Color On Memory. Prieto - S Group

LYCEUM OF THE PHILIPPINES UNIVERSITY CAVITE
THE EFFECT OF COLOR ON MEMORY AMONG GRADE ONE

PUPILS OF GENERAL ALOA SR. MEMORIAL ELEMENTARY
SCHOOL S.Y 2013-2014
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
COLLEGE OF ARTS AND SCIENCES
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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

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College of Arts and Sciences
Bachelor of Science in Psychology
Abstract
THE EFFECT OF COLOR ON MEMORY AMONG GRADE ONE

PUPILS OF GENERAL ALOA SR. MEMORIAL ELEMENTARY
SCHOOL S.Y 2013-2014
Abegail O. Etulle, Abigail Kate O. Pecaa2, Charline G. Pearanda3,
Lovely Anne A. Prieto4, Rosevelen V. Puli5, Mariel C. Ramos6,
Patricia P. Reyes7, and Ma. Alodia Cueno-Mercado8
Proponents1,2,3,4,56,7and Research Adviser8
PAST TENSE; CHECK GRAMMAR
The purpose of the study is to determine whether colors have an effect on

memory of grade one pupils of General Aloa Sr. Memorial Elementary School. The,
participants were 18 grade one pupils who were randomly selected and grouped into 3.
Randomize group research design was used in the study. The experimenter used flashcard
test in order to measure the ability to memorized words with different conditions. The
conditions were words in black ink which was the control, treatment 1 was words in
colored ink, and treatment 2 was black ink words with colored picture above. The
participants were asked to write the words that they had been remembered. The
calculated result implies that condition with colored words were the most likely to
remember than the two remaining conditions. Thus, it can be concluded that color has a
significant effect on memory on grade one pupils. Moreover, memory works best under
treatment 1. It is recommended to conduct first an IQ test in order to eliminate the
possible extraneous variables. Also, the cognitive ability of the student may vary the
possible implication of the study.
Keywords: Color, Memory, Randomize Group Design, IQ Test, and Extraneous Variables

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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
4

Conclusion 25
Recommendation 26
REFERENCES.. 27
APPENDICES.. 29

5
LIST OF TALBES
Tables
Page
Mean Scores in Flashcard Test (Pretest)... 20
Mean Scores in Flashcard Test (Posttest).. 20
T-test Result. 21

6
LIST OF FIGURES
Figure
Page
Conceptual Framework of the Study 4
Research Design 15

7
LIST OF APPENDICES
Appendix
Page
Words used in the study...
Permit to conduct the experiment.
Inform consent for the research participants.
Flash card used in pretest..
Flash card used in treatment 1..
Flash card used in treatment 2..
Result of Flashcard test.
Timetable for research..
Budget proposal
10 Curriculum vitae

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CHAPTER I
INTRODUCTION
Background of the Study

