SID 43210 1

Assignment Cover Sheet: Electronic Submission

Title of work The Effectiveness of the Say All Fast

Minute Every Day Shuffled (SAFMEDS)
Technique for Self-Learning Key Terms in
Psychology
Module title Psychology

Module code ELSCI09/MOD008113

Aru college Student ID 43210

Submission deadline 21/04/2023

Word count 1613 Words

(excluding references)

Please state which referencing Harvard

system you have used: Harvard,
OSCOLA or APA

Most students should use Harvard;

however, Law students may use
OSCOLA and Psychology students
may use APA

STUDENT DECLARATION

I understand the aru college policy on plagiarism and confirm that the
material contained in this assignment is my own work, unless otherwise
acknowledged, and I have not allowed my own work to be plagiarised.
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The Effectiveness of the Say All Fast Minute Every Day Shuffled (SAFMEDS)

Technique for Self-Learning Key Terms in Psychology.

Abstract

The subject research is focused on using the SAFMEDS learning approach to

confirm the hypothesis that the method will improve education students' retention of

important psychological terms, which will translate into better on a test of

psychological terminology knowledge. The SAFMEDS procedure entails using a two-

sided deck of cards, with one side having the question and another having the answer

to the question. The participant was then urged to answer the questions progressively

in under one minute, and their results are recorded over several trials. Once the test

was carried out in this research, there was evidence that the participant increased the

number of responses per minute as the trials progressed hence showing a positive

learning outcome from the SAFMEDS. The total number of questions were one

hundred and therefore the learning opportunities at the start of the experiment

potentially stood at one hundred. The research aims to assess the efficacy of the Say

All Fast Minute Every Day Shuffled (SAFMEDS) strategy in assisting students in

learning and remembering key concepts in psychology. The study hypothesizes the

SAFMEDS technique will help assist students in self-learning and remembering key

terms in psychology, resulting in increased performance on a test of crucial term

knowledge in psychology.

Results
The active use of SAFMEDS in the psychology learning process has allowed

enough capacity to gradually develop the researchers' vocabulary in the field of study.

The test mainly concentrated on the accuracy of fluent definitions of terms in

psychology within a given time span. For this case the given time is eight weeks
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running from week three to week ten.. It is paramount that the results capture both

aspects under investigation within the research; time and number of responses. In the

first trial, the researcher coined seven correct answers to the questions on the grey side

of the deck of cards within one minute in the third week. In the consecutive weeks,

the researcher coined 11, 22, 25, 26, 29, 45, and 50 for the second to eighth trials

respectively. The results were recorded in the Celeration Chart.

Weeks Correct total LO total

3 7 44
4 11 40
5 22 29
6 25 26
7 26 25
8 29 22
9 45 6
10 50 1
Chart 1: Representation of the respondent's weekly scores.

Standard Celeration Chart (SCC) Excel template was utilized to capture and

analyze the data obtained from the research. The instrument was actively used to chart

both the initial and the progressive results from the research, and a review of the

changes was depicted using a graph.

Intervention
60

50
Total Counts Per Minute

40

30 Correct total
LO total

20

10

0
3 4 5 6 7 8 9 10
Weeks

Chart 2: Results of the Standard Celeration Chart Graph and Counter

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Discussion

Throughout the progressively charted data in the course of timings, the chart

showed a jaws learning pictorial representation that was representative of a positive

improvement in the student's performance. The latter is defined by a general increase

in the number of correct responses over time and a directly proportional decrease in

the number of incorrect responses considered to be the learning opportunities over

time. Furthermore, based on the results of the SCC Excel Template, it is evident that

the frequency of the correctly answered questions was seen to increase with every trial

(see chart 2). The curve for the correct totals increased exponentially.

Therefore, the results of the first trial yielded a pile of forty-four cards of

learning opportunities. In the second trial week, there was an approximately 7.8%

increase in correct responses. After shuffling together the priorly answered questions

and the learning opportunities, the respondent recorded eleven correct responses to the

questions. Every week there was a significant increase in the number of correct

responses. Finally, on the last and final trial week, the respondent showed 50 correct

responses from 7 correct responses in the first week trial recording a score of fifty

correct responses within a minute (See chart 1).

The SAFMEDS study approach is a student-centered approach that allows the

students to develop fluency in specific skills and contexts within their respective

fields of study (Quigley, 2021). The approach is based on the ability of the researcher

to see and know particular components under research and to memorize them with

time.

Based on the results presented within the study, it is accepted that the

assessment of the efficacy of the Say All Fast Minute Every Day Shuffled
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(SAFMEDS) strategy in assisting students in learning and remembering key concepts

in psychology, which was the paper's main aim, has been achieved and agreed with.

There is an increase in the correct results throughout the process from the first week to

the last one. In addition, the study has developed a hypothesis that the SAFMEDS

method will improve education students' retention of important psychological terms,

which will translate into better on a test of psychological terminology knowledge.

From the results of the study, it is evident that the SAFMEDS study technique

was adopted by the respondents and used as a tool to better their knowledge of

psychology terms. The Standard Celeration Chart is a tool that allows educationalists

and the students themselves to analyze their students' learning outcomes in their

respective order. In particular, the SCC's date synchronizing and responsiveness

features have shown to be particularly useful for determining how contextual variable

results are affected by the independent variable, which is the Learning opportunities.

