The effect of making deliberate errors learning on working memory and academic performance of girl students of the high school

The purpose of the present study was to determine the effect of making deliberate errors learning on working memory and academic performance of girl students of the high school.

The research method was semi-experimental with a pre-test and post-test design with a control group. The statistical population included all students of the high school in Chegeni city in the academic year 2022-2023. From the statistical population of 30 people who meet the conditions for entering the research, they were selected by random sampling and randomly assigned to two experimental (15 people) and control (15 people) groups. Working memory research tool of Daneman and Carpenter (1980) and the paper-pencil test made by the researcher to measure the academic performance of students. The statistical methods used in this research included descriptive statistics (mean, deviation) and inferential statistics (multivariate covariance analysis). The data was analyzed in SPSS software version 26.

The results of the research showed that there was a significant difference between the pre-test and post-test scores of the experimental group compared to the control group for academic performance (P<0.01, F=69.317), but there was no significant difference for the difference (P=0.647, F=0.214).

Based on the present findings, it can be concluded that making deliberate errors learning increases academic performance, but does not affect working memory.