Mechanical vs. Logical Memory in the Use of Personal Technology among Nigerian Senior Secondary School Students

Technology has come to stay. Used well or abused, the effect of technology use and its residual consequences need extra-cautious management by all, in order to maximize its benefit. The use of personal technology can be either learning enhanced or learning inhibited. Learning in this study insinuated classroom instructional learning targeted at providing records of academic achievement. The study explored two delineations of memory in the use of personal technology, namely logical and mechanical. The sample comprised senior secondary (SS) school students. SS students studied (1, 325) include those in SS I = 300, those in SS II = 500, and those in SS III = 525. For data collection, the researcher used simple monkey-survey titled Technologimech, a word coined from three shortened terms of technology, logical and mechanical. Data were collected over a period of three months. Mechanical-memory in the use of personal technology is behaviourally auto-shaping, automated, relatively conditioned and used in habit formation. Logical-memory use is persisting, task-oriented, emotional-spent, and used for instructional learning purposes. Students are inclined to rely on either mechanical or logical memory in their use of personal technology for socials and classroom learning purposes. The research revealed that the mean score of survey participants who engage more of their mechanical-memory in use of personal technology reported 83.27; and those who engage more of their logical-memory when using their personal technology reported a mean score of 81.50. Researcher recommends that secondary school teachers engage their students� logical memory in the use of technology for instructional purposes.