The results showed that the respondent progressively increased scores from 7 to 50

correctly answered questions within the same time limit.

As shown, the learners and the teachers can assess how these unplanned events

affect learning outcomes by expressing variables like the number of correct answers

decreasing or increasing. Based on the presented results from the SAFMEDS

procedure, it is seen that there is a marked improvement in the student's knowledge of

terms in their field of study. According to Quigley 2021, the effective use of the

SAFMEDs procedure is not only determined by the progressive increase in the

number of correct responses by the respondent at a fixed time span but also retention

capabilities of the key terms..

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Furthermore, it is also determined by their ability to retain the collected

knowledge acquired through practice. In essence, it is believed that improving fluency

in academic work can help retention, a metric of improvement over time without trial.

The principle of SAFMEDs is based on the acronym REAPS which stands for

Retention, Endurance, and Application of Performance Standards (Quigley, 2021).

Quigley 2021 stated that, endurance through the SAFMEDs procedure is

achieved through the resilience of the respondent to block out any destructions as they

make responses in the quiz. From the results, it is evident that the respondent depicted

utmost endurance throughout the three trial processes. In essence, the respondent's

persistence in studying and understanding the terms is seen by the respondent

recording a higher score with every trial. The latter, therefore, shows an effort to

block out any destruction that may deter the respondent from getting a better score

compared to the latter problem.

The use of SAFMEDS encourages the development of the REAPS by the

learner and has a positive impact on time enhanced learning. Moreover, it provides

new opportunities for learners to study and better their terminologies. It is clear how

beneficial SAFMEDS is in addition to standard medical education instruction

(Quigley, 2021). With an average of just one minute of training sessions by the

respondent, a significant impact magnitude of the intervention was identified.

The results align with Rabbit et al., 2020 study; “A pragmatic randomised

controlled trial of SAFMEDS to produce fluency in interpretation of

electrocardiograms” in the field of medical education that validates the efficacy of

fluency-based instruction approaches and the effects of SAFMEDS seen in other

academic fields. The effects of test studying in medical training and the absence of
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chances for practice or examples provided by many enlightening programs, the impact

of SAFMEDS is crucial

The say-all-fast-minute-every-day-shuffled (SAFMEDS) method of precision

teaching has been shown to be an effective strategy to gauge student performance,

adherence to instruction, and promote the acquisition of skills. According to Quigley

2021, the effective use of the SAFMEDs procedure is not only determined by the

progressive increase in the number of correct responses by the respondent at a fixed

time span.

The advantage of the system in the current learning platform is that it allows

the students to challenge themselves to get to greater heights in education and better

understand their field of study through self-governed practice. Additionally, as the

students progressively record higher grades, their confidence is boosted, and their

competitive spirit is ignited (Owen et al., 2021).

Even though the SAFMEDS technique has the potential to be developed for

the betterment of the education system, it is discovered that the teaching staff must be

cautious of the students' test-cheating behavior- this is one of the study's main

limitations (Owen et al., 2021). The main concern for the teachers is that for the

approach to work if the students are keeping track of their data, a staff person must be

convinced in them to report the correct score.

However, a conviction in the ability of the students to do right by the rules of

the test remains a factor that cannot be quantified; thus, further measures buffer the

integrity of the study approach as well as the results. Also, the teaching staff

participants noted that some students turned to cheat, especially when conducting
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group or class-wide assessments. Additionally, another limitation of this study would

be that there is a limited number of trials and a small time span per trial.

Therefore, in the latter case, the respondent cannot fully achieve their potential

abilities to learn. The respondent is seen to rush through the cards as there is limited

time resulting in a small recorded number of correct responses and a larger number of

not yet responses. With limited time, there is increased confusion and a decreased

number of correct answers. Moreover, the limited number of trials causes a limitation

on the data analysis since when the data is entered, it does not show the growth of the

respondent in the study over time.

Therefore, in the future, the learners, in conjunction with their teachers, should

increase the number of trials so that the plotted graph should increase the uploaded

data to give a long-term progressive change and betterment. Future research on

examining the correctness of the learnt terminology would therefore further the

positive results on SAFMEDS.

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Reference list

Nordlund, E. (n.d.). The Effects of Reversing SAFMEDS Presentation on Learning

and The Effects of Reversing SAFMEDS Presentation on Learning and

Generalization. [online] pp.1–57. Available at:

https://digitalcommons.cwu.edu/cgi/viewcontent.cgi?

article=2117&context=etd.

Owen, K., Watkins, R.C., Beverley, M. and Hughes, J.C. (2021). Assessing the Social

Validity of the SAFMEDS Strategy From the Perspective of Teachers and

Children. Frontiers in Education, 6.

Quigley, S.P., Peterson, S., Frieder, J.E., Peck, K.M., Kennedy-Walker, A. and

Chirinos, M. (2021). An Evaluation of Multiple SAFMEDS Procedures.

Behavior Analysis in Practice.

Rabbitt, L., Byrne, D., O'Connor, P., Gorecka, M., Jacobsen, A. and Lydon, S. (2020).

A pragmatic randomised controlled trial of SAFMEDS to produce fluency in

interpretation of electrocardiograms. BMC Medical Education, 20(1).