Effects of Colour, Perceived Positive Reinforcement, and Gender on Adolescents’ Recall

Despite extensive research on memory recall, comprehensive investigations that explore the combined effects of colour, perceived positive reinforcement, and gender on adolescents’ recall are scarce. This study examined the interplay between colour, perceived positive reinforcement, and gender in enhancing adolescents’ memory recall. One hundred ninety-two non-colour-blinded adolescents (10-14 years) were randomly selected via a stratified sampling technique and participated in this study. The stimulus materials utilized are the first and second prose passages, the First Prose Assessment Test, and the Second Prose Assessment Test. Other materials include yellow, blue, and simple white coloured A4 papers; a simple mathematics task; two stopwatches; pens; and packets of sweets and biscuits. Three-way analysis of variance (ANOVA) was employed to test the hypotheses, yielding compelling results. In contrast to expectations, colour had no significant effect on recall (F (2, 180) = .154, p =.05). However, the study revealed noteworthy main effects, indicating that perceived positive reinforcement (F (1, 180) = 20.220, p < .001) and gender (F (1, 180) = 12.350, p < .001) significantly impact adolescents’ recall. Furthermore, an intriguing interaction effect emerged (F (1, 180) = 3.296, p < .05) among colour, perceived positive reinforcement, and gender on adolescents’ recall. The study recommends that by tailoring strategies to leverage positive reinforcement and considering gender-specific learning tendencies, practitioners can create more effective and inclusive learning environments for adolescents. The intricate interaction effects highlighted in this study underscore the importance of adopting comprehensive and nuanced approaches in educational interventions.