Documente Academic
Documente Profesional
Documente Cultură
A Thesis
Submitted to the Faculty of the
College of Arts and Sciences
Lyceum of the Philippines University - Cavite
In Partial Fulfillment
of the Requirements of the Degree
Bachelor of Science in Psychology
Abegail O. Etulle
Abigail Kate O. Pecaa
Charline G. Pearanda
Lovely Anne A. Prieto
Rosevelen V. Puli
Mariel C. Ramos
Patria P. Reyes
March 2014
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ACKNOWLEDGMENT
This undergraduate thesis would not have been accomplished without the support of
many people.
The researchers wish to express their gratitude to their professor in Experimental
Psychology, Ms. Ma. Alodia Cueno-Mercado. Deepest gratitude is also due to the
Principal of General Alona Memorial Elementary School, Mr. Saturnino Hernandez, for
allowing their students to participate in the study.
Special thanks to all their friends and classmates for giving strengths and wisdom.
The researchers wish to express their love and gratitude to their beloved family for
their unconditional love and support.
Most importantly the researchers would like to give their deepest and sincerest
appreciation to the One above all, the Lord, and Savior, the ALMIGHTY GOD. Without
Him, this study will not be possible. His overflowing greatness provides them guidance
and wisdom in the path they are taking.
Abegail O. Etulle
Abigail Kate O. Pecaa
Charline G. Pearanda
Lovely Anne A. Prieto
Rosevelen V. Puli
Mariel C. Ramos
Patria P. Reyes
Abstract
Keywords: Color, Memory, Randomize Group Design, IQ Test, and Extraneous Variables
TABLE OF CONTENTS
Page
TITLE PAGE..
ABSTRACT
TABLE OF CONTENTS.
LIST OF TABLES..
LIST OF FIGURES..
LIST OF APPENDICES...
i
ii
iii
v
vi
vii
INTRODUCTION.. 1
Background of the Study 1
Statement of the Problem 3
Hypothesis. 3
Conceptual Framework 4
Theoretical Framework 5
Significant of the Study... 5
Scope and Limitation 6
Definition of Terms.. 6
LITERATURE REVIEW
Color, The Spectrum of Light..
Memory
Color on Memory.
8
8
10
11
METHODOLOGY.. 15
Research Design 15
Participants of the Study... 16
Sampling Technique. 16
Data Gathering Procedure..... 16
Research Instrument. 18
Data Analysis. 19
Statistical Treatment.. 19
RESULTS AND DISCUSSION.. 20
SUMMARY, CONCLUSION, AND RECOMMENDATIONS. 25
Summary.. 25
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LIST OF TALBES
Tables
Page
T-test Result. 21
LIST OF FIGURES
Figure
Page
Research Design 15
LIST OF APPENDICES
Appendix
Page
Budget proposal
10 Curriculum vitae
CHAPTER I
INTRODUCTION
Hypotheses
The following statements were the hypothesis of the study.
Ho1: There was no significant difference in scores between pretest and posttest with
in groups.
Ho2: Memory works best under no condition.
CHAPTER II
Review of Related Literature
Memory
According to Standford Encyclopedia Memory, memory is one of the important ways
by which histories animates the current actions and experiences. Memory differs from
perceptions. John Locke took memory to be power of mind to revive perceptions which
it has once had, with this additional perception annexed to them, that it has had them
before (1960/1975, p. 150; see also Owens 1996). A rough consensus has emerged
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and
As a result, the memory performance of the participants was found to be better in the
congruent color condition compared to other condition. Therefore, the choice of color is
very important because it has an effect on human memory performance.
Lynnay Huchend 2007, this study determined whether color has an effect on memory.
Participants were undergraduates enrolled in Psychology course, each of them will be
given a packet consisting of twenty (20) words. All sheets with in the packet were the
same color; Participants will receive warm colored and cool colored or white packets.
They will be given one minute to recall those words that they have seen. They will try to
remember as many words as they can. After the activity, this experiment shows that
participants who received warm-colored packets recall more than those who received
cool-colored packets.
