TEACHING CHEMISTRY AND ENGLISH LANGUAGE WITH MNEMONICS AS A MINDFULNESS STRATEGY FOR STUDENTS’ ACADEMIC STRUGGLES

Abstract

Globally, Students with Low Academic Achievement (LAA) are usually presented with lack of mindfulness’ symptoms which are the signs of stress and anxiety. Also, the growing rate of highly competitive job market, poverty, hunger and general inflation in price of goods and services occasioned by COVID-19 could be held responsible for additional stress and anxiety among science students. Consequently, Mindfulness Strategies aiming at relieving students stress and anxiety will be of great benefit to the students trying to cope with the attendant struggles and improve their performance in core science subjects chiefly Chemistry and English Language which is a core subject for all secondary school students. This study hereby aims to examine the teaching of Chemistry and English Language with the Mnemonic Devices for Science Students’ Mindfulness in Nigerian Secondary schools. Through the literature reviewed, it was found that the use of mnemonics in the teaching of Chemistry and English Language improves students’ interests, retention, academic achievement, and mindfulness among science students. It was however concluded that the use of mnemonics is a mindfulness strategy which could be used to improve Science students’ academic achievement and retention. It is hereby suggested that science and English Language teachers should learn to use mnemonics devices regularly in their classrooms to ensure that the science students benefit from its mindfulness potentials.