Measuring Student’s Memory Recall of Syntactical and Numerical Concepts: a One-time Experimental Research

This study investigated the student’s recall process of syntactical and numerical concepts. Participants of the study were college students (N= 40) from different programs. The study utilized a between-group design composed of two different treatment groups. A non-parametric statistical tool, Mann-Whitney U test, was used to assess if there is a significant difference between the two groups. Students were engaged in a 15-minute session, tasked to memorize 15 random syntactical and numerical codes. After the 15- minute session, they were tasked to write down the memorized codes on the paper provided. Results from Shapiro-Wilk normality test (W=0.934) revealed a violation of normality with the data. In addition, findings from Independent t-test (p=0.025) suggested that students have better memory retention with syntactical rather than numerical codes. Furthermore, findings of the study suggest focusing with improvement in terms of students memory retention of numerical concepts. Suggested adjustment of the allotted time for session should be concerned and programs for memory retention of students be prioritized.