Imagery For Text Learning And Self Explanation

1433 Words6 Pages
No doubt that today the World is full of competition. Many students are under tremendous pressure to achieve highest grades in order to maximize their chance in achieving their career goals. In fact, there are many ways being examined by educationists to improve educational system outcome so that they can help students adjust their learning through the use of effective learning techniques. Although imagery for text learning, self-explanation and practice testing are often used by students to study, this essay will argue that practice testing is the most effective compared to imagery for text learning and self-explanation. First of all, the benefits and drawbacks of each technique will be discussed, than evidence will be provided to…show more content…
Results show that students who use imagery without drawing has achieved 70%; students who do not use imagery but do drawing has achieved 63%; students who use both drawing and imagery has achieved 61%; students who read the text only has achieved 63% (Dunlosky et al., 2013, p.24). This suggests that students who use imagery only have obtained a higher comprehension performance than the other groups. This could be due to the fact that students can well summarise the main points in the text material by creating mental imagery, which enable them to visualise and deeply participated into the text. Therefore, resulting in a longer memory retention of the information they have read.
However, the impact on the students’ test performance may vary depending on the text material given. Imagery for text learning did not help students to read text materials that have 2000 words or more (Anderson & Kulhavy, 1972). This is because it can be time consuming for them to transfer the text into mental images. As the amount of information transferred increases, mental images produced can take up a lot of spaces in the brain. This can cause the transferring process to be slow. Moreover, it can be complicated and cause confusion when dealing with a vast amount of information. Overall, this technique can improve the students’ learning efficiency (with short text material only) and have a longer
Get Access