1.

“The Effectiveness of Reviewing with a Group and Individually in a Student’s Exam Result”

a) Bishop, C,F.(2014):Creating Effective Strategies Based on Student Attitudes and Faculty

Reflection. Journal of the Scholarship of Teaching and Learning, v14 n3 p46-63
https://psycnet.apa.org/record/2015-53848-001

Learner-centered environments effectively implement multiple teaching techniques to

enhance students' higher education experience and provide them with greater control over their
academic learning. This qualitative study involves an exploration of the eight reasons for learner-
centered teaching found in Terry Doyle's 2008 book, "Helping Students Learn in a Learner
Centered Environment." Doyle's principles were investigated through the use of surveys, student
focus group interviews, and faculty discussions to discover a deeper understanding of the effects
a "learner-centered" teaching environment has on long term learning in comparison to a
"teacher- centered" learning environment. These data revealed five primary themes pertaining to
student resistance to learner-centered environments. The results assisted in the development of
strategies educators can adopt for creating a successful learner-centered classroom.

b) Kalaian,A., & Kasim R. (2017) Meta-Analytic Review of Studies of the Effectiveness of Small-
Group Learning Methods on Statistics Achievement,
https://journals.sagepub.com/doi/abs/10.1177/152910061245326

This meta-analytic study focused on the quantitative integration and synthesis of the
accumulated pedagogical research in undergraduate statistics education literature. These
accumulated research studies compared the academic achievement of students who had been
instructed using one of the various forms of small-group learning methods to those who had
been instructed using lecture-based instruction. The meta-analytic results showed that
cooperative, collaborative, and inquiry-based learning methods were used in college-level
statistics courses. The results also showed that cooperative and collaborative learning methods
supported the effectiveness of the small-group learning methods in improving students'
academic achievement with an overall average effect-size of 0.60.

c) Querol,B,I., Rosales,R., & Soldner J. (2015) A Comprehensive Review of Inter-teaching and its
Impact on Student Learning and Satisfaction.

This review provides a historical overview of behavioral teaching methods that have
demonstrated efficacy across age groups, educational levels, and disciplines. In particular, we
focus on a recent behavioral teaching method known as interteaching to highlight its
effectiveness as a user-friendly alternative to the traditional classroom lecture. Applications of
prior behavioral teaching methods will be briefly highlighted, followed by a more thorough
overview of the empirical data to date supporting interteaching as an effective behavioral
teaching method to increase academic engagement, learning, and satisfaction in the classroom.
Key recommendations for pedagogy resulting from this research and a guide for future directions
are provided.
2. “The Effect of Background Music in Strop Test Time Delay”

a) Knight, S., & Heinrich, A. (2017). Different measures of auditory and visual stroop
interference and their relationship to speech intelligibility in noise. Frontiers in Psychology, 8.
https://doi.org/10.3389/fpsyg.2017.00230

“Inhibition, a crucial cognitive skill, is measured through Stroop tasks. However, studies have
produced mixed results on age-related declines in these abilities. Methodological issues may
cause inconsistencies, as traditional SI measures may not account for generalized slowing or
sensory declines. The study found uncorrelated results and influenced by hearing ability.” (Knight
& Heinrich, 2017)

Inhibition, a crucial cognitive skill, is measured through Stroop tasks. However, studies have
produced mixed results on age-related declines in these abilities. Methodological issues may
cause inconsistencies, as traditional SI measures may not account for generalized slowing or
sensory declines. The study found uncorrelated results and influenced by hearing ability.

b) Rossi, L., Prato, A., Lesina, L., & Schiavi, A. (2018). Effects of low-frequency noise on human
cognitive performances in laboratory. Building Acoustics, 25(1), 17–33.
https://doi.org/10.1177/1351010x18756800

"Participants were involved in a cognitive task (Stroop effect) for 10 min in four different
conditions: silence, stochastic broadband multi-tonal noise (BBN), stochastic low-frequency
multi-tonal noise (LFN1), and low-frequency stationary noise with regular amplitude modulation
(LFN2).” (Rossi et al., 2018)

A study involving 25 volunteers exposed to low-frequency noise found that subjects reduced
their response times in noise conditions, indicating growing stress. The results also showed that
personality parameters, such as LFN1 and LFN2, produced higher stress effects in introverts,
highlighting the need for future evaluation procedures.

c) Bradbury, N. A. (2016). Attention span during lectures: 8 seconds, 10 minutes, or more?

Advances in Physiology Education, 40(4), 509–513. https://doi.org/10.1152/advan.00109.2016

“Traditional lectures are under fire for perceived lack of effectiveness, leading to reduced
lengths. Literature shows few primary investigations, and most studies fail to measure attention.
Variability in student attention is due to teacher differences, not teaching format.” (Bradbury,
2016)

Traditional lectures are under fire for perceived lack of effectiveness, leading to reduced
lengths. Literature shows few primary investigations, and most studies fail to measure attention.
Variability in student attention is due to teacher differences, not teaching format
3. “The Effect of Watching a Short Film After Reviewing in a Student’s Memory Retention”

a) Forster, M., Maur,A., Weiser, C., & Winkel, K. (2022), “Pre-class video watching fosters
achievement and knowledge retention in a flipped classroom”. Computers & Education, Volume
179, 104399. https://www.sciencedirect.com/science/article/abs/pii/S0360131521002761

The study reveals that students who watched videos before in-class performed better in
short-term and long-term assessments, suggesting that timing is more important than quantity in
academic performance and memory retention, particularly in a flipped classroom.

b) Poquet, O., Lim, L., Mirriahi, N., & Dawson, S. (2018), “Video and Learning: A systematic
rReview” Learning Analytics and Knowledge. Pages151-160.
https://dl.acm.org/doi/abs/10.1145/3170358.3170376

The study presents preliminary results from a large-scale systematic review of peer-reviewed
empirical studies between 2007 and 2017, identifying trends in the effects of manipulating video
presentation, content, and tasks on learning outcomes like recall, transfer, and academic
achievement. It also highlights the gap between large-scale video interactions and experimental
findings. In the context of our research on the effect of watching a short film after reviewing, this
literature review provides valuable insights into the broader impact of videos on memory
retention and other learning outcomes.

c) Kamal, M.,A. (2020), “Effect of Interactive Video Length within E-Learning Environments on
Cognitive Load, Cognitive Achievement and Retention of Learning”. Turkish Online Journal of
DistanceEducation,v21n4Article4p68-89. https://eric.ed.gov/?
q=Watching+short+film+for+reviewing++student+memory+retention&id=EJ1269656

The study examines the impact of short films on memory retention in students, highlighting
the importance of interactive videos in e-learning courses. It compares long and medium videos
and analyzes results using cognitive load theory and Multimedia Learning. The findings can guide
universities, schools, and companies in designing interactive digital video-based learning
environments.