Colors are capable of influencing your life, health, mood, emotion, and thinking. Cool
colors like blue and green can make you feel relaxed. On the other hand, colors like red
and orange shows the intense emotion and can catch attention. Color is a part of haptic
environment; it is like the architectural integration of artistic experience, function, and
technology to drive a meaningful perception (Cobble, Dagett, Gertel 2008). Researchers
concluded that colors on walls have an impact to the individuals work and studying. That
is why corporations are now hiring color consultants to decorate their offices in order for
the employees to have an effective environment to work on (OBrien 2003).
Same in the class rooms, studies shows that colors around the classroom affects the
learning of the children. Classrooms and library uses neutral colors to help them focus
and reflect. More recently experiment, states that students who were exposed to red color
before the exam has a negative effect on test performance.
The cognitive development of children includes memory. Brain loves fun and
excitement that is why fun activity with colors became more productive on the fact of
learning. Brain also loves color; it can help the memory, inspires and encourages kids to
be creative and come up with new ideas. It can also help them evaluate and solve
questions. Students were highly motivated to do schoolwork based on observation and
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experiment. It also holds their attention span for longer period of time. Children can
remember information longer when colors are used in their activity or educational
materials in classrooms because brain can receive visual information easily. They find
bright or high contrast colors stimulating; the brain keeps some information in short
period of time unless it connects with prior knowledge. You can activate it by reminding
him of things youve done as family or group of friends. When children are very young,
the use of colors and shapes identify things, if flashcards, blocks or any images can be
presented with colors or can have a different color background, children can easily
associate it with other things.
Children ages from 6-7 has a remarkable change in cognitive development. It is
because, pupils move from preschoolers to primary education (Anthony, Ph.D). Children
increase their ability to use their memory during middle childhood. Children gain new
information when the school starts as well as they develop the capacity to process
information. It allows them to store rising information and has the ability to recall it
(Oswalt, n.d.).
Memory refers to the processes that are used to acquire, store, retain and later retrieve
information (Cherry, n.d.). Memory span is the longest list of items that a person can
repeat back in correct order immediately after presentation. Memory is a complex process
of storing and recalling data. Short term memory is the ability to store and recall
information for a few seconds. Active memory takes several minutes while long term
memory extends for a couple of time to recall information. This is for children only ages
from 6-7 (Wachs, n.d.).
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The experimenter would like to know if color affects the memory of male and female
grade one pupils, ages 6 to7 years old. The participants are randomly selected from
General Aloa Sr. Memorial Elementary School.
Statement of the Problem

The study was conducted in order to determine if color has an effect on memory
among grade one pupils. Specifically it seeks to answer the following questions:
1. What were the pre-test scores in the flashcard test?
2. What were the Post-test scores in the flashcard test?
3. Was there a significant difference in scores among pretest and posttest?
4. Under what condition does memory work best? Was it in pretest, treatment 1 or
treatment 2?
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.

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Conceptual Framework
Figure 1. A model of pretest and posttest design of the experiment

The diagram above represents the conceptual framework of the study. The
experimenter went to the school to seek approval to the principal. The researcher needed
18 pupils (9 boys and 9 girls grouped into 3). Participants were selected and grouped
randomly. After finalizing the participants, the experimenter distributed the informed
consent to be sign by the parents.
In the procedure proper, the experimenter showed 10 black-inked words on a flash
card which is the pretest. In posttest treatment 1, the experimenter showed another 10
words in colored ink. Then in treatment 2, the experimenter showed black-colored word
with colored picture.

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Theoretical Framework
This paper is anchored to the theory of the stroop effect experiment of John Ridley
Stroop in 1935. Stroop effect or name that color was the study of interference in
serial verbal reaction in which the stroop was presented in different ways. First, the
meaning of the word and the color were congruent to each other. For example, the word
red was written in color red. Second, the meaning of the word was incongruent to the
color. For example, the word red was written in blue color. The implication of the study
was naming colors in incongruent form was longer than colors in congruent form.
The implication is explained through speed processing theory and automaticity theory
(Stirling 1977). Speed processing theory stated that brain read words faster than it
recognizes color. Moreover, word information arrived in decision making stage than word
information.
On the other hand, automaticity theory was the most common theory in stroop effect.
It stated that reading was an automatic process prior to recognized word.
Selective attention memory stated that naming colors requires more attention than
reading words.
Significance of the Study

The result of the study may benefit the student, teachers, parents and future
researches.

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Students. This study may provide effective way of developing memory skills of
grade one pupils. Familiarizing the pupils in different colors may stimulate the brain to
function well in school.
Teachers. This study may serve as their basis of which condition works best in
memory of grade one pupils. This may serve as a tool on how teachers can improve their
way of teaching through applying the appropriate condition.
Future Researchers. This study may serve as a basis for future researches of the
same nature. The implication of the study may provide proper information with regards to
the said topic.
Scope and Limitation
The study involves the effect of color on memory among grade one pupils in General
Aloa Sr. Memorial Elementary School. The participants of the study were both male
and female pupils, ages from 6 to 8 years old. The time and place of the experiment was
constant, 9:00 to 11:30 in the morning at the guidance office where in theres a testing
area for the students.
Definition of Terms
These definitions explain how the variable will be manipulated in the study:
Color. It refers to the treatment of the study. Diverse colors were applied to the 3
different sets of flashcards.
Flashcard Test. It refers to the tool for measuring the memory of the participants.
The experimenter used three ten sets of flashcards with different words printed on it.
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Grade one pupils. It refers to the participants of the study. The pupils came from the
public school General Aloa Memorial Sr. Elementary School. The participants were
selected in a random sampling method.
Memory. The result of the flashcard test. The experimenter asked the participants to
write down the words they remembered.

