Memorization practice and academic success in Saudi undergraduate students

Abstract

PurposeIn 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/approachStudents' 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.FindingsVerbatim memory performance for individual words and verses moderately predicted GPA.Research limitations/implicationsTo 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 implicationsThe 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 implicationsIn 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/valueThe 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.

Are law students’ individual differences in the post-pandemic world related to performance?

“…The lack of a contribution of self-efficacy to academic performance is consistent with the findings of Choi (2005) but inconsistent with those of Naderi et al (2018) and Lane and Lane (2001) who reported a moderate contribution. An earlier study by Pilotti et al (2022a), which included a sample of Saudi college students, also failed to find a significant relationship between the two variables. One possible account for our finding comes from Fenning and May (2013) who found that students' general selfefficacy was positively related to their academic performance in high school but not in college.…”

Predicting performance of Middle Eastern female students: A challenge for sustainable education

“…To this end, consider that in the present study, late submissions of the first assignment, which were measured only in the UR course, were infrequent (4.60%), often due to circumstances beyond students' control (e.g., death of a family member), had supporting documentation, and were unrelated to any of the procrastination dimensions, r s ≤ −.05, ns . A possible explanation for the null predictive validity of the self‐efficacy measure may be students' difficulties in assessing it, as demonstrated by the limited range of variability of the self‐efficacy ratings with most scores being above the neutral point (Pilotti, Alkuhayli, et al, 2021).…”

“…A possible explanation for the null predictive validity of the self-efficacy measure may be students' difficulties in assessing it, as demonstrated by the limited range of variability of the self-efficacy ratings with most scores being above the neutral point (Pilotti, Alkuhayli, et al, 2021).…”