We investigated the association between scripture memorization and brain tissue using magnetic resonance imaging techniques.Participants comprised 63 healthy adults between the ages of 35 and 80 years old with no neurological or psychological disorders.Of these, 19 had completely memorized the Quran, 28 had partially memorized parts of Quran while 16, the control group, had not committed the Quran into their memory. White matter, grey matter and cerebrospinal fluid volumes were calculated. The brain tissue volumes of those who memorized the entire Quran and those who memorized only a small portion were compared with the control group using one-way ANOVA implemented in SPSS. There was no significant effect of age between the three groups (p>0.50). The group who completely memorized the Quran had larger grey matter and white matter volumes than the control group.Our results showed that those who memorized scripture had more brain tissues preserved compared with those who had not memorized scripture. These findings suggest that engaging our brains by memorizing scripture may increase brain health.
This study aimed to determine the difference between (a) the retention of information by students taught machine learning using the culturo-techno-contextual approach (CTCA) and the lecture method; (b) the retention of information by male and female students taught machine learning using CTCA; and (c) the interaction effects of gender and the teaching methods on the retention of information by students taught machine learning using CTCA and lecture. Adopted learning ideas include Vygotsky's theory of constructivism, Ausubel's philosophy of meaningful learning, and the philosophical framework of the CTCA. This study employed sequential explanatory mixed methodologies and a quasi-experimental research methodology. A total of 138 learners in senior secondary II participated in the study. The reliability of the Machine Language Achievement Test (MLAT) was determined using the split-half method, which yielded a Spearman-Brown coefficient of 0.80. There is a statistically significant difference in method of teaching [F (1, 137) = 111.61; p<0.05], which was in favour of the CTCA group (experimental). There is no statistically significant difference in the gender of the students in the experimental group [F (1, 137) = 0.08; p > 0.05]. The interaction effect of methods and gender is not statistically significant [F (1, 137) = 1.61; p = 0.21]. We therefore encouraged and suggested that secondary school computer studies teachers should utilise CTCA in order to improve student learning.
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