Memorization as a Learning Style: A Balance Approach to Academic Excellence

Abstract

The concentration of this study is upon 'memorization' as a learning style, using qualitative research methodology. The research practice did not ignore the students themselves as being the key members of any learning organizations, neither the Islamic perspective as a religion and culture of learning that has adopted the 'memorization approach to obtain knowledge for centuries, nor the Western point of view that contributes much to the 'memory and memorization field. Indeed, this included the research findings of Asian research about Chinese students’ memorization and their academic achievement. Within this combination-designed scope, it is assumed that better understanding of memorization will be provided for educators and students as well. The research addresses the following Questions: 1) to what extent the students use memorization as a learning style? 2) What are the students' reasons for using memorization? 3) What aspects do they memorize? 4) How do they memorize? The findings of this research indicated that memorization is related to the research participants' academic achievements. Further, it considered as an effective tool for brain empowerment, illustration enhancement, and oration feature. Indeed, it is believed that memorization itself is not a tragic or bad practice, and the beauty of memorization appears when the memorizer tries to understand what he had memorized. The traditional Islamic scholars such as Imam Shafi also believed that knowledge is not that which we keep in our house, note book, power point, lap top, rather, our knowledge is that which we are able to keep in the heart and always accessible.

Keywords: Memorization, learning style, balance approach academic achievement