Korean university students’ perceptions of rote memorization as a form of meaningful learning

Abstract

The purpose of this study is to identify the perceptions of 20 Korean university students about the practice of rote memorization as a learning strategy in the Republic of Korea. Some educators and students have criticized rote memorization as a learning method that stifles critical and creative thinking and only promotes a type of superficial learning. However, several studies maintain that rote memorization can lead to deeper or meaningful learning. The participants in this study took part in individual interviews to identify their general perceptions about the use of rote memorization as a learning strategy in Korea and the type of learning it promotes. The results reveal that the high majority of participants view memorization as an extremely important skill in Korea but also suggest a variety of other learning strategies to promote meaningful learning. It is believed that the results of this study have significant implications for learners and educators.