Memorization techniques and their impact on memory retrieval ability on 200 level psychology

undergraduates, UNILAG

Abstract
This psychological report explores the impact of different memorization techniques on the memory
retrieval ability of 200 level psychology undergraduates at the University of Lagos (UNILAG). The
study involved a sample of 33 students, 11 males and 22 females who were selected through
convenience and quasi sampling method. The memorization technique used was grouped numbers
and ungrouped numbers. The experimenter wanted to note whether grouping the numbers or not
will have an impact on the students memory retrieval ability.

Introduction
The ability to recall information is essential for academic success, and memorization techniques have
been shown to play a significant role in improving memory retention. There are various techniques
for memorization, like chunking, acronyms, and imagery. In this report, we explore the impact of
grouped and ungrouped numbers on memory retrieval ability among 200 level psychology
undergraduates at the University of Lagos (UNILAG).
The use of grouped numbers is a common method for presenting information, where data is
organized into meaningful clusters or categories. However, ungrouped numbers is presented as
individual items without any order or grouping. Previous studies have suggested that grouped
numbers can improve memory retrieval ability compared to ungrouped numbers. However, the
effectiveness of these techniques may vary depending on various factors, such as the cognitive
abilities of the individual and the nature of the material being learned.
Therefore, this report aims to explore the impact of grouped and ungrouped numbers on memory
retrieval ability among 200 level psychology undergraduates at UNILAG.

Aims
1. To compare the effectiveness of grouped and ungrouped memorization techniques on
memory retrieval ability among 200 level psychology undergraduates at UNILAG

Objectives
1. To determine the effectiveness of grouped versus ungrouped numbers in enhancing memory
recall ability among the participants.
2. To investigate the relationship between memorization techniques and memory recall ability
among the participants.

Research questions
1. Will there be a significant difference between grouped numbers and ungrouped numbers on
memory retrieval ability?
2. Will there be a relationship between memorization techniques and grouped and ungrouped
numbers on 200 level psychology students at UNILAG?

Research Hypotheses
1. There will be no significant difference between grouped and ungrouped numbers on
memory retrieval ability
2. There will be no relationship between memorization techniques and grouped and
ungrouped numbers on 200 level psychology students at UNILAG

Literature review
Using Grouping Methods to Improve Memory Recall
Studies has revealed that grouping approaches can have a considerable impact on memory recall.
Participants in a study by Bower and Clark (1969) were given a list of words, half of which had seman
tic relationships and the other half did not.
More words might be remembered by those who received related terms in groups of four or five as
opposed to those who received the words at random.
This implies that structuring information into groups according to semantic categories can improve
memory recall.

Chunking Methods' Effect on Memory Recall

Another method of memorizing that has been shown to enhance memory recall is chunking.
This entails dividing up the information into more manageable chunks.
Keeping in mind a phone number as three sets of three digits rather than nine separate digits, for
Instance,participants in a research by Miller (1956) were able to recall up to seven chunks of
material at once showing that chunking can assist people in getting beyond the constraints of their
working memory.
Students who must memorize a lot of knowledge for tests should take note of these essential
ramifications.

Methodology
Participants:The participants will be 200 level psychology students of the university of Lagos, the
study consists of 33 (batch 2) participants, 11 males and 22 females, within the age range of 19-22
The sampling technique used in this study was convenience sampling and quasi sampling.
Research design: The research was within group design. The independent variable will be the
memorization techniques while The dependent variable will be memory retrieval phase.
Instruments: The data was collected using two instruments a computer with which the tests words
were shown and a piece of paper for participants to report their scores.
Procedure: The experiment was conducted in the Psychology laboratory, University of Lagos. The
participants were introduced to the laboratory, and were quickly briefed about the nature of the
experiment. The experiment was designed to test memory retrieval using grouped and ungrouped
numbers. First, participants were exposed to series of numbers on a computer screen which were
taken away immediately. After, the participants were given 30 seconds to write all the numbers
according to how they were presented on a piece of paper. Secondly the participants were exposed
to numbers that were in groups and were then given 30 seconds to write the numbers down exactly
as they were grouped on the screen on a piece of paper the tests were to measure how much they
could remember when it was grouped and ungrouped.

Data analysis
Both hypotheses were tested using the average of the scores

Results
Grouped Ungroupe X^2 Y^2
data d data
5 3 25 9

8 8 64 64

4 2 16 4

15 8 225 64
 11 9 121 81

3 8 9 64

6 3 36 9

8 2 64 4

7 14 49 196

10 9 100 81

Total = 66 709 576

77

_ _
X =7.7, Y = 6.6, EX=77, EY=66, EX^2 = 709, EX^Y =576, n1 =10, n2 =10

t=

Level of significance= 0.05, df = 18, N =20

From the table the critical value is 2.101
Therefore, since the t calculated value is less than the t critical value we accept the null hypotheses
that says there will be no significant difference between grouped and ungrouped numbers on
memory retrieval ability.

Discussion
This report has investigated the impact of memorization techniques using grouped and ungrounded
data on the memory retrieval ability of 200 level psychology Undergraduates in UNILAG The findings
suggest this there is no significant difference in memory retrieval ability between the two groups .
This suggests that both grouping techniques can improve memory retrieval ability. This shows that
students memory retrieval ability will improve the more effective memorization approaches they
apply. This study emphasizes the value of employing efficient memorization techniques and grouping
techniques to enhance memory retrieval.
Therefore, It is advised that psychology students at UNILAG and elsewhere receive training on how
to employ these approaches in order to enhance academic performance and accomplish their
academic objectives.

References
1. Adamson, H.D. (1990). ESL students' use of academic skills in content courses. English for
Specific Purposes, 40(1), 75-76.
2. Craik, E I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory
research. Journal of Verbal Thinking & Verbal Behavior, 11, 671-684