Improving Pre-service Teachers’ Memory and Retention Using Durable Memory Strategies in an Instructional Technology Course

Oriade Oluwaseun^1, , Famaye Tolulope², Bello Lukuman² and Esobi Collins Ikechukwu³

¹Department of Science and Technology Education, University of Ibadan, Ibadan, Nigeria

²Olukoville, Abuja, Nigeria

³Department of Food, Nutrition and Packaging Science, Clemson University, SC. USA

Cite this paper:
Oriade Oluwaseun, Famaye Tolulope, Bello Lukuman and Esobi Collins Ikechukwu. Improving Pre-service Teachers’ Memory and Retention Using Durable Memory Strategies in an Instructional Technology Course. American Journal of Educational Research. 2020; 8(11):847-855. doi: 10.12691/education-8-11-4

Abstract

There are evidence that human learning can generally be mediated. Learning takes place when learners interact with learning materials and the environment of the learner has been sufficiently modified in such a way that a specified learning outcome occurs. But how can leaners apply an acquired knowledge or skill if you have not committed it to memory? Durable memory is the basis on which effective inquiry, thinking and learning are done; the ability to remember things. Hence, this study examines how durable memory strategies (Memory Palace and Mind mapping) influence pre-service teachers’ memory and achievement and find out if Intelligence Quotient is a proxy for memory and Achievement. This study adopted the Pretest Posttest Control Group Quasi-Experimental Design. The results show that there was significant main effect of treatment (mind map and Memory Palace) on pre-service teachers’ Memory and Achievement. This study shows that learning using durable memory strategies could make a difference in helping learners retain and recall content that can be used in problem solving, creating things, and thinking critically.

Keywords:
memory palace mind mapping pre-service teacher memory achievement

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