2. Abstract
In this study I ventured to find how the way we read and
study can affect whether we retain the information. To be
specific, I viewed whether we hold information better through
visual reading, audible intake, or binary. To get more in
depths, I incorporated 2 visual levels levels(e-book and paper
back), and 2 binary levels(EB/A and PB/A). I hypothesized
that due to todays age and generation, college students may
score better when studying via paper back and audio book.
To conduct the study I found a total of 5 classes and had
them each conduct an short test after going through one of
the previously mentioned variables and levels. Once
completed one way ANOVA, Means, and bivariate
correlational tests, creating approval for my hypothesis. From
statistical research and notes it is concluded that PB and
audio create a better outcome of recall memory, leading to
better informational retain while studying.
3. Question
Which mode of informational intake is bets fit
for recall memory
What variables play a significant factor in how
well they do with intake variables and
levels(PB/EB/PB.A/EB.A)
4. Hypothesis
The over all hypothesis is that my generation(18-
30years) of college students will find paper back-
audio mode to be most effective in recall memory
and studying. I make this statement due to PB.A
being the generic learning style we have endured
in our own up bringing.
It is also hypothesized that audio would be the
least effective due to listening being a cognitive
action. Students have a tendency to lose attention
or “zone out” when uninterested, ultimately
blocking attentiveness.
5. Method
This experiment was completed by five
separate groups of at least 11 students. After
distributing informed consent speech I waited
five to ten seconds for students who did not
want to be a part to disburse. Students then
received an excerpt through one of the five
intake modes and afterwards were presented
with two questionnaires(one being a nine
question test based on the excerpt, the second
being a demographic survey). They would then
pass them back as the exited.
6. Method: PB
Once approving participation:
Students were handed printed out excerpt
Students were given 5-10 minutes to read excerpt
I then re-collected the excerpts and passed out
the two questionnaires
Students were instructed to write PB(paperback)
at tops of questionnaires to distinguish modes
and answer questions to best of their ability
Students were instructed to drop off answers after
all were answered.
7. Method: PB.A
Once approving participation:
Students were handed printed out excerpt and
instructed to listen to the audio excerpt at same time
Students were given 5-10 minutes to read and listen
excerpt
I then re-collected and closed out the excerpts and
passed out the two questionnaires
Students were instructed to write
PB.A(paperback/audio) at tops of questionnaires to
distinguish modes and answer questions to best of
their ability
Students were instructed to drop off answers after all
were answered.
8. Method: Audio
Once approving participation:
Students were instructed to listen to the five
minute excerpt
Once the audio was completed I passed out the
two questionnaires
Students were instructed to write A(Audio) at tops
of questionnaires to distinguish modes and
answer questions to best of their ability
Students were instructed to drop off answers after
all were answered.
9. Method: EB
Once approving participation:
Students were instructed to view the projected excerpt
Students were instructed to raise hand once done
reading
For students who read fast, they were instructed to come
up, get their demographic answer choices to hold off for
students who read at slower speed.
I then passed out the two questionnaires to remaining
students
Students were instructed to write EB(electronic book)
at tops of questionnaires to distinguish modes and
answer questions to best of their ability
Students were instructed to drop off answers after all
were answered.
10. Method: EB.A
Students were instructed to listen to and read
the five minute excerpt that was projected.
Once the audio and reading was completed I
passed out the two questionnaires
Students were instructed to write
EB.A(electronic book audio) at tops of
questionnaires to distinguish modes and
answer questions to best of their ability
Students were instructed to drop off answers
after all were answered.
11. Results
When viewing means and notes I found EB_A to
be the most effective when compared to all of the
other modes, ultimately debunking my theory that
our upbringing has a an effect on which mode we
performed best and moist comfortably. Though it
was the most effective, it was very close to the
outcome of paperback-book and audio module. I
found the least effective to be audio. These scores
were viewed as the lowest with the lowest
descriptive statistics and correlation. This, plus
taken notes, supported my theory that students
would lose interest, eventually dropping
attentiveness causing for lower scores in audio
intake mode.
12. Results Charts
Report
Com_Score
Group Mean N Std. DGrouped Median
1 2.5333 15 1.59762 2.1667
2 2.2143 14 1.42389 2.0000
3 3.3077 13 1.54837 3.2500
4 2.3077 13 1.10940 2.2857
5 3.2727 11 1.00905 3.4444
Total 2.7761 67 1.54548 2.6452
13. Results Chart (contd.)
Report
Com_Score
Class Mean N SD Grouped
Median
1.00 2.3333 6 1.21106 2.3333
2.00 2.8000 15 .94112 2.6667
3.00 2.3750 24 1.92946 1.8000
4.00 3.3182 22 1.39340 3.3571
Total 2.7761 67 1.54548 2.6452
14. Discussion
More participants
Was only able to do 1 group for each mode and merely 10-
15 people.
More people would have made for better and more
accurate significance
Able to use different method of research
Repeated measures
Participants were more cultured and universal
More races
More ages
More willing participants
Some scores are due to lack of care or rushing other than
actually not knowing the answers
15. Conclusion
I have proven my hypothesis wrong with the
statistical numbers giving a high significance
number and mean to PB.A mode. The range
score for PB.A was 5 also generating more high
scores than any other module.
EB.A may have been more effective, but is unable to
be proven because of lack of participants. Though,
many of the scores were surprisingly higher and
recurrent than that of PB.A module.
Audio was also proven to be the least effective
and lowest scores when viewing scores and
statistical charts
