EFFECTS OF CONTEXTUAL CUES ON LEARNING

Abstract

The problem of the present study was to investigate whether there is any
effect of contextual cues on learning. Literature review indicated a lack of a
reliable previous answer to the problem. The purpose of the study was to test
whether any connection is created for contextual cues in the brain. It was
hypothesized that each contextual cue creates a distinguished connection in the
brain. If contextual cues remain identical throughout both practice and revision
sessions, learning will enhance. Purposively drawing 36 students from class V,
we randomly assigned them under two conditions, namely control and
experimental groups. The results showed that the mean scores of control and
experimental groups were 9.56 and 14.83 consecutively, which differ significantly
at the p < .001 (t = -6.752) level. Since experimental group scored significantly
higher than the control group, it was concluded that contextual cues play an
important role on learning.