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CHAPTER II
Review of Related Literature
Color, the spectrum of light

Color is defined in different ways. Some of this is described by Miriam-Webster
dictionary and Oxford dictionary where in color is a phenomenon of light. It is a property
that possessed by an object that gives various sensations to our eyes. Color is an element
of light where in it can be separated in a spectrum or rainbow.
One of the pioneers who studied color is Sir Isaac Newton. His study about color was
published in 1672. Newton is the first to understand rainbow through prism experiment.
The prism experiment led him to discover the spectrum of light where in white light can
be separated in to different components which consist of six basic colors arrange in
specific order namely red, orange, yellow, green, blue and violet. When white light passes
through transparent medium into another medium like glass, its components are deflected
according to their color.
The spectrum of light led to the discovery of primary, secondary and tertiary color.
Primary colors are the sources of other color therefore; it cannot be derive by mixing
other colors. Primary colors are red, blue and yellow. Secondary colors are produced by
mixing the primary colors. These are the colors green, orange and purple. Tertiary colors

16

are the product of mixing the primary and secondary colors. These are the colors yelloworange, red orange, red-violet, blue violet, blue-green, yellow green.
Colors almost have connection in every aspect of peoples mind, emotions,
environment, health and personality. Colors is not just an art, it gives a deeper meaning to
the things around us. Many studies were conducted that is related to colors.
Study by Wolfson (2000), stated that common area of interest for color Psychologist is
the biological effect of the color Red. He declared that red increases arousal and brain
activity. Base in this study it is very clear that the color has an impact on our mood,
mental state and ability to learn words and remember musical chords in a sequence.
Another study, the effects of Indoor color use gender and age on mood and cognitive
performance was tested. K.Yildirim,A. Akalin- Baskaya, M.L Hidayctoglu (2006). It was
hypothesized that indoor color for decoration in stores is an effective source that may
convey emotional meanings. To start the study, there were two participants who have sent
in a Caf Restaurant. The decorations were change into violet.
In the result, participants for each stage showed that interior violet were more
positively perceived compared to yellow decorations. And in addition, young customers
had more positive tendency than older customers towards perception of atmospheric
attributes including color of store interiors.
According to Morton 2010, they are tests showing that Black and white image can
sustain the interest for less than two-thirds a second while in colored image it can do for
two seconds or more.

