Does Taking Breaks Affect Studying

Does Taking Breaks While Studying Memorization

Aarika Parker

California State University of Northridge

Abstract

The investigation of study breaks affecting memorization is important to see what more effective ways for college students to study are. In our experiment we conducted a 2x2 factorial, between-subjects design. To conduct the experiment we had students (n=92) split into randomly assigned four groups. Two groups had a chance to study and take a break, while the other two groups did not receive any breaks. Then they were administered a test to see how much they could recall. Our results concluded that taking a break while studying were not significant.

Keywords: Study habits, listening to music, test scores, recall

Does Taking Breaks While Studying

My classmates had asked one another how we study for our research methods exams. Two of us said that we study straight through and the day of review our weakest part. The other two said they take breaks while they study. So we wanted to know which method was more affective. This curiosity sparked the question, does taking breaks while studying affect memorization? We hypothesized that the students listening to instrumental music will memorize more words. Students who study with breaks are likely to memorize more words. Also, students listening to instrumental music and taking breaks in between will memorize more words.

  “Some research suggests that the types of study techniques that a student uses affect exam performance (Bol, Warkentin, Nunnery, & O’Connell, 1999) (Gurung, pg. 23, 2005). My study is out to prove this statement. According to some academic journals investigating this subject it does come up often that there are many techniques that students use to memorize. Most common are rewriting the information out and rehearsing. We believe that rehearsing and taking a mental break would be more effective. Versus absorbing so much information at one time. This short experiment is to make students aware of their memory capabilities. “Overall, students would most likely perform better on tests if they space out their studying over the course, despite differences in the way distributed practice is carried out” (Bain, 2012) (Bartoszewski and Gurung, Comparing the Relationship of Learning Techniques and Exam Score, 2015). Although, studying in college has more to do with long term memory. This is just a mild version of actual studying.

We are conducting this research to see if taking breaks beneficial for your memory, as well as your performance on your exams. According to several theories of discourse processing, forming causal connections is central to building a coherent representation of a text in memory (Black & Bower, 1980;Fletcher & Bloom, 1988; Graesser, 1981; Trabasso & Sperry, 1985; Trabasso & van den Broek, 1985).Study strategies are one of the most difficult things as a college student to figure out. Sometimes while learning an individual feels like it is too much information.

 “Formal statistical tests to decide if a real time series is better described as a realization of a long memory process or a process with structural breaks are therefore of value.” (Bisagila. Gerolimetto, Testing structural breaks versus long memory with the Box–Pierce statistics: a Monte Carlo study,2008). Our study is trying to prove if there is any value in breaks, and show that the long memory is not affected by taking the break.

Methods

Participants

        For this study we had a total of 92 participants, males and females. They were a mixture of freshman through seniors that currently attends CSUN. Our design for conducting the experiment was random assignment. Through this study their incentive was getting a credit that goes towards their psychology class. The races that participated were black, white, Asian, Mexican, and some Middle Eastern. 45 of the participants do take breaks when they study, and the other 47 do not take breaks while studying. Some of these questions at the end of our experiment has given my group an insight on our participants.

Materials

So to proceed with the procedure. My group’s first step in creating the materials, a list of fifteen 12th grade words were made for the participants to study. Pencils or pens were provided for them to write. There was a test sheet with fifteen blank lines for the participants to write down the words that they could recall from the list. The last page of the packet was the demographics page, a total of eight questions. For us to actually measure our dependent variable we asked, “How well do you think your performance was in terms of memorization?” and had a scale rating 1, extremely poo to 5, extremely well. This question is a great indicator of how difficult for the participants to retain the words either having a break or not having a break. For both experiment and control groups they all had the same fifteen words, test, and demographic sheets. Then, we had to pick some music for the participants to listen to while studying, and select music that could be used for each group. Each group got randomly assigned to either instrumental music or music with lyrics. For music we chose Eleanor Rigby by the Beatles. That music was chosen because the music’s tempo was not too fast nor too slow to put our groups to sleep. It was just the right amount to see if our participants could focus on the task at hand.

Procedure

Our procedure was a 2x2 factorial, randomize between-subjects design. To get our study going. First, we had Jeanette check in the students by their identification number. Before coming in they were told no extra materials or phones out before, during, and after the experiment. Pencils and pens and the list of words were distributed placed face down on the desk. The consent form was displayed on the projector screen. For every group this was displayed and we allowed them to read this for about two minutes, so they were knowledgeable of their rights and what the study was about. After they were done reading the consent form we explained that when we say, “go” to go ahead and begin studying the fifteen words on the sheet.

Now for the groups that did not have breaks, they were instructed to study for five minutes (while the Beatles played), the words were taken away. Then they had seven minutes to write in as many words they could recall and then answer the demographic questions (no music playing). For the control group this gave them a total of fifteen minutes. The packets were then collected.

As for the experiment group, they were instructed to study for five minutes, while the Beatles were playing on the computer. After, they were instructed to take a break for three minutes (no music played while taking a break or taking the test), while taking a break the sheet they were studying was picked up and the test shit was distributed and placed face down. After the three minutes were up they also had seven minutes to do the test and complete the demographic questions, giving a total of 15 mins as well. After they were all done, the packets were collected.