Memory Retention Of The Presentation Information And Those Who Were Told Nothing

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We found that there was no significant difference between the memory scores of those who thought they had to teach the information and those who were told nothing. Yet, a consistent trend was found with both dependent variables. Although the trend does not fall within the confidence band, it can be considered a consistent trend because it is constant for all four different conditions. Refer to Figure 2, the memory scores were consistently lower when white noise was present, regardless of which condition the participants were in. In addition, the anxiety levels were slightly higher when white noise was present regardless of active or passive condition, refer to Figure 3. Our null hypothesis states that there will be no significant difference in memory retention of the presentation information between those who are told they must teach the presentation right after and those who are not told anything, and there will be no difference in anxiety levels when noise is introduced into the classroom. However, our study tested the hypothesis that the potential of having to speak publicly would enhance memory retention. Yet, our results proved otherwise.
Opposite to what we hypothesized, the memory for all four groups remained relatively consistent with one another with respect to the active and passive conditions. Anxiety did not have a major impact in boosting memory performance, even when white noise was in the background. We found that from the perspective of the student,

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