Good and Bad Memory in Academic Study

I. Abstract Improving reposition has constantly been a critical issue of roughly concern for either person in general, particularly for educatees in academic encyclopedism. checkly, our enquiry aims to examine virtually possible explanations for two students redeeming(prenominal) and bad storage in academic survey. A nonher approach of this cartoon is to look for the solutions to students worth slight stock performance. To salt away the selective smashment, a interrogative moodnaire was certain and delivered to 60 side of meat students in the context of capital of Vietnam University.The induceings educe that although or so of students acquit general knowedge well-nighwhat computer retrospect skills, not many of them efficiently employ what they corroborate absorded. In conjugation with in hard-hitting culture methods, tree s traffic circleh, let out submersion and over erudition atomic number 18 the authorized concomitantors lowering students repositing. Consequently, a ethical retrospect skill is not enough, lotstimes important than that is the use of pedagogy the brain every day to travel by the best of retention ability. II. IntroductionApp arntly, masses argon now overwhelmingly bombarded by a huge tot of t each(prenominal)ing which changes and multiplies every day. Hence, it is of great necessity for each undivided to bedevil a good repositing board so as to perceive and passel with such(prenominal) large companionship. However, it is a circumstance that many people, including students have trouble memorizing. According to Tony (2008), as very much as 95 percent of people suffer from major(ip) problems link up to storehouse. He claims the reason explained for this is that people have little rag to methods or skills to best utilize their inherent capacities (p. 2). In our research, we mainly focus on a group of freshmen and sopho more(prenominal)s of Hanoi University to find tabu why students somewhattimes shade befuddled with their reminiscence board and in what ways they female genital organ pressurize their retentive remembrance in academic study. III. Materials and methods For the data collection purpose, a examinationnaire serves as the near practical and effectual tool due to its convenience and speediness, peculiarly when the survey conducted involves people on a large scale. Our questionnaire consists of two parts, videlicet reasons and solutions, representing atomic number 23 questions on the whole.Specifically, the starting time part is to unwrap the number of slope students of Hanoi University ( slope Hanuers) having recover to computer recollection skills at crop as well as how they evaluate their keeping board ability. The reasons constituting to participants slimy memory atomic number 18 in particular examined. The instant part is knowing in attempt to specify memorys kind virtually students possess. Besides, some memory skills arg on suggested to bump the nearly applicable in academic study. preliminary to the real delivery, we had a trial meter admiting conducted in our kin. The result shows that some informants were wiped bring out(p) slightly the question order.Accordingly, an alternative was fixed as resolve to subjects problems. 60 questionnaires were indiscriminately administered to 60 students on a free basis in April, 2012. Both English freshmen and sophomores participated in the survey, among whom, female numbers as the major unitys. It took us unrivalled acidifyweek to implement the survey and one more day to sort out stamp down sheets. Of 60 questionnaires delivered, 8 were invalid as not being completed, at that broadcastfore 52 left met standards for final tabulation. Data synopsis was undertaken as the next step.In the first part, the respondents response is divided into two groups, depending on their option in the 2nd question. If students label themselves as owning a goo d memory, they pull up stakes come up to answer question on reasons and factors involved. In contrast, those who believe to possess a scurvy memory will be asked to respond to a list of possible ca purposes. The second part contains two littleer sections. The first section is composed of four questions including dozen options, which could be divided into three groups. describe in each group argon some basis symptoms, in egress featuring visual memory, auditive memory and kinaesthetic memory.The next section presents some suggestive memory skills for students to guide which one they in the main employ. Based on respondents choice, we synthesized and analyzed which memory aids are useful academically. IV. Results and take to be backchat 1. The reasons contri exclusivelying towards students poor memory In order to make the data epitome clearer and easier to understand, we divided the respondents answer into two groups, namely group A and group B. conclave A contains studen ts whose answer is yes to the question whether they were taught just about memory skills at domesticate. And others who ticked no for the question mentioned above belong to group B. . The statistics of English Hanuers who have been taught about memory skills at school Table 1The access of English Hanuers to memory skills at school Access to memory skills at school Number of respondents (/52) Percentage (%) Group A 37 71 Group B 15 29 Table 1 shows the access of English students of Hanoi University to memory skills at school. As presented in the delay 1, as much as 71% of respondents have versed about memory skills at school. What lowlife be traced from the get across is that a large number of subjects, in the investigations scope, more or less have some companionship base related to memory. Understandably, it is the obvious fact that people are increasingly aware(p) of the importance of memory in an idiosyncratics success (William, 2009). Students, especially those exam ine foreign phrase are not the exception.It is of great fundament for English learners to develop the degree of memory to increase their language acquisition. The more they understand how their memory whole shebang and how to work with it, the more they enjoy the index finger of memory in their schooling. Nevertheless, the matter should be taken into consideration is the tellingness of those memory skills to students performance. The claim that students who have access to lesson related to memory skills have a bettor memory than those who do not will be look intod in the next part. . 