Choose and carry out an appropriate analysis method using SPSS.

Assignment Brief

Project Requirements (2500 words), APA style

Use quantitative methods in a learning experiment

This week you will submit a scientific report as part of the module Project.

• Open the SPSS data file you created
• Choose and carry out an appropriate analysis method using SPSS.
• Compose a scientific report around your results that includes the following:
• Introduction: This section should discuss the importance of your hypothetical study on adult learning and memory. This section of the report should establish the need for the study you participated in within the context of the literature on learning.
• Mini Literature Review: Surveys the research on adult learning and memory. At least 4 research studies from scholarly journals need to be included. This is the minimum required, but you are encouraged to demonstrate a strong understanding of the research in this area.
• Evidence of critical analysis is necessary.
• Methods: This section of the report details procedures for the experiment you completed online and data analysis method you chose; justification for the analysis method should be included.
• Results: Provide a brief presentation of the analysis results with relevant statistic reported.
• Discussion/Conclusion: This section of the report should include a discussion of the findings within the overall context of the literature on learning.

Sample Answer

The Effects of Repetition on Adult Learning and Memory: A Quantitative Analysis

Abstract

This report presents a quantitative investigation into adult learning and memory using SPSS data analysis. The study explores whether repeated exposure to material improves recall performance among adult learners. A hypothetical experimental design was used, supported by existing research on adult memory processes. Data collected online were analysed using an appropriate statistical method, with findings discussed in relation to prior literature. Results suggest that repetition has a significant positive effect on memory performance. Implications for adult education and lifelong learning are considered.

Introduction

Understanding how adults learn and retain new information is central to both educational psychology and lifelong learning. As societies increasingly value continuous professional development and retraining, it is important to understand the factors that enhance memory performance. Repetition, or repeated exposure to information, is one of the most commonly cited strategies for improving recall. The purpose of this study is to explore the effect of repetition on adult learning and memory performance using quantitative analysis.

This investigation is part of a broader interest in adult learning, particularly in cognitive strategies that improve retention. Adult learners face unique challenges such as reduced working memory capacity and increased interference from prior knowledge. Despite this, adults also bring strengths to learning, such as metacognitive awareness and self-directed motivation. Within this context, understanding whether simple interventions like repetition can support memory is of practical and theoretical value.

Mini Literature Review

Memory and learning have been studied extensively, with various models proposed to explain how information is processed, stored, and retrieved. Baddeley’s (2000) model of working memory remains influential, suggesting that short-term storage and manipulation of information are key for learning. Adults, compared to children, often show declines in working memory capacity, which may affect learning efficiency.

Study 1 – Cepeda et al. (2006)

Cepeda and colleagues investigated the “spacing effect” in adult learners, finding that spaced repetition significantly improved long-term memory retention compared to massed learning. Their findings emphasise the importance of repeated exposure to material over time, which aligns with the central theme of this study.

Study 2 – Karpicke and Roediger (2008)

This study focused on retrieval practice in adult learning. They found that repeated retrieval, rather than simple review, produced stronger long-term recall. This suggests that repetition involving active engagement may be particularly effective for memory enhancement.

Study 3 – Benjamin and Tullis (2010)

Benjamin and Tullis explored how adults decide when to stop studying material. They observed that while adults often feel they have learned enough after limited exposure, performance improves significantly with more repetitions, indicating a mismatch between perceived and actual learning.

Study 4 – Carpenter et al. (2012)

Carpenter and colleagues examined how repetition interacts with different learning modalities, such as visual or auditory input. They found that repetition improved recall across all modalities, reinforcing the idea that repetition is a broadly effective tool in adult learning.

In summary, prior research indicates that repetition improves memory performance in adults, though the precise mechanisms and optimal conditions remain under study. These studies form the foundation for the present investigation into how repeated exposure affects recall accuracy in adult learners.

Methods

Participants

The sample included 30 adult participants (aged 25–50) who completed an online memory recall experiment. Participants had no known cognitive impairments and were recruited from a workplace learning environment.

Procedure

Participants were shown a list of 20 common nouns, with half of the participants viewing the list once and the other half viewing the list three times (repetition condition). After a 10-minute distractor task, all participants were asked to recall as many words as possible from the list. The number of correctly recalled words was recorded.

Design

The study used a between-subjects design, comparing performance between the single exposure group and the repetition group.

Data Analysis Method

The data were analysed using an independent samples t-test in SPSS, which is appropriate when comparing the means of two independent groups on a continuous dependent variable. In this case, the dependent variable was the number of words correctly recalled, and the independent variable was the exposure condition (single vs repeated). The t-test was chosen because it tests whether the mean recall scores significantly differ between the two groups, allowing us to assess the effect of repetition on memory.

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