Indian Journal of Learner Psychology and Educational Behaviour

ABSTRACT

Memory retention remains a central concern in classroom learning, particularly in an era where students are required to process and retain large volumes of information within limited timeframes. This study investigates the effectiveness of various memory retention techniques, including spaced repetition, active recall, elaborative rehearsal, dual coding, and mnemonic strategies, in enhancing student-learning outcomes. A mixed-method research design was adopted, involving classroom-based interventions, performance assessments, and learner feedback analysis. The findings reveal that active engagement techniques, especially active recall and spaced repetition, significantly outperform traditional rote learning in both short-term performance and long-term retention. The study further highlights the importance of integrating multiple cognitive strategies to accommodate diverse learning styles. Challenges such as limited instructional time and lack of teacher training were also identified as barriers to effective implementation. The research concludes that the systematic incorporation of scientifically supported memory techniques can transform classroom learning into a more efficient, engaging, and sustainable process. These insights provide valuable guidance for educators seeking to optimize teaching methodologies and improve academic achievement.

KEYWORDS: Memory Retention, Classroom Learning, Active Recall, Spaced Repetition, Educational Psychology