2 The comparison amidst the percent of respondents who have a good memory and those who do not pic Figure 2 The percentage of good and bad memory of taught and instruct memory-skill students Figure 2 compares the proportion held by participants who evaluate themselves as having good memory and those suffering from poor memory in the midst of two groups. The result appears to be different fro m our expectation. Among students in group B, the percentage of those possessing a good memory is much higher(prenominal) than that of in group A.Specifically, nearly 70% of students in group B is mulish to own good memory which opposes to that in group A with solely 46%. This fact can be part explained by the ineffectiveness in students learning styles and memory methods which lead them to encounter difficulties in memorizing. Language learners may suffer more from memory inability since they have to roll in the hay with a large number of vocabularies and structures in everyday learning. From what is presented in the chart, it can be probably concluded that English Hanuers alleviate somehow face difficulties making use of what they conceive at school.Obviously, although educators put antecedence in optimizing students to effectively master their study, students front to find it difficult to take the companionship into practical application. 1. 3a Reasons bestow to good memo ry pic Figure 3a Reasons for good memory. It is all the way shown in the pie chart 3a that among students having good memory, the number of those who take on it as the result of long-run course session makes up to 65%, outnumbering those who are naturally inherited with 35%. It is possibly inferred from the data that the mnemonic competence can be boosted and strengthened by day-by-day practice with the able memorizing methods.Of the same viewpoint, Higbee (2001) states that practice plays as a key factor to memory improvement. It is a fact that the number of people who are born with excellent innate memory is very small, and majority of people stepwise reach the state of having good memory by practice. In Kazts findings (2006), more or less people employ about 10% of their memory ability. He in addition emphasizes that in that location is no bad innate brain, but it is because of peoples underestimation of what their memory can do which causes their memorys limitation.Many students, broadly, are of the opinion that their memory is out of control, which results in the less success of memory practice. 1. 3b Reasons contributing to students poor memory 1. meek slow-wittedness 2. Overlearning 3. Laziness 4. Knowledge neglect 5. Low understanding 6. Negative learning attitude pic (The total number is over 100% because the respondents tick more than one option) Figure 3b Reasons for bad memory embarrass chart 3b displays some customary reasons contributing towards students bad memory. Generally, English Hanuers suffer from poor memory with combination of reasons.Of the six factors provided, laziness ranks as the just about popular one to be blamed on (64%). undermentioned next are overlearning and low concentration which share the same number of 56%. Coincidently, we got the same incidence of 32% for low understanding together with blackball learning attitude as the key elements to students memory inability. Mean objet dart, intimacy disuse is me ntioned as the nigh unpopular factor resulting in respondents poor memory performances. It comes as no surprise to us that laziness is revealed as the main reason leading to students poor memory.The congruent result is presented in Higbees work (2001) when he claims that laziness plays an important mapping in peoples subscript and ineffective memory. Manifestly, memorizing and memory use for study are a complex and composite process which requires a great jackpot of effort and determination. And about 95% of information will be forgotten if learners do not retrieve it in a proper way (Adam, 2009). Therefore, laziness appears to be a huge barrier preventing students from boosting up their memory.Also, being distracted and having too much knowledge to learn are the common reasons as students usually complain that they are out of breath because of the huge amount of knowledge and information absorbed. Some students find it hard to focus on study and regard as things since they h ave to cope with a great deal of interference such as part-time job, finance, love affair, and so on. It varies from person to person in the reasons and factors account statement for their experiencing memory difficulties and there may be a combination between the away(p) and the inside causes.However, what it is down to is that it is students themselves who are the close responsible to their memory inability. 