Journal of Positive School Psychology http://journalppw.

com
2022, Vol. 6, No. 7, 1814-1820

Impact Of Working Memory On Students’ Learning

Achievements In Mathematics At Secondary Level
Mr. Muhammad Binyameen1, Professor Dr. Muhammad Naseer Ud Din1, Dr. Farid
Ullah Khan1, Rahim Khan2, Dr. Shafqat Ullah1, Dr. Mudassir Hussain3*

1
Department of Education & Psychology, Kohat University of Science and Technology, Pakistan
2
Department of Education, Preston University, Kohat, Pakistan
3
Department of Education and Research, University of Lakki Marwat, Pakistan
(Correspondence: mudassir@ulm.edu.pk)

Abstract

This study was designed to find out the impact of working memory on students’ learning
achievements in mathematics at secondary level. Sample of the study comprised 120 students
studying mathematics in grade 9. Digit backward test was employed to calculate the working
memory capacity of the students while learning achievement test was designed by the researcher
in consultation with the subject specialists in mathematics. Post Hoc Test was utilized to analyze
data and to find out the mean difference in learning achievements of students having high, average,
and low working memory capacity
Result of the study demonstrated that students with high working memory capacity show better
learning performance compared to those having average and low working memory capacity.
Similarly, students having average working memory capacity show better learning progress than
those having low working memory capacity. It is recommended that working memory capacity of
the learners should be paid attention to improve students’ learning performance.

Kye words: Working Memory, Learning Achievements, Mathematics.

Introduction working memory—a cognitive ability plays a

Mathematics enjoys key position in the key role in addition to other elements.
comity of subjects. Throughout the world it is Working memory issues are blamed for
considered core component of the students' failure. According to Alloway
curriculum. Mathematics aids in developing (2011) working memory has a significant
learner’s thinking and problems solving impact on learning progress of pupils. The
skills. Regrettably, lot of pupils struggle to intricate cognitive apparatus that
understand mathematical ideas. They simultaneously processes and stores material
encounter difficulties when attempting to is referred to as working memory. It has been
solve mathematical puzzles, which causes suggested that working memory has a
them to perform poorly. Learners fall short of profound impact on learning. A growing
their goal despite the intensive efforts of body of research investigations establishes a
instructors and students in the field of study. significant link between working memory
So, they become irritated. In this regard, and learning math. Working memory refers
1815 Journal of Positive School Psychology

to a limited capacity system responsible for unit every two years. Working memory
the temporary storage and process of capacity is fixed and cannot be increased.
information while cognitive tasks are Although on average working memory can
performed. hold 7 plus-minus 2 items, but in case
According to (Baddeley, 2007), working processing is involved then storage capacity
memory is the “the temporary storage system decreases to two or three units of information
under attentional control that underpins… (Sweller et.al,1998), when human mind
complex thought”. Working memory, processes data i.e., when selection,
according to Cowan (2017), is a system of comparison, and organization of information
components that can hold a restricted occurs this also occupies space, as a result
quantity of data for restricted period while fewer space is offered for storage of data in
still making it easily accessible for ongoing working memory (Eggen & Kahchak, 2007).
processing. Sweller et al. (1998) showed that people are
Working Memory is a system that uses the usually able to deal with two or three data
information it stores to perform difficult objects at a time when compelled to process
cognitive activities like reading, thinking, information rather than just preserving it,
and comprehending for a brief period. Various models of working memory have
Working memory is a short-term memory been proposed. According to the most
storage system where connection is famous model proposed by Baddeley and
established between freshly acquired data Hitch (1974), working memory consists of
and prior knowledge. In the words of the following components:
Reisberg (1997) working memory seems to
merit its name because it is the cognition's 1). Central Executive:
workplace. Working memory must be able to Baddeley (1996) described that central
store and process all types of information that Executive performs following functions
we can think about and pay attention to, i). It helps focus attention on
including words, images, and abstract task’
concepts, to fulfil its purpose. Johnstone & ii). It stores restricted amount of
Al-Naeme (1991), demonstrated that a data for limited amount of time.
number of processes like Filtering of input, iii). It regulates higher order
transient recall of sensory data, request to mental processes.
long-term memory for complementing input, Central executive called heart of working
screening and comparing, "sense creating," memory plays key role in all mental tasks that
and sending of "formed" content to long-term need synchronization between data storage
memory are actively occurring in working and intentional processing of information.
memory. In (2007) Baadeley assigned to the central
Working memory is said to save restricted executive three attentional characteristics the
quantity of data for limited amount of time. ability to focus, split, transfer attention and
Working memory capacity also varies with bridging working memory and long-term
age. Working memory can only keep seven memory.
plus or minus two bits of data at a moment for
a very brief period, according to Miller 2). Phonological Loop:
(1956). When a person reaches the age of 16, It is responsible for storage of spoken data. It
their working memory capacity rises by one repeats the received data constantly to avoid
Mr. Muhammad Binyameen 1816

