Effect of student cramming behavior to memory retention of basic physics concepts

Abstract

This study aims to determine whether cramming behavior had a significant effect on the memory retention students who took Physics 82 (Fundamental Physics II) during the second semester of school year 2006–2007. A test was given to these students after one semester (first semester, 2007–2008). A comparison was made between the scores of students who acknowledged frequent use of cramming methods and those that did not. Data shows that retention decreases with time whether the student crammed or not. However, students that crammed have faster rate of decrease in memory retention.