BRIEF SHORT TITLE (55 characters including spaces and punctuation signs)

People’s Democratic Republic of Algerians

Ministry of Higher Education and scientific Research

Faculty of Letters and Languages

Department if English Language and Literature

Title

Investigating Recall Abilities in Auditory versus Visual

Presentations

The Case of First year students, Department of English at

Mohamed Lamine Dabaghine Sétif 2 University

By

MEGUEDMI Ines A1

Supervisor

Rafik Mosbah

2024
 Table of contents
1

General Introduction…………………..…………………………..

1.Background of the Study…….……………………………………3

2. Statement of the Problem……………..….………………………..3

3. Aims and objectives of the study………………………………….4

4. Research Questions……………………….………………………5

5. Research hypothesis…………..………………………………….5

6.Research Methodology…………………….………………………5

7. Data collection tools………………………………………………6

71 Students ' Questionnaire……………..………………………….6

8. Population and sample ………………………………………….7

9. Conclusions ………………………….………………………… 7
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General

Introduction
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1• background of the study

Understanding how individuals retain and recall information from

auditory and visual stimuli is a fundamental aspect of cognitive psychology.

Research has suggested that the human brain processes and stores auditory and

visual information differently, potentially impacting memory retention. Some

studies have indicated that auditory information might be processed more

rapidly but have limited capacity for long-term retention, while visual

information, due to its spatial nature, might be retained for a longer duration.

Given these considerations, the current study seeks to delve deeper into

the mechanisms underlying memory retention concerning auditory and visual

presentations. By examining and comparing individuals' abilities to

remember information presented through these distinct sensory modalities, the

research aims to elucidate potential preferences or disparities in recall abilities.

Investigating these differences could offer valuable insights into cognitive

processes involved in memory and contribute to understanding how information

presentation influences recall performance in varied learning contexts.

2•Statement of the problem

The research problem centers on examining the distinct recall

capabilities of first-year English students at Mohammed Lamine
Debbaghine when exposed to auditory versus visual information,
considering their preferred learning mode. The main goal is to assess
whether individuals demonstrate significantly varied recall abilities when
tested in their preferred mode (auditory or visual) compared to their less
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favored mode. Through the use of a questionnaire to identify auditory or

visual preferences and implementing tests with distinct word lists in both
modes, the research seeks to determine any substantial disparities in
memory recall between participants' preferred and less preferred
learning modalities.

3•Aims and objectives of the study

Throughout our research, we will attempt to:

Aims:

- To investigate the impact of auditory and visual presentations on memory

recall among first-year English students.

-To determine if students' preferred learning mode affects their recall

abilities.

Objectives:

-Administer a questionnaire to identify auditory or visual preferences among

first-year English students.

-Conduct memory recall tests using distinct word lists in both auditory and

visual formats

-Analyze and compare the recall performance between preferred and less

preferred learning modes.

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4•Research Questions.

The current study is guided by the following research questions:

1. Do first-year English students demonstrate significantly distinct recall

abilities when exposed to auditory versus visual information?

2. In what manner does the preferred learning mode (auditory or visual)

impact the memory recall of these students?

5•Research hypothesis

- Null Hypothesis : There is no significant difference in the recall

performance of first-year English students when exposed to their preferred

learning mode versus their less preferred mode.

-Alternative Hypothesis : First-year English students demonstrate

significantly better recall abilities in their preferred learning mode compared to

their less preferred mode.

6•Research Methodology

presented through sound and sight. Participants were tested in both their

favoured and less favored learning modes—auditory or visual. Quantitative

data, obtained from structured memory tests, was statistically analyzed to

compare recall performance between these modes. Additionally, a questionnaire

captured qualitative insights into participants' learning preferences,

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offering a comprehensive understanding of how individual preferences might

affect memory retention.6•Research Methodology

7• Data collection tools

7•1 Students Questionnaire

The student questionnaire was a crucial component of the study,

employing two primary methods: a questionnaire and memory recall

tests. The questionnaire discreetly explored participants' preferences

for auditory or visual learning, avoiding explicit emphasis on memory

recall. This approach sought to collect qualitative insights into their

learning preferences.

Furthermore, memory recall tests involved presenting distinct

word lists in both auditory and visual formats. Participants underwent

testing in both their preferred and less preferred learning modes. Each

session comprised a 3-minute exposure to either auditory or visual

information, followed by a 3-minute recall period.

8.Population and sample

Population : First-year students enrolled in the English program at

Mohammed Lamine Debbaghine.

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Sample : A total of 212 individuals selected from the population of first-

year English students at Mohammed Lamine Debbaghine

9•Conclusion

In conclusion, the study demonstrated that individuals tend to exhibit

enhanced recall abilities when presented with information in their preferred

learning mode compared to their less preferred mode. The results indicated a

significant difference in recall performance between auditory and visual

presentations, favoring the participants' preferred learning mode. This

suggests the potential influence of learning preferences on memory retention.

Further research with larger sample sizes and diverse demographic groups could

deepen our understanding of the impact oflearning modalities on memory

recall."