Abstract
Low students’ learning outcomes and retention are among the problems in learning. An innovation in the learning process is thus needed to solve the problems. The effect of Preview, Question, Read, Reflect, Recite, Review and Read (PQ4R) learning model integrated with a mnemonic-based module is one of the useful alternatives to overcome the problems. This study aims to address the question on how the integration between the PQ4R learning model and a mnemonic-based module affects the students’ learning outcomes and retention. This study used an experimental method with a Quasi-Experimental design.The research subjects were 124 students who were selected purposively from four parallel classes in one high school in Banda Aceh, Indonesia, from a total population of 16 public high schools in Banda Aceh. The subjects were divided into two groups, namely the experimental and control group; each of which consisted of 62 students. In the experimental group, the PQ4R model combined with mnemonic-based modules was used, while in the control group, PQ4R with a conventional learning module was applied. The measured parameters were the students’ learning outcomes and retention. To examine the significance of learning outcomes between the experimental and control group, the Analysis of Covariance (ANCOVA) statistical test was employed. The data for retention were obtained from the results of posttest, retention test-1 (retest-1) and retention test-2 (retest-2). The retention was analyzed by using a recognition method. The results showed that there is a significant difference between the learning outcomes of the students in the experimental class and those of the students in the control class. The experimental class has a better retention rate compared to that of the control class. Thus, the application of the PQ4R learning model combined with a mnemonic based module can positively contribute to improving students’ learning outcomes and retention.
Highlights
Poor comprehension and retention skill of students are among the most common issues in learning
There have been a number of studies carried out on the use of mnemonic strategy to improve students’ learning outcomes and retention (Benjamin, 2017; Dretzkea & Levinb, 1996; Franke at al., 1991; Loache & Todd, 1998; Manalo et al, 2013; Marzban & Azimi., 2012; Mostafa, 2016; Nelson et al, 2013; Richter et al, 2016; Rawendy et al, 2017; Simon et al, 2017; Vlasceanu & Coman, 2018; Wyra et al, 2007)
The results suggested that the students with low level of academic skill should be taught with appropriate learning strategies and teaching materials, such as a mnemonic-based module
Summary
Poor comprehension and retention skill of students are among the most common issues in learning. There have been a number of studies carried out on the use of mnemonic strategy to improve students’ learning outcomes and retention (Benjamin, 2017; Dretzkea & Levinb, 1996; Franke at al., 1991; Loache & Todd, 1998; Manalo et al, 2013; Marzban & Azimi., 2012; Mostafa, 2016; Nelson et al, 2013; Richter et al, 2016; Rawendy et al, 2017; Simon et al, 2017; Vlasceanu & Coman, 2018; Wyra et al, 2007). The application of PQ4R learning model combined with a mnemonic-based module needs to be explored This current research was conducted to find out the effects of the use of PQ4R learning model integrated with a mnemonicbased module on students’ learning outcomes and retention on a specific biological topic, namely human body’s defense system. The PQ4R Learning Strategy is student-centered, allowing the students to build their own knowledge of the topic being taught (Maesah et al, 2012)
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