There is no learning without memory, although some memories can be innate such as instincts

and basic reflexes" .The process of learning is intricately interwoven with memory in a process
that is constantly updated and modified throughout the lifespan. Contemporary knowledge has
enabled the understanding that human natural processes continue into old age, as long as there is
active participation in thought processes. However, with the coming of the recent pandemic
covid -19 schools have been closed leading to the government to have desperate measures to
allow only examination classes to continue learning despite the coronavirus pandemic while
having non examination classes to stay at home.

Covid-19 is an oversee pandemic which has affected many countries around the globe. It is the
pandemic that affects the respiratory system of the human body. Recent research on Covid-19
stipulates that, this disease it’s an air-borne diseases which can be transmitted through. Covid-19
has caused an indefinite closure of learning institutions in Zambia with an foreseen hope as to
when non-examination classes can re-open

Therefore, this essay is an attempt to show in four (4) ways the relationship between memory
and learning in the awake of non-examination class pupils who are not in school due to covid-19
pandemic. It will begin by defining the key terms and further the challenges in Educational
planning will be discussed in the main body and finally he conclusion will be summarize the
essay

According to Wickens (2005), learning is the acquisition of new information, and memory is the
capacity for storing and retrieving the information. Memory is a composite of our experiences
and without learning and memory, there would be no coherent thought processes, language, or an
ability to perceive our environment .Learning occurs when new information is transferred into
memory.

Tests of learned knowledge

Recalling can help students to reduce forgetting. As an instructor, tests is a common strategy that
asks students to recall the knowledge they have learned. Based on the forgetting curve, at certain
time to give an either small test (such as quiz) or a big test (such as midterm) can effectively
enhance recalling and reducing forgetting. For example, to give a quiz at the end of the lesson
class, which helps students to quick review and restudy the class content. Also leaving a small
practice assignment about the lesson taught today, and asking students to submit it the following
day. After a month, to give a midterm which covers the lesson content to students, in order to test
their understanding and recall their knowledge about this content. Since March 2020, learning
for non-examination classes has not resumed, therefore, testing their learned knowledge may not
be ideal as they may have forgotten much of the contents they learned before the closure of
schools duel to Covid-19

Limited Attention in capacity

People require attention to learn. Human attention is limited in capacity. Hence, without
attentions, people cannot learn effectively, which means learning without attentions is wasting
time. For example, when a person is reviewing a history lesson while he is thinking of playing
football. For sure this person’s attention is allocated into two totally different fields, and he will
not review the history lesson effectively because the limitation of attention in capacity. However
due to covid-19 many learners have had less or no time for reviewing their books and this has a
result may negatively affect them after schools reopen. Since everyone have different type of
learning style pupils need extra attention to understand certain concepts, due to the corona virus
the Government has introduced a television station to cater for non – examination classes. The
issues now comes in when a pupils don’t understand what is being taught on the television
station. Therefore, pupils have no chance of asking questions. So in relation to limited attention
in capacity, without understanding and application often results in short term holding, this is why
many pupils look back on the primary days and don’t remember part of what they learnt because
the never learnt but memorized. Due to Covid-19 much less attention to all aspect of learners
have been affected because learners are forced to work on their own without anyone monitoring
their progress. Even after schools re-open learners will need more time to catch up on the time
they have lost as a result of the coronavirus. This meaning teachers would to give learners more
time to be up to date with all the work they have not learn starting from when schools closed

Forgetting Curve

This curve addresses the regular pattern of people’s forgetting. The curve shows that we start to
forget immediately and rapidly right after we learn, then the speed of forgetting slows down. To
roughly talk about the bases of it, the curve shows that people can forget 50 percent of the
knowledge’s content they just learned in an hour. Then, 8 hours, 24 hours, 6 days and 31 days
are also the forgetting time points people generally have, and the percentage of the content
people hold gets decreasing along with the forgetting time points. Consequently, people would
totally forget the knowledge if they do not regularly practice what they learned, then, learning a
knowledge is meaningless because it will be forgotten after all. In this context the learning
environment has a very significant role to play because it allows learners to have a certain pattern
to follow, which may enable them to retain their memory. However the outbreak of the
coronavirus has brought this challenge on the part of the learners who are not in examination
classes as they may have to deal with the aspect of forgetting the concept learnt before the
outbreak of the pandemic. Considering the fact that not all learners have the same ability to
understand, pupils who are slow learners may be heavily affected because after learning via the
new educational channel these learners would want more close attention to be helped
understanding and lowering their levels of forgetting.

Reviewing of learned materials

With the introduction of learning using the Television station and E-learning, the learners cannot
participate in the learning process. Many are the times not all concepts can be fully be
understand by pupils who are following the same education program. This is disadvantaging
those learners who cannot understand the concepts. The other view is similar to the highest level
of the class of category, which is to put and relate pieces of small information into couple of
groups. Due to the Covid-19 non-examination classes have taken a step to use E-learning portals
and the Edu.TV which the government of Zambia recently undertook to help learners be
occupied with academic work.
While this may be a good way to go with this pandemic, learners may find it difficult to deal
with other disadvantages, such as pop-ups and other programs which would lead to loose of
concentration. Learners are better encouraged to review their work, when there is a certain
pressure that prompts them to work hard such as a test or quiz. Some pupils have not taken
Edu.Tv so serious because the instructor cannot check through the learner’s books or give them
any test to check on their knowledge of understanding.
In conclusion, as much as learning and memory impact the day-to-day functions of human
beings, the relationship between learning and memory has to be understood that in circumstance
like these of Covid-19, learning cannot take place without memory
REFERENCES

Murdock, B. B. Jr. (1993). TODAM2: a model for the storage and retrieval of item, associative, and serial-
order information. Psychological Review, 100, 183-203.

Murdock, B. B. Jr. (1995). Developing TODAM: three models for serial-order information. Memory &
Cognition, 23, 631-645.

Nairne, J. S. (1990). A feature model of immediate memory. Memory & Cognition, 18, 251-269.

Wickens (2005). Learning & cognition, 19, 332-340.