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Based on Olsen 2010, two experiments investigate that colors produce different
cognitive learning motivation: Red gives an avoidance motivation and blue produces an
approach motivation, these two studies shows the idea that color strongly influence
cognitive task performances. According to Metha and Zhu 2009 cited in the study, color
is an important part of human perception. Many objects have been decorated to convey a
message through color. Metha and Zhu, 2009 clarify these results through achievement
motivation theory.
Elliot and Maier (2007) different colors enhance different achievement motivation
which can then affect the performance on different types of cognitive task. Another
researcher says that if you are in social context, color red can be associated with romance
and will then have a more positive association as stated by Elliot and Niesta.
Red Color increases the memory of negative words; Green Color can help in recalling
the positive words while the Blue or Black Color recall the words linked to our emotions.
Thats why; the researcher agreed that the color can influence the strength of some
emotion-related memories. (Madhusoodanan 2013)
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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among philosophers and psychologist around one promising, more-or-less unified
terminology for the forms of long-tern memory. William Brewer defines recollective
episodic memory in similar terms as reliving of individuals phenomenal experience
from a specific moment in their past (1996, pp. 60-61). Bergson (1908/1991) and Russell
(1921) distinguished recollective memory is episodic memory and also sometimes
called Personal Memory. Episodic memories are naturally expressed with a direct object:
Such personal memories can be generic or specific, and can be memories of more or less
extended temporal periods. But the most characteristic feature of episodic remembering,
arguably, is the way it brings us into contact with the particular past events which such
memories are about and by which they are caused (Campbell 1997; Hoerl 1999).
Memory is the ability of the mind to recall past experiences. It is the process of storing
and recalling facts, experiences and situations (Luke Mastin 2010). In memory, there are
three major processes involved namely encoding, storage and retrieval (Kendra Cherry).
Encoding refers to the new information that comes to our memory system, and then our
brain incorporates it to a usable form so that it can be stored. Once information has been
encoded, it is now the process to storage. Lastly is the retrieval, it refers to the process to
recalling information out of the storage (Saul Mcleod 2007).
Color and Memory

A lot of studies were conducted about the relationship between color and memory.
The Color Memory and Memory Color are different concepts according to Hering in
1961. He explained that the most outstanding color of an object has a part in the memory
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representation and it influences the perception of that objects color. Color Memory
represents the actual memory for color alone, it is not depending on the specific object
while the Memory Color refers to the detailed information, and they preferred colors of
objects.
According to Pisaran, there is one way that the color of a word can affect how well it
is memorized. One way is, if the color of the word is printed and it is connected to the
meaning of the word. It is called as a Mnemonic, which can help us to memorize
something better.
It has been account that color increases the peoples arousal (Birren 1978). Thus, it
was reported that the increase of arousal also increases the memory. (Roozendaal 2002).
Therefore, researchers may assume that color increases the peoples memory.
The study of Suzuki and Takahashi (2002) investigated the effectiveness of color in
picture recognition memory. The experiment was conducted by presenting half of the
picture in color form and the other half is in black and white color only. The implication
of the study was the recognition of picture was poor even in colored from. These suggest
that the effectiveness of color to picture recognition were not efficient.
Smilek, Dixon, and Merikle 2006, this study will tell us hoe color can affect the
performance of an individual. Participants will be shown different colored pictures,
followed by a description on nature of human memory. Smilek, Dixon, and Merikle
investigate the influence of color on memory performance. There are four different
conditions (black, white, congruent and incongruent color conditions). Their
participants were undergraduate student; participants will be given three minutes to study
20
and

another three minutes for them to recall the said activity.
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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same thus this experiment concludes that spatial working memory and visual working
memory works independently. However, there is an additional study that shows that they
work together in three memory contexts: shapes, integrated color-shaped objects and
colored objects when retaining for specific locations. The results suggests that spatial
working memory is needed to connect colors and shapes into included representations in
visual working memory.
Aman, Kumar, Methab, Nihal, Nisar, Zaheer, (2012) studied if colored text motivates,
enhances the concentration and the ability to recall information of medical students.
Again, the experimenter used paragraph in black and colored ink. The study proved that
colored text improve the memory retention, motivates and develop better concentration
than in black text. Also, it is found that colored ink reduces stress of the students.
In the study of Bergantino (2013), determined the effect of color on memorization and
what way does it affect. The experimenter used historical dates wrote in two condition
flashcard. First is written in black and the other one is written in different colors. The
participants were divided and ask to study the given dates in 5 minutes. The implication
of the study is participants who studied dates with different colors memorized more
effectively than those flashcards written in black marker.

