Focus of the Research Report
Research Report
Write a research report based on a hypothetical research study. Conducting research and writing a
report is common practice for many students and practitioners in any of the behavioral sciences fields.
A research report, which is based on scientific method, is typically composed of the different sections
listed below:
1.Introduction: The introduction states a specific hypothesis and how that hypothesis was derived by
connecting it to previous research.
2.Methods: The methods section describes the details of how the hypothesis was tested and clarifies
why the study was conducted in that particular way.
3.Results: The results section is where the raw uninterpreted data is presented.
4.Discussion: The discussion section is where an argument is presented on whether or not the data
supports the hypothesis, the possible implications and limitations of the study, as well as possible
future directions for this type of research.
RUNNING HEAD: PSYCHOLOGY.
Introduction
Memory is a mental activity that involves recalling information that one has
previously learnt or experienced. This may be short-term, or long term. Working memory is
the ability to work with information that is in the conscious information processing where
conscious implies that this information is present in the mind. Just like modern computer
gadgets, different individuals have different memory capacities. Therefore, the speed at which
individuals are able to retrieve or recall information from the past varies tremendously.
The ability to retrieve information plays an important role in our daily lives as it
determines how fast we can make decisions. The speed at which one can remember how to
solve an equation in class or during an exam, or how fast a manager can come up with a
strategy for improvement is very fundamental. Therefore, having a strong memory implies
that one will be able to easily adapt and progress in the daily environment. Memory
determines students’ performance in assessment tests in school.
Several methods of boosting one’s memory have existed since time in memorial.
However, most of these involved complex, expensive, and sometimes even “boring” methods.
Previous research has illustrated the effectiveness of chocolate in fighting heart disease and
even cancer. Today, new research evidence reveals that chocolate can improve one’s memory
hence make an individual mentally fit. For example, Jones and Wilson (2011) discovered that
taking chocolate two hours before taking math tests can improve scores. In addition, Wong,
RUNNING HEAD: PSYCHOLOGY.
Hideki, Anderson, and Skaarsgard (2009) found that women are better than men on memory
tests after eating chocolate. They randomly selected 50 men and women from a larger
population who were given an assessment. The results were assessed using the t-score and the
results indicated a marked improvement in performance after eating chocolate (t .05(99) =
3.43; p < .05).
Previous research has indicated that eating chocolate can positively impact one’s
performance. Therefore, this research attempts to find out the efficacy of eating chocolate
among high school students. This will in turn present students with an easier, affordable and
enjoyable approach of boosting their memory hence improve school performance.
Method
Acme high school was chosen as the source of experiment participants. Here, 50
students who previously reported an almost similar performance in assessment tests were
randomly selected from the 12 th grade class. Twenty five randomly selected students were
chosen and allowed to eat chocolate 5 minutes before being tested while the other 25 students
were not allowed to eat chocolate. The 50 students were then issued with a standardized
assessment test that was two hours long.
The tests were collected and marked to determine the performance of each student.
The results were then compared and analyzed using measures of central tendency and t-tests
to determine the correlation of performance between students who have eaten chocolate
before the tests and those who did not.
Results
Measures of central tendency (mean and standard deviation) and the t-test were used to
evaluate the students’ performance results on the assessment tests. The measures of central
RUNNING HEAD: PSYCHOLOGY.
tendency provided condensed data that allowed for easy comparison between students who
had taken chocolate and those who had not taken the chocolate while the t-test was used to
prove the hypothesis of the study.
The mean score of children who had eaten chocolate was 83.5% while for those who
had not taken chocolate was 70%. The standard deviation was 3.26. This is a one tailed test
and the t-test result was (t .05(99) = 3.26; p < .05. these indicated a marked improvement in
the performance of those students who had taken chocolate before the assessment and this
clearly indicates that eating of chocolate greatly improves the memory of an individual hence
improved performance on the tests.
Discussion
The results clearly indicated that the hypothesis was true and taking of chocolate
improved memory, therefore, improved performance of students in school. The mean and
median were introduced in this research to provide simple and condensed information
regarding the hypothesis. In comparison to the study conducted by Wong, Hideki, Anderson,
and Skaarsgard in 2009, the study on students produces similar results on the t-test with an
almost negligible variation. Chocolate contains flavonols and is high in vitamins A, B 1 , B 2 , D,
and E 3. In addition, it is a strong antioxidant. These elements work in a similar manner in the
human body, therefore, has similar effects on our body and memory hence the similarity in
results from the earlier research on men and women and this research among high school
students.
The limitation of this study is that exam performance is not the only indicator of good
memory. Other students who have poor performance in assessment score high in other areas,
for example, those related to talent. This can be eliminated by including tests and activities
that originate from a broad spectrum of the school’s curriculum and the overall performance
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used to determine acceptance or denial of the hypothesis. While this research has provided
insight on the effectiveness of chocolate in improving memory, further research should be
conducted to determine how the teaching methods affect memory and hence performance of
students.
There are many approaches to improve memory among individuals. While most of the
methods are complex and expensive, improvement of diet and the dietary intake is one of the
cheapest and most effective ways of improving memory. Eating chocolate is one of the
dietary approaches of improving memory and the results clearly illustrate its efficacy. As
mentioned above, chocolate contains flavonols and is high in vitamins A, B 1 , B 2 , D, and E 3. In
addition, it is a strong antioxidant that works to not only improve health but also boost the
memory.
Conclusion
Writing a false research is easy and at the same time difficult. Here, it is not difficult to
acquire information as most of the information is fictitious and requires one to only refer to
what has been previously learned without going into deep research. However, there is
difficulty especially when determining what data analysis approach one will utilize because
one wants to select the simplest method of analysis that will also be relevant in a real
research. Writing a fake research provides insight into how interesting research is and the
skills required to conduct research. It provides prior knowledge to research writing skills
hence endow one with knowledge to recognize valid and reliable research in the real world.
RUNNING HEAD: PSYCHOLOGY.
References
Davids, M. (2012). Memory. (J. Terry, Ed.) Journal of Psychology, 56 (1), 45-56.
Johansen, I. (2013). Boost Your Memory: Evidence fron Case Studies (2nd Ed.).
Geneva: Word Press.
Yamada, H., Fredricks, F., & Reuben, P. (2010). Diet and Memory: Modern Unconventional
Approaches. Journal of Psychologists, 8 (3), 78-98.
