Evaluation of Memory Strengths of University Students While Studying

Introduction

The topic under study is the evaluation of the memory strengths of university students while studying. The main aim of the research process is to understand the characteristics and nature of memory systems and processes that influence study processes among university students. Memory is a byproduct of information processing depth that is both short and long-term. Research studies have demonstrated that memory strength is critical to learning and relies on learning since the typical information that is usually stored in the memory of individuals often develops the basis for associating new knowledge. The relationship between existing memory and study habits is symbiotic. It is based on the strengths of memory to understand the role of aids, spaced repetition, and active learning to university students in realizing their learning outcomes in their institutions of learning. Therefore, the paper is set to survey the strengths of memory to understand the memory strengths of university students during their studies, focusing on research methodology, critical discussion, and a brief conclusion relating to the survey.

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Research Methods

The study involved a quantitative research design that involved gathering and analyzing numerical data to evaluate relationships, identify overarching outcomes, and uncover trends in the analysis process. The quantitative research design was appropriate for the analysis since it allows for generalizability, statistical rigor, objectivity, and data-driven decision-making (Bloomfield & Fisher, 2019). The quantitative research design focuses on the survey method to gain knowledge on a particular topic while gauging the participants’ behaviors, opinions, and attitudes relative to their memory strengths. The research considered a predictive survey determined by predicting potential trends through a cause-effect association. The survey research design is considered due to its versatility, reliability, generalizability, and cost-effectiveness. Besides, it can collect extensive information for a relatively high number of respondents.

The main participants in the study were university students currently in their study sessions. The study respondents were selected through simple random sampling. The respondents were physically offered the questionnaires through mail and others for convenience and ease of access. The questionnaire involved in the study was close-ended questions involving rating scales and multiple choice questions that the respondents were required to choose from. The close-ended questions were considered in the analysis since they allowed easy analysis of the study outcomes. Besides, the questions took less time to answer, intensifying the respondents’ response rate (Taherdoost, 2022). The respondents were offered sufficient time to provide their responses, after which the responses were recorded and coded in Excel for analysis. Moreover, the entire study ensured ethics were adhered to, allowing people to have an enhanced understanding of issues, policies, and ethical standards to have the upper hand in decision-making and ethical judgment processes.

Results 

The table above demonstrates that individuals who gave a score of 1 were 6, a score of 2 was 7, and a score of 3, 4, and 5 were 6. A score of 6 was 8, a score of 7 was 5, a score of 8 was 8, a score of 9 was 7, a score of 10 was 10, a score of 11 was 6, and a score of 12 was 8. Most respondents scored ten relative to their ability to retain and absorb information. They were followed by individuals who scored 6, 8, and 12, who scored eight relative to their capacity to absorb and retain information. Most students recorded scores above 6 of their capacity to keep and absorb information.

In the table above, the graph shows that family expectations are very likely to influence the respondents’ ability to absorb and retain information. The social actors are expected to contribute to the respondent’s capacity to absorb and retain information. A considerable number of the respondents still feel like cultural factors are unlikely to influence the respondents’ ability to absor