data decay through the process of mental 4). The Episodic Buffer:
rehearsal. For example, to recall a phone In (2006) Baddeley made an addition of
number we repeat it over again and again. another component called Episodic Buffer.
Pisoni & Geers (1996) described that reading According to Baddeley Episodic Buffer can
process utilizes Phonological Loop. Peng et hoard tiny amount of information. for
al., (2018) demonstrated that on the basis of restricted period. Baddeley further described
the performance of phonological loop that “that it holds episodes whereby
predictions can be made regarding the information is integrated across space and
reading skills of the learners. Children having potentially extended across time’ and it is
working memory shortfalls, fail to perform buffer in the sense that it serves as “an
better in reading skills. interface between a range of systems, each
involving a different set of codes”. Baddeley
3). Visuo-Spatial Sketchpad: et al., (2011), mentioned that episodic buffer
In the words of Klauer & Zhao (2004) it connects the information received from
consists of two distinct systems, one holding various working memory components into
visual things and the other being in charge of chunks. Information received from the loop,
position. It functions as a link between sight, the sketchpad, or the LTM, or perception is
focus, and movement. It can combine both merged into meaningful events by this
spatial and visual data from sight, contact, component. It has restricted capacity. Here in
and speech into a unified representation buffer capacity is described in terms of
(Baddeley, 2007). chunks. Episodic buffer is responsible to
connect data into chunks.

Central
Executive

Long-Term Memory

Figure 1: Baddeley’s (2000) model of working memory

1817 Journal of Positive School Psychology

Working Memory and learning Purposive sampling technique for purpose of

performance in Mathematics: the study. So, sample of the study comprised
Mathematics is an important subject. 120 male students studying mathematics at
Learning achievements in mathematics secondary level.
strongly depends on working memory ability. To assess learning performance of students a
Mathematics is a complex subject; learners test was prepared with the help of specialists
are required to utilize cognitive skills to solve in the subject (mathematics).
mathematical problems. Research studies by To quantify working memory capacity of the
Christou, (2001); Holems & Adams (2006); students, digit Backward Test (DBT) was
Alenezi (2004), Alenezi (2004), reveal that used. DBT consisted of 14 series of digits.
there is a remarkable connection between First sequence contained 2 digits and the last
pupils' math expertise and their working sequence contained 8 digits. Each series of
memory capacity. Brainerd (1983) digits was repeated twice for example there
mentioned that mathematical calculations were two series of 2-digits (53 and 94), two
have a strong dependence on three working series of three digits (647 and 592) two series
memory process. of 4-digits (8694 and 4892) and so on two
series of 8-digits. Researcher read each digit
Objectives of the Study: in a series with loud voice. There was break
Main objective of the study was to determine: of 1 second between each digit. As soon as
The impact of Working Memory on students’ researcher finished reading a series students
learning achievements in Mathematics at began to write heard digits in reverse order.
secondary level. Learners working memory was calculated by
counting the series which were written
Methodology: correctly. As soon as there occurred two
It was experimental study designed to know mistakes consecutively counting of the series
the impact of working memory on learning was halted. For example, if a learner wrote 5
performance of students in mathematics at digits series correctly and failed to write 6-
secondary level. All public secondary digit series correctly then his working
schools for boys in district Kohat constituted memory was counted to be 5. Students had to
population of the study. One public complete each series within due time.
secondary school was selected using

Working Series
Memory
2 5 3
9 4
3 6 4 7
5 9 2
4 8 6 9 4
4 8 9 2
5 3 6 4 9
7 5 8 2
6 8 3 6 4 6 3
Mr. Muhammad Binyameen 1818

6 2 8 5 9 5
Figure 2: Sample of DBT

Results of the Study: inferential statistics. Post Hoc Test was used
Data collected was organized and for comparison of mean differences among
summarized. Using descriptive and three levels of achievements was used

Table 261: Results of Post Hoc Tests for Multiple Comparisons of mean differences among
three levels of achievement by Tukey HSD
Levels of Levels of Mean Difference Standard. Error P values
Achievement (1) Achievement (2) (1) -(2) of Mean (SEM)
HAs AAs 4.10 1.077 .001
LAs 8.00 1.077 .000
AAs HAs -4.10 1.077 .001
LAs 3.90 1.077 .001

*. The mean difference is significant at the

.05 level
Table 261 shows the results of mean Conclusions:
differences in the learning achievements Purpose of the study was to find out the
found between any two categories of students working memory capacity of the students and
out of HAs, AAs, and LAs. It was found that to discover its impact on their learning
learning achievement of HAs is significantly achievements. Results of the study reveal that
different from that AAs (p< .005, student having high working memory
Sem=1.077). Results also reveal that learning perform better compared to those having
achievement of HAs is significantly different average and low working memories.
from LAs. Similarly, students having average working
Table shows that largest mean difference was memory capacity perform better compared to
found between the achievements of HAs & those who have low working memory
LAs (8). Similarly, the mean difference capacity. Thus, on the basis of results it is
between HAs & AAs was found to be 4.10, concluded that performance of students in
which is greater than the mean difference mathematics at secondary level is closely
found between AAs & LAs which is 3.90. related to their working memory capacity.
From the table No. 261 we can see the p-
values for the following comparisons: References:
• HAs vs. AAs: p-value = .001
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Master Thesis). Science Education
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Centre, Glasgow, University of
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Glasgow.
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1819 Journal of Positive School Psychology

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