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CHAPTER III
Methodology
Research Design
Figure 2. Randomize group research design

The research design use in the study is randomized group design under betweensubject design. The participants of the study are randomly assigned to each level if
independent variables. In the experiment, there are 3 levels of independent variable. First

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are words in black ink for the control group. Second, words in colored ink are for
treatment 1. Lastly, words in black ink with colored drawing in treatment 2.
Participants of the Study

The experiment is to be conducted to 18 grade one pupils, 9 boys and 9 girls. We
chose General Aloa Sr. Memorial Elementary School as our target school because of
their population, 379 pupils enrolled in this school year. It is a public school with seven
(7) sections in grade one only. There is only 1 section for students with high average (star
section), the rest is random assignment of pupils. Each of those sections is composed of
45 to 50 students.
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.

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The experimenter examined each pupil individually on an empty room. The room setup has a table with two chairs, side by side facing each other. One chair for the
experimenter and another for the pupil. The experimenter was polite all throughout the
experiment period. When the pupil entered to the room, the experimenter immediately
accommodated them by saying hi and asked for their name.
The experimenter wore a white polo shirt (old NSTP uniform) and pants. It was
constant to the entire sessions.
The experimenter waited for the pupil outside the room. Pupils were guided to their
seats and then experimenter asked constant questions throughout the experiment.
Experimenter: Hello, what is your name?

Experimenter: Im (name of the experimenter) how old are you?
Experimenter: Im going to show you 10 words in a flashcards, then try
remembering every word written to it because later on you will list
down all the words you have remembered, ok?
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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flashcards, the experimenter conducted a short recap on the words that the pupil
encountered. By then, the experimenter gave a half of a bond paper and pencil and asks to
write down the words they remembered. If the pupil doesnt know how to write a certain
word, they were assisted accordingly.
The second phase of the experiment was posttest; the duration of the activity was the
same in pretest, 10 to 15 minutes. Group one was not included anymore because it was
the control group. In posttest treatment1, the experimenter showed another 10 set of
flashcards. These flashcards has words presented in colored. Again, the experimenter
conducted
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.

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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.

27
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?

28
PROBLEM 2: What were the Post-test scores in the flashcard test?

Table 2
Summary distribution of post-test scores in flash card test of the participants
GROUP
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.

29
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
(Black Colored Drawing) 2.0906
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

30

depicts that the t-obtained value (2.0906) is less than the t-critical value (2.571) which
falsify the null hypothesis that makes it un-acceptable or rejected.
As the result implied, both hypotheses of the study were rejected. Therefore, color has
a significant effect to memory. This was supported by the studies of Smilek et al (2006),
Metha and Zhu (2008). Both studies determined that there were connection between color
and memory. Words in congruent color increased the performance of the participants.
Same as words in red background helped stimulate the brain in order to function well,
Wolfson (2000). Just like the experimenter did in the conditions of the flashcards, colors
were congruent to the printed word. As a result, it shows the effectiveness of the said
condition.
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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Takahashi (2002) where in colored pictures doesnt have an effect on memory of a
person. Because pictures were complex than words, it requires more attention identify or
to process the shape, the size and color of the said picture. On the other hand, when a
person saw words, the brain automatically read it and process it, thus, it is the
automaticity theory.
PLEASE EXPLAIN MORE

32
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

33

Based on the result of the study, the implication of the study may conclude that color
has a significant effect on memory. Memory of grade one pupils works best in treatment
1 which were words in colored ink.
Recommendation
In order to develop and improve the memory of grade one pupils, teacher must know
what condition works best to the memory of children.
Students. Students may enjoy the learning more through colors. Colors not only catch
the attention of pupils, it also improves the memory.
Teacher. In order to improve the education of pupils, teachers must be creative in
presenting and teaching lessons. The application of color in every lesson is one way.
Future Researches. The null hypothesis is rejected; it is proven that color has an
effect on memory among grade one pupils. It is also recommended to conduct first an IQ
test to each participant to get a more concrete result because the pupils ability to read and
write may be a hindrance in data gathering. In line with this, make sure that each
participant of the study doesnt have color blindness in order to perform to this kind of
experiment.

