Nonsense_Syllabus

1. TITLE The effect of word position on recall of non-meaningful words and to determine whether recall of nonsense syllables would be influenced by the position of items. 2. ABSTACT This experiment is to determine whether recall of nonsense syllables would be influenced by the position of items studied. Sixty participants were selected randomly from Legon and City Campuses and assigned to 2 equal groups respectively. Group 1 (experimental group) were made to learn 16 trigrams (nonsense syllables). With this group, the list of words were presented in the same serial order during each trial for 10 times, after which they were made to immediately recall the same words in the same serial order in which they appeared within 30secs. The same procedure was used for the second group, however they were made to immediately recall in any order. The MS PowerPoint was used to present the words in 2 seconds intervals. A different core sheet was used for recording for each participant. 3. 4. AIM: This research is to determine whether the recall of nonsense syllabus will greatly influence by the position of items studied. 5. HTPOTHESIS: H1 – the recall of nonsense syllabus will greatly be influenced by the position of items studied. But those who 6. OPERATIONAL EFINITION OF TERMS: 5. METHODOLOGY -A total of 60 participants were randomly selected from a level 300 learning class and divided into two groups of 30 each. . The students were divided into two groups: boys and girls. They were numbered from 1-5 and all 5’s were selected. After they were selected, they were grouped into two groups of 30 each. One group being the experimental group and the other being the control group. Those in group one were made to learn a list of 16 trigrams (three-letter combination, also called nonsense syllabus) to a criterion of 10 trials using the study test method. With this group, the list of words will be presented in the same serial order during each other, after which the participant were made to immediately recall these same nonsense syllabus in the list in the same order in which they appeared within 30 seconds. This was repeated until the 10th study- test per participant. The same procedure was used for subjects in group 2. However, those in group two were made to recall the same items in any order. The same set of words was used for the two groups. The instruments used were score sheet, laptops, pen, and PowerPoint. Marks were awarded on a separate sheet. 1 was awarded for a correct response and 0 rewarded for a wrong answer. | MEAN | STANDARD DEVIATION | EXPERIMENTAL GROUP | 27.5 | 12.71369069 | CONTROL GROUP | 72.16666667 | 17.0153751 | 7. RESULTS: The means and standard deviations were computed. Presented in table 1 are the values obtained. APPENDIX 1ST | DIX | 2ND | JOQ | 3RD | FIJ | 4TH | GUX | 5TH | MUZ | 6TH | VUS | 7TH | RUD | 8TH | PIB | 9TH | TEP | 10TH | QIL | 11TH | ZAD | 12TH | CUJ | 13TH | BEZ | 14TH | HEK | 15TH | WUK | 16TH | LIG | EXPERIMENTAL GROUP SUBJECT CORRECT RESPONSE | CONTROL GROUPSUBJECT CORRECT RESPONSE | 1 | 15 | 1 | 76 | 2 | 20 | 2 | 85 | 3 | 28 | 3 | 76 | 4 | 38 | 4 | 74 | 5 | 14 | 5 | 65 | 6 | 22 | 6 | 57 | 7 | 16 | 7 | 117 | 8 | 44 | 8 | 37 | 9 | 28 | 9 | 85 | 10 | 33 | 10 | 66 | 11 | 35 | 11 | 73 | 12 | 65 | 12 | 48 | 13 | 40 | 13 | 101 | 14 | 36 | 14 | 57 | 15 | 33 | 15 | 66 | 16 | 24 | 16 | 76 | 17 | 8 | 17 | 65 | 18 | 22 | 18 | 59 | 19 | 35 | 19 | 79 | 20 | 26 | 20 | 51 | 21 | 14 | 21 | 60 | 22 | 20 | 22 | 91 | 23 | 22 | 23 | 83 | 24 | 15 | 24 | 54 | 25 | 34 | 25 | 57 | 26 | 13 | 26 | 99 | 27 | 55 | 27 | 83 | 28 | 26 | 28 | 77 | 29 | 19 | 29 | 73 | 30 | 25 | 30 | 75 |