Student Cramming
Effect of Student Cramming Behavior to Memory Retention of Basic Physics Concepts
LL Abejuela, JC Gallardo, AI Silva, RL Gallega, DM Tabernilla, JR Tuates, and EA Florido
Institute of Mathematics, Science, and Physics
Physics division, University of the Philippines Los Baños
Abstract
This study aims to determine whether cramming behavior had a significant effect on the memory retention students who took Physics 82(Fundamental Physics II) during the second semester of school year 2006-2007. A test was given to these students after one semester (first semester, 2007-2008). A comparison was made between the scores of students who acknowledged frequent use of cramming methods and those that did not. Data shows that retention decreases with time whether the student crammed or not. However, students that crammed have faster rate of decrease in memory retention. 1. Introduction
Cramming is defined as studying a relatively large amount of subject matter in a short period of time. It can be regarded as a desperate measure of students to pass exams, complete projects. The consequence of such manner of study is low memory retention [1]. This study aims to confirm or disprove this stereotype. It is possible that grades reflect only short term learning since they are given at the end of the semester and there is no assurance for long term retention. According to Duda, memory retention is enhanced if, for example, a five hour study session is broken down into five separate one hour sessions [1]. This applies to cramming where a single study session just before an examination is less effective than several short study sessions. A survey was conducted to verify these assumptions using UP Los Banos students who took Physics 82 during the second semester of school year 2006-2007. The survey was limited to these students who are currently enrolled in Physics 83 during the first semester of school year 2007-2008. Physics 82 covers
LL Abejuela, JC Gallardo, AI Silva, RL Gallega, DM Tabernilla, JR Tuates, and EA Florido
Institute of Mathematics, Science, and Physics
Physics division, University of the Philippines Los Baños
Abstract
This study aims to determine whether cramming behavior had a significant effect on the memory retention students who took Physics 82(Fundamental Physics II) during the second semester of school year 2006-2007. A test was given to these students after one semester (first semester, 2007-2008). A comparison was made between the scores of students who acknowledged frequent use of cramming methods and those that did not. Data shows that retention decreases with time whether the student crammed or not. However, students that crammed have faster rate of decrease in memory retention. 1. Introduction
Cramming is defined as studying a relatively large amount of subject matter in a short period of time. It can be regarded as a desperate measure of students to pass exams, complete projects. The consequence of such manner of study is low memory retention [1]. This study aims to confirm or disprove this stereotype. It is possible that grades reflect only short term learning since they are given at the end of the semester and there is no assurance for long term retention. According to Duda, memory retention is enhanced if, for example, a five hour study session is broken down into five separate one hour sessions [1]. This applies to cramming where a single study session just before an examination is less effective than several short study sessions. A survey was conducted to verify these assumptions using UP Los Banos students who took Physics 82 during the second semester of school year 2006-2007. The survey was limited to these students who are currently enrolled in Physics 83 during the first semester of school year 2007-2008. Physics 82 covers
References: [1]J Duda. Study shows test cramming has negative effects on grades. http://wc.arizona.edu/papers/94/91/01_2_m.html. Last modified on Feb 2, 2001. [2]H.D. Young and R.A. Freedman. University Physics: The Modern Physics, tenth edition. USA: Addison-Wesley Publishing Company, 2000. [3]Statistics.Encyclopedia Britannica 2005 Deluxe Edition CD.USA, Encyclopedia Britannica Inc. 2005