Nicodemus, Paola Joyce B. (2007) The effects of change in environmental context on free recall among AB Psychology students, Academic Year 2006-2007. Undergraduate thesis, De La Salle University-Dasmarinas.

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Abstract

ABSTRACT Name of Institution: De La Salle University- Dasmariñas Address: Dasmariñas, Cavite Title: The Effects of Change in Environmental Context on Free Recall Among 1st Year AB Psychology Students of De La Salle University- Dasmariñas, Academic Year 2006- 2007 Proponent: Paola Joyce B. Nicodemus Funding Source: Parent Cost: Php 4,500 Date Started: July 2006 Date Completed: February 2007 Objectives of the Study This study sought to determine the effects of change in environmental context on free recall of CVCs. Specifically, it answered the following questions: 1. What are the raw mean scores of the experimental group and the control group after the manipulation on the independent variable? 2. Is there any significant difference between the mean score of the participants in the experimental group and that of the control group? v Scope and Coverage This study sought to determine the effects of change in environmental context on free recall of CVCs. It consisted of 74 first year AB Psychology students at De La Salle University- Dasmariñas. It used two independent groups between-subjects design with the subjects selected using stratified random sampling. It measured free recall of the stimuli presented, not recognition. Moreover, it did not measure the level of intellect of the participants by measuring their memory. It only covered the effects of change in environmental context on free recall of CVCs among selected first year psychology students at De La Salle University- Dasmariñas during the school year 2006- 2007. Methodology The study used an experimental design, specifically between-subjects two independent groups design to test the hypothesis that material is better remembered in an environmental context similar to where it was presented than in a new environmental context. After the administration of the recall test, the gathered data were analyzed using the t- test for independent groups. Major Findings It was found out that the experimental group (N= 37, M=6.32, SD= 2.76) had a lower score than the control group (N= 37, M= 7.35, SD= 3.51). vi However, it was revealed that even though there was a difference between the scores of the two groups, this difference was not statistically significant. Conclusion It was concluded that there is no significant difference between the scores of those who had different learning and testing environmental contexts and those who had similar learning and testing environmental contexts. This conclusion implies that context- dependent memory did not take effect in the academic setting, specifically in learning and testing of 1st Year AB Psychology students of De La Salle University- Dasmariñas during the Academic Year 2006- 2007. Two things could explain this. One, the participants could have already been used to being transferred from one room to another, as they have experienced during the first semester of their stay in the university. Second, the difference between Environmental Context 1 and Environmental Context 2 could not have been big enough to cause a significant difference on the participants’ free recall. Recommendation The following recommendations were presented: 1. That this study be replicated for use by other researchers in conducting a more thorough study about context- dependent memory. 2. That in order to find out what factors affect memory, this study be replicated with the following improvements: vii a. Use of a larger percentage of the population, which may be the theoretical sample size of the population being studied. b. Inclusion of more independent variables that might affect learning such as lighting, color of walls, temperature, and ventilation of the testing rooms, time of the day of testing, day of the week of testing, mode of presentation of materials to be learned, type of test to be used to measure learning, and people present during the learning of materials and during the testing of memory. 3. That the practice in our university of assigning students to a room different from where they originally receive learning for every scheduled examination be continued, as no negative effect of this practice in memory and learning was seen.

Item Type:	Thesis (Undergraduate)
Additional Information:	PSY 838 2007
Subjects:	B Philosophy. Psychology. Religion > BF Psychology H Social Sciences > HT Communities. Classes. Races
Depositing User:	Users 4 not found.
Date Deposited:	18 Feb 2016 06:43
Last Modified:	09 Jun 2021 04:09
URI:	https://thesis.dlsud.edu.ph/id/eprint/2076

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