In psychology, memory is described as the process of encoding information into memory, storing information into memory and retrieval of information from either short term or long term memory (Driscoll, & Driscoll, 2005). Human understanding of the content learned is significantly influenced by how they undertake the process. Concerning efficient encoding, storage, and retrieval of information, this paper identifies several strategies that can be applied by students to help them improve their memory.
Goal Oriented Strategy
Focus on learning and understanding ideas is one of the strategies that can help improve memory. Rather than just memorizing, students should develop a discipline to learn new concepts with interest and enthusiasm. Growing interest in a new idea is likely to prepare the brain to encode, store and retrieve new information for efficiently than when one does not pay keen attention to the new ideas and information they are supposed to learn and understand (Higbee, 2001). Research shows that an individual is likely to remember something if such a thing is of interest to that person. This strategy implies that students need to develop an interest in what they are learning and take their time to study its content with the view of having a better understanding as opposed to purposes of passing tests only.
Associations Strategy
Research indicates that giving positive information associations may help to improve memory and learning process. Associating new information and ideas with what we already know helps to make information have a meaning, aiding in organization and structure of the content of the material in a manner it can easily be remembered (Willis, 2007). Well organized information is less likely to give student stress while learning and locating new information. As a result, one is expected to encode, store and retrieve information efficiently. Use of associations is one of the best ways we can achieve organize information in a manner that can easily be recalled by the brain. One can connect, for instance, by learning in a familiar place as opposed to using different study places.
Chunking Strategy
The strategy involves grouping information and ideas into groups where related facts are grouped and learned together. The main reasoning behind this strategy is the need to reduce the amount of content to be store at ago. Research shows that the brain can easily recall groups of words or ideas in the region of 7 plus or minus two. When learning characteristics of types of animals, for instance, a student can efficiently encode, store and retrieve c information when organized in small groups. The strategy has been efficiently used in mathematics where students may be required to provide the formulas and methods they used to arrive at answers.
Imagery/Visualization Technique
This strategy involves remembering ideas and group of words through visualization. For example, if a person would like to recall random items, for instance, ingredients used to prepare homemade cake, one can start with a frying pan, then oil, sugar, sat, food flavor and coloring, eggs, flour and so on. Paying attention to photographs, drawings, formulas, and charts may be more useful than merely wishing them away (Willis, 2007). Research shows that the brain is in a better position to remember visual objects. Apart from this, students need to pay more attention to more difficult information. Therefore, spending extra time researching and studying difficult contents is more advisable than simply giving equal time threshold to all material that needs to be learned.
Use of Acronyms
For a long time, acronyms have been used to represent a list of words or titles. To improve memory process, students should embrace the use of abbreviations. Acronyms can be used to learn a vast amount of content within a short period. Therefore, it is more useful for student with less time to study to use the strategy. Concerning this, acronyms can be used to remember words that ordinarily are difficult to recall individually.

References.
Driscoll, M. P., & Driscoll, M. P. (2005). Psychology of learning for instruction.

Higbee, K. L. (2001). Your memory: How it works and how to improve it. Lifelong Books.

Willis, J. (2007). Review of research: Brain-based teaching strategies for improving students’
memory, learning, and test-taking success. Childhood Education, 83(5), 310-315.