THE ROLE OF MEMORIZATION TECHNIQUES IN FINALS EXAMINATION PREPARATION‐‐A STUDY OF PSYCHOLOGY STUDENTS

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Abstract
This paper reports on the results of a postal survey carried out basically to examine the nature and extent of usage of mnemonic techniques employed by Psychology students in preparing for finals examinations. Two hundred and five post‐graduates of the Psychology Department at University College, Swansea, i.e. all students who had sat finals papers in Psychology between 1967 and 1971, were sent a questionnaire. The results, based on a response rate of 74 per cent, indicate that 53 per cent of students used mnemonics in examination preparation in order to retain points to be made in essays, 37 per cent repeatedly read material to be retained, 4 per cent claimed they made no attempt to memorize material as such, but rather arrived at an intrinsic understanding of the material. In terms of examination performance there are no significant differences between users and non‐users of mnemonics. This finding does not, therefore, support the view that the use of mnemonics is beneficial to examination performance.

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