34
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
35

What is The Stroop Effect? [article]. Retrieve from
http://www.wisegeek.org/what-is-the-stroop-effect.htm
Demonstration of the Stroop Effect [article]. Retrieve from
http://www.math.unt.edu/~tam/SelfTests/StroopEffects.html
Sir Isaac Newton, His study about color, published in 1672
Retrieve from Wolfson, stated that common area of interest for color Psychologist is the
biological effect of the color Red; (2000).
Retrieve from Morton, , they are tests showing that Black and white image can sustain
the interest for less than two-thirds a second while in colored image it can do for two
seconds or more; 2010
Retrieved from Based on Olsen, two experiments investigate that colors produce different
cognitive learning motivation; 2010
Retrieved from Metha and Zhu,color is an important part of human perception; 2009
Retrieved from Elliot and Maier, different colors enhance different achievement
motivation which can then affect the performance on different types of cognitive task;
(2007).
Retrieved from Madhusoodanan, color can influence the strength of some emotionrelated memories; 2013

36
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

37
APPENDIX 2
Permit to conduct the Study

38
APPENDIX 3

39
Informed Consent for Participation in a

Research Project
______________________________________________________________________________
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)

40

APPENDIX 4
Example Flashcard used in Pretest
Size: 7.8 x 5 inches

Font: Times New Roman
Font Size: 120
Ball
41

APPENDIX 4.1
Example Flashcard used in Treatment 1
Font Size: 120
Book
42

APPENDIX 4.2
Example Flashcard used in Treatment 2
Font Size: 120
Apple
43

APPENDIX 5
Pretest result

44

APPENDIX 6
Posttest result
Treatment 1

45

APPENDIX
Posttest result
Treatment 2

46

APPENDIX 8
Timetable for Reasearch
(Gantt Chart)
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
47

Particulars
Thesis Problem Proposal
Printing
Amount
PhP 250
Conduct and Data Collection

Transportation
1, 700
Instrument used
Token and food for the teacher, participants and
statistician
Statisticians fee
300
1, 350
700
Revision and Binding

Hard-Binding
200
TOTAL
PhP 4, 500
APPENDIX 10
48
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.

49
Abigail Kate O. Pecaa was born on the 6th day of June in

the year of 1994 at Bacoor, Cavite. She finished her elementary
education last 2006 at Las Pias Elementary School and finished
her High school at Las Pias National High School in the year
2010 both in Las Pias City. 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 Becoming a competent and
ethical practitioner of Psychology and From interview to feedback: what you need to
know about Psychological Assessment which both happen 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 University of the
East-Manila with a theme of a Journey into Personhood: Self discovery. She also attend a
seminar entitled Innovative strategies in teaching special children, a first seminar for
Psychology that happened in the campus.
She is a member of a choir in San Martin De Porres Parish and a member of the
Psychological Association of the Philippines Junior Affiliates.

50

Charline G Pearanda was born in, Tagaytay city, Cavite on October 10, 1994.
She finished his elementary education at Sungay East Tagaytay city Elementary School.
She took her Secondary Education at Tagaytay City Science National High School. She is
currently taking up Bachelor of Science in Psychology at Lyceum of the Philippines
University, Cavite Campus.
She has attended various seminars related to the field of her study. One of these is the
Psychological Association of the Philippines Junior Affiliates (PAPJA) 27th Annual
Convention that was held last January 17 to 18, 2014. . Other seminars she attended were
the Cavite Center for Mental Health 7th Annual Seminar entitled: From Interview to
Feedback: What you need to know about Psychological Assessment happened on
December 6, 2013, and The Eighth All Psychology StudentsCongress PSYNERGY 8:
Hanggang Saan ang Walang Hanggan? Ang Pagtuklas sa Sikolohiya sa Likod ng Walang
Hanggan at De La Salle University, Dasmarias on February 21 to 22, 2014.
Ms. Pearanda is a new affiliate of Psychological Association of the Philippines
Junior Affiliates.
Lovely Anne A. Prieto was born April 10, 1995 in Amadeo

