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

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.