Metha and Zhu (2008) found the connection between color and memory. The
experiment found out the participants performed better on word recall task when it is
presented in red background rather in white ones.
According to Wood 2010, the study investigates how spatial working memory and
visual working memory interacts. This study focuses on their ability to operate
independently and when do they operate together. In this study, there will ten individuals,
four males and six females, aging 21 to 22 years of age. They will be doing two tasks:
one, the participants will attempt to remember locations using spatial working memory
task and two, the participants will attempt to remember colored objects in a visual
working memory task. The memory responsible for locations and objects are not the
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CHAPTER III
Methodology
Research Design
Sampling Technique
The participants were selected through random sampling technique. There were 18
grade one pupils that clustered into 3 groups. Each group was composed of 6 pupils (3
girls and 3 boys).
Data Gathering
A letter was sent to the coordinator of General Aloa Sr. Memorial Elementary
School, requesting for permission to administer an experimental research. When the
request letter was accepted, the experimenter gave letters for the chosen sample
population asking for the cooperation of every individual involved.
The first phase of the experiment was the pretest. Pretest consists of 3 sessions, with 3
different set of participants. The experimenter divided the participants into 3 groups, to
know the control group; the group 2 was the group 3. The duration of each session was
10 to 15 minutes. During pretest, the three groups didnt receive any interventions. The
experimenter just showed 10 set of flash cards using black ink only. Once the
experimenter read the word, pupil will also read the word. After the presentation of the 10
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short
recap
before
the
pupil
take
down
notes.
In group three, the intervention was similar to group two. The words that the
experimenter used in treatment 1, was the same in treatment 2. The only difference was
theres a colored picture above the black colored word in a flashcard.
Research Instrument
The tools that the experimenter used were 20 flashcards with different words, 10
words in pretest, and 10 words in posttest. Words in treatment 1 and 2 were the same. The
size of the flashcards was like one half of the index card. The color of the flashcard is
white only. The words that were used are ordinary words that the grade one pupils may
probably know.
Data Analysis
The mean scores in pretest and posttest were computed in order to know the
effectiveness of the treatment. Also, t-test is calculated to compare the score of two
treatments. >>> THIS MUST BE INCLUDED UNDER YOUR STATISTICAL
TREATMENT.
THIS SECTION SHALL CONTAIN HOW YOU INTERPRETED THE RESULTS OF
YOUR EXAMS OR INSTRUMENTS.
Statistical Treatment
To answer the statement of the problem, mean, t-test and t-critical value were
computed in the study.
Mean. The mean scores in flashcard test were computed to answer questions number 1, 2
and 4 raised in the study. These was determined which condition had the highest mean.
T-test. The t-test was computed in order to answer question number 3 rose in the study.
It was used to determine the significant difference between the two conditions.
T- Critical Value. The t-critical value was computed to know the margin of error.
CHAPTER IV
Results and Discussions
PROBLEM 1: What were the pre-test scores in the flashcard test?
Table 1
Summary distribution of pre-test scores in flashcard test of the participants
GROUP
Mean
Control
Group 2
Group 3
5.17
4
3.5
The table indicates the mean score of grade 1 pupils on Flash Card Test during PreTest. It is answer the first question where in group 1 got the highest score of 5.17, while
group 2 has a mean score of 4 and lastly the group 3 got the lowest mean score of 3.5.
As you can see, the means scores were not different from each other. The experimenter
concluded that the technique that the teachers used in the said school is constant.
Therefore, pupils gained the same learning in school.
WHERE IS YOUR RRL HERE?
Treatment 1
(Words in Colored ink)
Treatment 2
(Words in Black ink)
Mean
5.3
1.2
The table indicates the mean score of grade 1 pupils on Flash Card Test during Post
Test. It shows that treatment 1 had the highest mean score of 5.33 while in treatment 2,
pupils got the mean score of 1.5. To that note, the experimenter may conclude that colors
really effect the memorization of grade one pupils. The result are supported by Aman et
al. (2012) and Bergantino (2013) where in their study proved that colored text enhances
memory, motivates and develop concentration than black ink text.