Cavite. She studied primary school in Halang Banaybanay
51

Elementary School. She graduated high school in Halang Banaybanay National High
School. Now, she is currently taking up BS Psychology in Lyceum of the Philippines
University.
Her first seminar that she had attended was on Lyceum of the Philippines Manila
entitled Handwriting Analysis, 2nd Interscholastic Psychology Congress on February 20,
2012. After that she had attended the 7th Annual Seminar, Cavite Center for Mental
Health Psychological Services on December 6, 2013. And recently, she attended the
Hanggang Saan ang Walang Hanggan seminar in PSYNERGY 8th: All Psychology
Students Congress February 21-22, 2014.
Ms. Prieto won the best leader award on ENSCIEMAS camp during her highschool
days. Then, Ms. Prieto took the TOEIC Exam for assessing English Proficiency for
Business. She got a score of 705 out of 990 which it assessed that she has Basic Working
Proficiency.

52

Rosevelen V. Puli was born last November 13, 1976 in Manila.
She finished her elementary education at Las Pias Elementary
School and her secondary education at SAGAD High School
Pasig City. She is currently taking up Bachelor of Science in
Psychology at Lyceum of the Philippines University. She is
currently living in Aratilis St. CAA Las Pias City.
She attended various seminars related to the field of her study, one of these is
From interview to Feedback: What you need to know about Psychological Assessment
last December 6, 2013 at Provincial Gymnasium, Trece Martires Cavite. She also
attended The Eight All Psychology Students Congress PSYNERGY: Hanggang Saan
Ang Walang Hanggan at De La Salle University- Dasmarias last February 21-22, 2014
and Shaping the Perfect Soul: Innovative Strategies in Teaching Special Children last
March 1, 2014 held at Multi- Purpose Hall in Lyceum of the Philippines University
General Trias Cavite. She is currently working as online Junior Contributor/Web Content
Analyst base in United States.

53

Mariel C. Ramos was born in Manggahan General Trias,
Cavite on March 15, 1992. She finished her Elementary
Education at General Aloa Memorial Elementary School
Biclatan General Trias, Cavite. And took her Secondary
Education at AmadeoWeste Cavite Instituto de Le Mar. She is
currently taking up Bachelor of Science in Psychology at Lyceum
of the Philippines University-Cavite Campus.
She has attended various seminar related to field of her study. One of these is the
Shaping the Perfect Soul: Innovative Strategies in Teaching Special Children at the
Lyceum of the Philippines University-Cavite that was held last March 1,2014. Other
seminars she attended were the The Eight All Psychology Students Congress
PSYNERGY 8: Hanggang Saan ang Walang Hanggan? Ang Pagtuklas sa Sikolohioya
sa Likod ng Walang Hanggan at De La Salle University- Dasmarias on February 21 to
22, 2014, Cavite Center for Mental Health 7th Annual Seminar entitled From Interview
to Feedback: What you need to know about Psychological Assessment happened on
December 6, 2013 at Provincial Gymnasium Trece Martirez City, Cavite and On the Edge
Season 2 : Self Mastery: Think Better Live Better on August 24,2013 at Penthouse, Emar
Suites, Mandaluyong City.

54
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.

55

Color On Memory. Prieto - S Group

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THE EFFECT OF COLOR ON MEMORY AMONG GRADE ONE

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COLLEGE OF ARTS AND SCIENCES

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THE EFFECT OF COLOR ON MEMORY AMONG GRADE ONE

The purpose of the study is to determine whether colors have an effect on

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Mean Scores in Flashcard Test (Pretest)... 20

Mean Scores in Flashcard Test (Posttest).. 20

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Conceptual Framework of the Study 4

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Words used in the study...

Permit to conduct the experiment.

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Flash card used in pretest..

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Flash card used in treatment 2..

Result of Flashcard test.

Timetable for research..

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Background of the Study

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Statement of the Problem

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Figure 1. A model of pretest and posttest design of the experiment

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Significance of the Study

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Color, the spectrum of light

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Color and Memory

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Figure 2. Randomize group research design

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Participants of the Study

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Experimenter: Hello, what is your name?