types-of-memory/long-term-memoryhttp://www.positscience.com/human-brain/memory/types-of-memory/long-term-memoryhttp://psychology.about.com/od/pindex/g/def_precons.htmhttp://psychology.about.com/od/uindex/g/def_unconscious.htmhttp://psychology.about.com/od/pindex/g/def_precons.htmhttp://psychology.about.com/od/uindex/g/def_unconscious.htmhttp://psychology.about.com/od/uindex/g/def_unconscious.htmhttp://psychology.about.com/od/pindex/g/def_precons.htmhttp://www.positscience.com/human-brain/memory/types-of-memory/long-term-memoryhttp://www.positscience.com/human-brain/memory/types-of-memory/long-term-memoryhttp://www.positscience.com/human-brain/memory/types-of-memory/long-term-memoryhttp://www.positscience.com/human-brain/memory/types-of-memory/long-term-memoryhttp://www.positscience.com/human-brain/memory/types-of-memory/long-term-memory


8/32

Herman Ebbinghaus was the first to experimentally investigate theproperties of human memory. To observe this process, he devised a set ofitems to be committed to memory that would have no previousassociations, the so-called nonsense syllables. In the study he conducted

in 1879, the words consisted of a consonant-vowel-consonant formation.The result of the experiment revealed a relationship between forgettingof learned information over time, which is called Ebbinghaus ForgettingCurve. He had also documented the serial position effect, whichdescribes how the position of an item in the list affects the likelihood of

said item being recalled. The two main concepts in the serial positioncurve are the recency and primacy effects. The recency effect refers tothe fact that we remember the most recent information better because itis still stored in short-term memory. The primacy effect is rememberingthe first items in a list better due to increased rehearsal and commitmentto long-term memory.
http://en.wikipedia.org/wiki/Serial_position_effecthttp://en.wikipedia.org/wiki/Serial_position_effecthttp://en.wikipedia.org/wiki/Serial_position_effecthttp://en.wikipedia.org/wiki/Serial_position_effecthttp://en.wikipedia.org/wiki/Serial_position_effecthttp://en.wikipedia.org/wiki/Serial_position_effect


9/32

Another similar study about Memory wasconducted in 2009 by Amanda Ernstberger of

Hanover College, it was called Memory SpanExperiment. The result of the study wassomething different. The participants recalledmore long words than short words because offamiliarity.


10/32

Page suggest that short words take less timeto recite than long words, and if a person can

recite the words more, they will remembermore words. Therefore, people remembershort words more than long words (Page,1998).


11/32

We tend to memorize things that we selectivelyperceive. Memory has its limitations dependingon the memory ability of an individual. Since

everyone has its own capabilities of learning weuse to seek the most convenient strategy thatsuits our memory ability. Different learningstrategies are applied in areas that in need oflearning but it is commonly used in schoolsetting. With all those different subjects a typicalhigh school student have how or in what waycan they memorize all those information in themost effective or comfortable way.


12/32

Thus at the end of this study, the researchersaimed to determine the most effectivereviewing method for selected high schoolstudents.


13/32

30 Third Year High School Students (21Female; 9 Male)

The study was conducted in Felizardo C.Lipana National High School in Sta.Rita,Guiguinto, Bulacan


14/32

The participants, whose ages range from 14-16, were 21 females and 9 males.

The participants were chosen throughconvenience sampling, which is defined as anon-probability technique where subjects areselected by their accessibility and proximityto the researchers.


15/32

Another experiment was conductedin 2008by Amanda Ernstberger of Hanover College

about memory, it was called Memory SpanExperiment. The result of the experiment wassomething different. The recognize morelong words than short words, because of thefamiliarity with the words used as stimuli.


16/32

Before the experiment, the researchers

explained the purpose of the experiment (TheEffects of the Types of Reviewing on theMemory Ability of Selected High SchoolStudents) to the respondents providing theflow of the experiment process.


17/32

In order to determine the participants group

(Visual,Auditory, and Audio-visual), the

researchers used the fishbowl technique. Therespondents, were asked to pick a papereach, inside the fishbowl, and whatevernumber the respondent picks represented bythe numbers 1-3; 1 for the visual group, 2 forthe auditory and 3 for the audio-visualrespectively designates his/her group.


18/32

The experiment will be progressive. Itconsists of three parts, the easy, theaverage, and the difficult part. Each of whichhas 15 jumbled letters.


19/32


20/32

The average part will consist of4 jumbledletters.

Examples: txvz, rtya


21/32

And the difficult part will consist of5 jumbledletters.

Examples: txvza, rtyab


22/32

1. Visual Group

2. Auditory Group

3. Audiovisual Group


23/32


24/32

The second group, on the other hand will bethe Auditory group, those participants that

picked number 2, belongs to this group. Theresearchers will dictate the 15 enlisted

jumbled letters similar to the visual groups

letter, all with same arrangement and order.Fifteen (15) minutes of memorization timewill also be provided.


25/32

The last group will be the Audiovisual Group.Same with the first two groups, it will consist

of 10 participants. The researchers will begiving handouts to such participantsaccompanying the dictation of the enlistedjumbled letters during the entire reviewsession. The review time allotted will also be15 minutes.


26/32

This experiment was conducted in three (3)separate rooms, for the three groups of 10

participants. After the review time given, theresearchers immediately gave a test. The taskis for the participants to write in an answersheet provided by the researchers, all thejumbled letters that they have been able tomemorize, it must be in chronologicalorder. The test lasted for 10 minutes.


27/32

In order to answer the Statement of theProblem the statistical technique was

applied.

* Mean- As a statistical tool, this was used tocompute the average scores of theparticipants. This was used to determine themost effective strategy/method of reviewingfor the participants.


28/32

Table 1 and Chart1presents thedifferences of themeans from the easylevel to difficult

level. The resultshows that Audio-visual group andreviewing methodscored the highest

means on all theexperiments.


29/32

Table2 and Chart2displays thedifferences of thescores according

to sex. The resultshows that themales, yieldedhigher scores than

the females.


30/32

Table3 and Chart3shows thedifferences of thescores according tothe ages of the

participants. Theparticipants that age14 score the higheston the wholeexperiment, ages 16got the lowest scoreon the difficult part ofthe experimentbecause the numberof participants thatages 16, were 5.


31/32

Based on the findings in this study, aconlusion is drawn:

The researchers concluded that, byexamining the relative results from eachgroup by their methods of reviewing wherethe Audiovisual group got the highest scores,Audiovisual way of reviewing has moresignificant effectivity against the othersreviewing method.


32/32

THANK YOU.

MWAH MWAH

TSUP TSUP

the effects of the types of reviewing on

Documents