On the other hand, colored pictures or figures have a significant low effect in memory
of grade one pupils with the average score of 1.2. According to Suzuki and Takahashi
(2002) colored picture was not efficient in memory recognition because requires more
attention to acquire information than just reading words with color.
PROBLEM 3: Was there a significant difference in scores among pretest and posttest?
Table 3
Summary distribution of the test of difference between pretest and posttest
GROUP
Control - Treatment 1
(Black ink Colored ink)
Control - Treatment 2
T-test
Critical Value
Descriptio
2.421
2.571
n HO
Reject
2.571
Reject HO
The table indicates the result of the paired t-test. Considering the table Values of the tdistribution (two-tailed), t-obtained value must be greater than or equal to t-critical value
in order for the null hypothesis to be accepted. When a = 0.05, the degrees of freedom is
equal to 5, and the hypothesis is two-tailed, we should use 2.571 as the t-critical value.
The table 4 depicts that the t-obtained value of control treatment 1 (2.421) is less than
the t-critical value (2.571) which falsify the null hypothesis that makes it un-acceptable or
rejected.
Another, in control treatment 2, considering the table Values of the t-distribution
(two-tailed), t-obtained value must be greater than or equal to t-critical value in order for
the null hypothesis to be accepted. When a = 0.05, the degrees of freedom is equal to 5,
and the hypothesis is two-tailed, we should use 2.571 as the t-critical value. The table 4
PROBLEM 4: Under what condition does memory work best? Was it in pretest,
treatment 1 or treatment 2?
Table 4
Summary distribution of post-test scores in flashcard test of the participants
GROUP
Treatment 1
(Colored words)
Treatment 2
(Colored picture)
Mean
5.3
1.2
To answer the final question, the condition in which memory works best is in colored
form. Indeed it is treatment 1. The null hypothesis, is rejected because color has an effect
in memory of grade one pupils as the result stated. This was supported by Suzuki and
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CHAPTER V
Summary, Conclusion and Recommendation
Summary
The study was conducted to know the effectiveness of color on memory among
respondents, grade one pupils. The study was held at the General Aloa Sr. Memorial
Elementary School consists of seven sections, every sector was composed of 45-50
students. The experiment started at exactly 9:00 am and ended up at 11:30 am.
The experimenter used set of flash cards composed of different words. Each set of
flash cards has a different condition presented to the pupils. In order to know the effect of
the conditions, pupils needed to write down the words they had remembered.
Based on the result, control group had the highest score in pretest. Moreover,
treatment 1 has the highest score in posttest. Congruent to that, color has a significant
effect on memory among grade one pupils. In line with that, memory works in treatment
1
condition
which
is
words
with
colored
ink.
Conclusion
REFERENCES
The white light spectrum [article blog]. Retrieve from
http://astro-canada.ca/_en/a3200.php
Newton and the color spectrum [article blog]. Retrieve from
http://www.webexhibits.org/colorart/bh.html
Color Wheel Artist [article blog]. Retrieve from
http://www.color-wheel-artist.com/primary-colors.html
Basic Color Theory [article blog]. Retrieve from
http://www.colormatters.com/color-and-design/basic-color-theory
Harris, P. C (unknown). Definition of Primary Color. Retrieve from
http://budgetdecorating.about.com/od/homedecoratingtermsmp/g/PrimaryColors.htm
MacLeod, S. (2007). Stages of Memory- Encoding, Storage and Retrieval. Retrieve from
http://www.simplypsychology.org/memory.html
Kendra, C. (unknown). What is Memory? Retrieve from
http://psychology.about.com/od/cognitivepsychology/a/memory.htm
The Human Memory [article blog]. Retrieve from
http://www.human-memory.net/intro_what.html
Monahan, J. S (1997). Effect of Practice on Stroop Congruity. Retrieve from
http://www.uni-leipzig.de/~psycho/fechner/generalinfo/PDFs/JMonahan.pdf
Stroop Effect Explanation [article]. Retrieve from
http://www.une.edu/research/cen/mainesfn/upload/K-5-Cognition-Module.pdf
Background of The Stroop Effect [article]. Retrieve from
http://www.rit.edu/cla/gssp400/sbackground.html
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APPENDIX 1
Words used in the study
Pretest
Posttest
Ball
Paper
Box
Chair
Flower
Doll
Hat
Ring
Sky
Kite
Book
Apple
Fish
Star
Bed
Car
Dog
Bell
Door
Pencil
APPENDIX 2
Permit to conduct the Study
APPENDIX 3
Project Title: The Effect of Color on Memory among Grade One Pupils of General Aloa Sr.
