Memorization Practice and Academic Success in Saudi Undergraduate Students

Autor/inn/en	Pilotti, Maura; Alkuhayli, Halah; Al Ghazo, Runna
Titel	Memorization Practice and Academic Success in Saudi Undergraduate Students
Quelle	In: Learning and Teaching in Higher Education: Gulf Perspectives, 18 (2022) 1, S.19-31 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pilotti, Maura)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2077-5504
DOI	10.1108/LTHE-08-2020-0030
Schlagwörter	Foreign Countries; Grade Point Average; Predictor Variables; Memorization; Memory; Self Efficacy; Undergraduate Students; Females; Recall (Psychology); Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; Prädiktor; Gedächtnistraining; Gedächtnis; Self-efficacy; Selbstwirksamkeit; Weibliches Geschlecht; Abberufung; Saudi-Arabien
Abstract	Purpose: In the present study, the authors examined whether academic performance [grade point average (GPA)] can be predicted by self-reported frequency of memorization and recitation, verbatim memory performance, and self-efficacy in a sample of college students from Saudi Arabia. Design/methodology/approach: Students' verse memory, word memory, experience with memorization and recitation, as well as general self-efficacy were measured. GPA was provided by the Office of the Registrar. Findings: Verbatim memory performance for individual words and verses moderately predicted GPA. Research limitations/implications: To be determined is the extent to which memory skills for different materials are related to memorization and recitation practice as well as encoding preferences. Practical implications: The findings indicate that even though in college a premium is placed on activities that transform the format of the materials to be learned, activities that replicate materials may still be helpful. Social implications: In Western pedagogy, memorization and recitation are considered counterproductive modes of information acquisition. The findings of this study illustrate that retention is an essential processing step upon which the complex cognitive activities that are embedded in college-level curricula rely. Originality/value: The extant literature illustrates the benefits of exceptional memorization and recitation training. The findings suggest that academic success is positively related to what would be judged as moderate practice, thereby supporting the notion that benefits exist. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01