Modernizing Curricula, Instruction, and Assessment to Improve Learning

Gregory, Laura; Bend, May

doi:10.1596/978-1-4648-1234-7_ch7

Cited by 1 publication

(1 citation statement)

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“…The latter then translates into their expectation that good performance can be achieved through the exercise of verbatim memory. Not surprisingly, educators in KSA and in the Arab world at large tend to be bewildered by their students' reliance on memorization (Gregory & Bend, 2019;Hamdan Alghamdi, 2014;Hamza, 2010;McLellan, 2012). Yet, a little prodding as well as relevant issues/topics are generally sufficient to induce such students to demonstrate their critical thinking abilities, express interest in knowing relevant facts and understand background information.…”

Section: Introductionmentioning

confidence: 99%

Memorization practice and academic success in Saudi undergraduate students

Pilotti

Alkuhayli

Ghazo

2021

LTHE

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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.

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Section: Introductionmentioning

confidence: 99%