Memorial Elementary School
Name of Investigators:
Etulle, Abegail
Pecana, Abigail Kate
Penaranda, Charline
Prieto, Lovely Anne
Puli, Rosevelen
Ramos, Mariel
Reyes, Patricia
How to contact the investigator: abbhy.anne@yahoo.com
09068346142
Your child is being asked to volunteer for a research study to investigate The Effect of Color on
Memory among Grade One Pupils of General Aloa Sr. Memorial Elementary School
In the experiment, memory of the participants will be determined. We will present different types
of flashcards then try to recall what the pupil will remember.
The participation in this study is voluntary. If you agree to allow your child to participate, he/she
is free to withdraw from the study at any point without penalty. All information he/she provide in
this study will be anonymous. His/her name will not be linked to his/her information in any way;
instead code numbers will be used. Adequate safeguards will be used to maintain the privacy and
confidentiality of all information he/she provide. Group reports (instead of individual reports)
will be discussed (if requested) once the results of the study are gathered.
The experimenter will answer any questions you have about the study before you agree to
participate. You will be given a copy of this form to keep. For questions you may have after the
study, please contact the investigator listed above. For questions about your rights as a research
participant, please contact Ms. Alodia Cueno-Mercado, contact no. 09151348219. If you agree to
participate in this study, please sign and date the form below in the spaces provided.
______________________________
(Parents signature over printed name)
__________
(Date)
Ball
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Book
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Apple
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Activity
Title Proposal
Nov
Dec
Jan
Feb
Mar
Title Approval
Survey of Literature (RRL)
Writing of Proposal (Ch 1-3)
Proposal Defense and Revision
Conduct, Data Collection &
Analysis
Final Manuscript
Oral Defense
Revision, Binding and
Distribution
Appendix 9
Budget Proposal
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Amount
PhP 250
1, 700
Instrument used
Token and food for the teacher, participants and
statistician
Statisticians fee
300
1, 350
700
200
TOTAL
PhP 4, 500
APPENDIX 10
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Curriculum Vitae
Abegail O. Etulle was born on the 30th of August in the year of 1989 at Quezon
City. She finished her elementary last 2002 at San Gabriel Elementary School at
Novaliches, Quezon City and she finished her High school at Sta. Lucia High school in
the year of 2006 both in Novaliches, Quezon City. She was graduated
at her vocational course of Caregiver at Asian Institute of HealthCare
in the year of 2009 at Fairview Quezon City. And now, she is
studying at Lyceum of the Philippines University- Cavite Campus
taking up Bachelor of Science in Psychology.
She attended seminars with various themes such as Becoming a competent and
ethical practitioner of Psychology and from interview to feedback: what you need to
know about Psychological Assessment which both happens in Provincial Gymnasium of
Trece Martires City Cavite. She also attends a seminar entitled Innovative strategies in
teaching special children, a first seminar for Psychology that happened in the campus.
Patricia P. Reyes was born on the 21th day of March in the year of
1995 at Makati City. She finished her elementary education last
2007 at Saint Baraqueil Learning Center and finished her High
school at Our Lady of Peace Academy in the year 2011 both in
Bulihan Silang Cavite. And now, she is studying at Lyceum of the
Philippines University-Cavite taking up Bachelor of Science in Psychology.
She attended seminars with various themes such as From interview to feedback:
what you need to know about Psychological Assessment in Provincial Gymnasium of
Trece Martires City Cavite. She also attended the 27th PAPJA Convention entitled
Philippine Psychology in the midst of change, and a seminar held in San Sebastian
College with a theme of Your Honor: Navigating Forensic Psychology in the
Philippines.
She is and a member of the Psychological Association of the Philippines Junior
Affiliates.