Title: (Action Research)�The Impact of Working Memory Training on Bahasa Melayu Sukukata Learning and Spelling(Ejaan) in 5 and 6-Year-Old Learners

Student Name : Koo Chee Yan

Student ID : 2022.9.EDU02.0006

Oral Presentation for Project Proposal Chapter 1,2 3

Date : 19^th November 2023 (Sunday)

1.Introduction

1.0 Background of the study

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• The ability to spell correctly and accurately is a fundamental skill in language development and literacy. In the context of Bahasa Malaysia, Ejaan (spelling) is a crucial aspect of language learning.

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• However, for 5 and 6-year-old children, mastering Ejaan can be challenging due to limited working memory capacity.

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• Working memory is the cognitive system responsible for temporarily holding and manipulating information, making it a critical component of language processing and learning.

1.1 Research Problem

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• The problem of the research is the limited integration of working memory model into early childhood education despite its potential benefits to children’s cognitive function and emotional well-being. Many educators may not be aware of the benefits of working memory training or may not have full understanding on how working memory training should be conducted.

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• Additionally, there is a lack of research to explore the benefits of working memory in early childhood education and provide insight into the potential challenges and benefits of integrating working memory training into classroom teaching and learning routine.

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1.2 Objectives

The primary objectives of this research project are:

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a. To assess the working memory capacity of 5 and 6-year-olds

b. To develop and implement a working memory training program of this age group.

c. To examine the impact of working memory training on Ejaan learning.

d. To determine whether working memory training has lasting effects on spelling skills

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1.3 Scope of the Study

The study covers specific niche area on spelling skill of preschoolers age between 5 and 6 on a small sampling in a specific kindergarten. Other area of language skill related to working memory are not included such as reading and comprehension ability.

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1.4 Limitations of the Study

Some limitations of this study include:

1.Limited effect : Long-term effects will be assessed through follow-up evaluations conducted like after 1 month after the completion of the training cannot be established.

2. Small sample size: The study may have a small sample size, which may limit the reliability and validity of the findings. The results may not be statistically significant or representative of the larger population.

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3.Lack of experimental design: The study may be limited by its lack of experimental design, which means that causality cannot be established. Other factors beyond working memory training may be influencing the outcomes, and the study may not be able to control for these factors.

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4.Limited scope: The study may be limited in scope to only exploring the impact of working memory on preschoolers’ spelling ability. Other scope like comprehension and reading skills may not be considered in this study.

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1.5 Research Questions

• What are the current working memory capacity observed in kids age 5 to 6 year? 

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• What are the best practices for incorporating working memory into early childhood education, and how can these practices be effectively implemented?

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• What is the impact of incorporating working memory training on children’s spelling abilities and long term memory in Bahasa Melayu spelling?

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• What are the effects of working memory interventions on cognitive processing capacity among preschoolers ?

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1.6 Significance of the Study�

• The significance of this study lies in its potential to contribute to the field of early childhood education by exploring the benefits and impact of integrating working memory training in sukukata into preschool lessons.
• By examining the existing literature and conducting working memory training, this study has the potential to provide valuable insights into the effectiveness of WM training as a pedagogical method for promoting children’s long term, short term memory.
• Furthermore, the results of this study could inform the development of best practices for incorporating WM Model into early childhood education settings and help to address the potential challenges and barriers to implementation.
• This could ultimately lead to improved outcomes for children in these settings, including improved focus, listening skills and academic performance in general and spelling skills specifically. Overall, the significance of this study is in its potential to contribute to the growing body of research on the benefits of working memory in the teaching and learning and improving the quality of early childhood education.

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1.7 Expected Outcomes

• We anticipate that working memory training will have a positive impact on Ejaan learning in 5 and 6-year-old Bahasa Melayu learners.

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• We expect the trained group to exhibit improved spelling accuracy compared to the control group.

2.0 Literature Review

• The literature suggests that working memory is closely linked to language skills and learning outcomes in children.
• Research has shown that individuals with better working memory tend to excel in tasks requiring language processing. Other areas of research on WM include focus, multitasking, managing information overload and even time management. Compared to IQ, WM is a better predictor for academic success. Little research is done on working memory and language ability in preschoolers.
• Various studies have demonstrated the effectiveness of working memory training programs in improving working memory capacity and cognitive skills.
• Yet, the extent to which such training can impact spelling in young learners remains largely unexplored.
• Lietrature review comes from multiple sources such as journals, online videos review and publication on working memory.

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3.0 Research Methodology

3.1 Introduction

1. Research will be carried out using the Beddeley’s Model and quantitative data analysis metho

Baddeley's model of working memory�

Alan Baddeley and Graham Hitch proposed a multi-component working memory model in 1974 to emphasize the importance of this system in cognitive processing. Baddeley and Hitch suggested working memory is composed of three parts:

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• the central executive, a system that controls the phonological loop (a subsystem for remembering phonological information such as language by constant refreshing through repetition in the loop), and the visuospatial sketch pad (a subsystem for storing visual information).

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This model was later revised and improved by Baddeley which resulted in additional component of episodic buffer in year 2000 .

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3.2 Research Method

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3.3 Sample

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• The study will involve around 36 students aged 5 and 6-year-olds from diverse socio-economic backgrounds.

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3.4 Data Collection Technique

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• Working memory capacity will be assessed using age-appropriate tasks, such as letter span tests, which measure the ability to remember and repeat sequences of letters.
• Participants will be recruited from a pre-schools and will be randomly assigned to two groups : an experimental group (receiving working memory training) and a control group (not receiving working memory training).

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• The experimental group will undergo a structured working memory training program designed to improve their working memory capacity. This training will be conducted over a 4-week period, with sessions held three times a week.

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• Ejaan learning will be evaluated through pre and post-training assessments that include spelling accuracy tests

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Data Analysis

• Statistical analyses, including t-tests

will be used to compare the performance of the experimental and

control groups.