2. Solutions 1. retrospection types of English students of Hanoi University pic Figure 4 remembrance types of English students of Hanoi University Figure 4 describes the memory types of English Hanuers. As generally demonstrated from the findings, participants belong to various types of memory. not and do they possess unity type of memory but in any case those of combination. Nevertheless, more students belong to single types than abstruse types.Of six categories provided, visual memory is the most preferred one as 31% of students are classified in this category. mass es owning visual memory type have tendency to mulct by creating affable images, looking at pictures and diagrams. Auditory memory refers to people who memorize information collapse through melodies, beats and rhythms. They prefer to adjudicate instruction manual or lectures rather than watch or write, and expose take in information presented orally (Cusimano, 2001). As shown in the chart, 23% of respondents belong to type of auditory memory.Mean objet dart, 15% of the subjects show that they are possible to be in the group of kinaesthetic memory. Those prefer trying or experiencing things to memorize and they tend to enjoy activities more during class time. pic Figure 5 Memory skills utilize to wagerer memory Figure 5 presents some memory skills students use to better their memory. Connecting old and refreshed information is the most popular methods to be employed by English Hanuers (42. 3%). Meanwhile, 30. 8% of respondents feel that using mindmaps helps them most in ana lyze and remembering things.Taking notes while studying seems less effective as just only 26. 9% of students choose it as their pet method to memorize. Undeniably, new information can be easily memorized if it is organized base on the connection with the background knowledge. The better you understand the subject, the longer and more vividly you remember it. Using mindmaps is considered as an effective skill in improving memory because it boosts the react of both sides of the brain (Tony, 2008). Users not only create a cordial image but also bear witness a real map on the authorship, which help the brain ave time to depute the information into long-term memory. Taking notes while studying also is very important since students cannot remember all the contents during the class. It is a muscle activity, and the fact is that our muscles have importantly better memories than our heads (Kesselman- Turkel, Peterson, 1982). When writing something down, you will remember more efficienly than just only read or listen. Moreover, the lecturer or superior may give a lot of precious and interesting information from their knowledge and experience, which are not written in any books.Hence, it is vital for a student to take notes for reappraisaling after class time. However, because of laziness, some students still have the wrong cognisance of note-taking skill. IV. Conclusion In brief, this small-scale paper investigates reasons and solutions to poor memory among English students of Hanoi University. Firstly, laziness, low concentration and over-learning are the most common factors contributing towards students memory inability. With regards to these problems, some memory skills are recommended. Different students choose their own method which helps them remember most effectively.They highly appreciate the connection between background knowledge and new information as well as the contribution of reviewing in memorys improvement. However, because of the small scale of the research conducted, the limitations are unavoidable. We failed to establish the correlation between students memory types and their most favorite memory skill. Hence, in upgrade research, this should be taken into consideration as an important key point. It is our attempt in giving some brief review about memory and the ways to boost students memory.We hope that the research helps students identify their memorys type and define the most effective skills and study methods. REFERENCES Adam, K. (2002). Im a gifted, so are you. England, Times Media Pte Ltd. Cusimano, A. (2001). Learning disability, theres a cure. Pennsylvania, Achieve Publications. Harry, L. (2000). How to develop a power memory. revolutionary York, NY apologize Press. Higbee, K. L. (2001). Your memory how it works and how to improve it. raw(a) York, NY Maloew and Company Katz, E. (2006). Secrets of a super memory. New York, NY Free Press.Kesselman-Turkel, J. & Peterson, F. (1982) Note-taking made easy, Lincol nwood, IL contemporaneous books. Tony, B. (2002). Mind maps book. USA, Penguin Group (USA) Incorporated. Tony, B. (2008). Use your head. London, BBC Pubns. William, W. A. (2009). Memory How to develop, train and use it. UK, The Elizabeth T- wne. APPENDIX QUESTIONNAIRE We are Hoang Thi Hoa and Dam Thi My Hanh, from class 11a10. Our research aims to investigate the reasons contributing to the students poor memory and also find out some effective ways to hasten their memory.We would be acceptable for your honesty in answering these questions. thank you so much for your cooperation. I. REASONS 1. Were you taught anything about your memory skills at school? ? Yes ? No 2. Do you think that you have a good memory? ? Yes ? No ( If yes, skip question 4, if no, skip question 3) 3. What could be the reasons explained for your good memory? ? Naturally, I have a good memory ? It is the result of my practice Other(s). ( please specify) 4. What factor(s), in your opinion, contributes to your poo r memory? You unable to concentrate when you study ? You have to learn too much knowledge at a time ? You are lazy ? You disuse what you have learned ? You do not understand clearly what you learned ? You try to remember only when you are forced to ? You have negative attitude when having something to study and remember II. SOLUTIONS A. TO vanquish REMEMBER INFORMATION, (circle only one for each question) 1. When learning new words, I often try to a. Visualize the word b. hypothesise the word aloud c. Write the word 2. When needing concentration to study, I usually a. picture at something carefully . Listen to melody c. Find a quiet place 3. When reading, I a. Like descriptive scenes b. enthral conversations and try to hear the characters c. Prefer actions and do not like reading much 4. When learning something new, I a. Like to see diagrams or pictures b. Prefer to hear instructions or like to talk about it with someone else c. Prefer to jump discipline in and try it B. TO BE TTER MY MEMORY, I ? using mind maps ? connecting old and new information ? taking note while study Other(s). (please specify) THANK YOU VERY ofttimes FOR YOUR COOPERATION