Abstract
The investigators employed a quasi-experimental approach to assess the effectiveness of mnemonic instructional techniques in enhancing geography proficiency among ninth- standard students at a Government Girls Higher Secondary School in Namakkal District, Tamil Nadu. Samples were selected using purposive sampling, with two sections, A and C, chosen for the experimental and control groups, respectively. Each group consisted of 40 regular students, with standardized achievement tests conducted as pre-tests and post-tests. The control group followed traditional lesson plans, while the experimental group taught through mnemonic instructional strategies in Tamil, developed and validated by six subject teachers. Results revealed that students taught using mnemonic strategies surpassed those taught traditionally, highlighting the benefits of incorporating mnemonic techniques in geography education, including improved retention, increased engagement, academic success, and the cultivation of transferable skills.
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