The Effectiveness of Mnemonics- Based ‎Science Teaching on Academic Achievement ‎and Retention of Learning According to ‎Imagery Style among Sixth-Grade Students

Abstract

The current study aimed to identify the effectiveness of ‎mnemonics on academic achievement and retention of learning ‎among sixth-grade students in light of their imagery style. A ‎quasi-experimental research design was used, with a control ‎group and two experimental groups. The first experimental ‎group was instructed by the teacher using six instructional ‎strategies. In contrast, the second experimental group created ‎mnemonics, whereas the control group was instructed using the ‎standard method. The study sample consisted of 212 sixth-‎grade students in the Governorate of Muscat. The imagery style ‎scale was previously applied to classify the students according ‎to the type of imagery style and an achievement test was used ‎pre- post- and delayed. The findings showed that there were ‎statistically significant differences in favour of the two ‎experimental groups in the knowledge and application levels of ‎learning achievement and retention. Additionally, there were ‎statistically significant differences in learning achievement ‎between the control and second experimental groups, favoring ‎the latter group. In contrast, there were no statistically ‎significant differences in learning achievement and retention ‎among the study groups due to the imagery style‏.‏‎ The study ‎recommended the adoption of mnemonics as teaching ‎strategiesallocating part of the class time to provide students ‎with these strategies and encourage them to build their own ‎mnemonics.‎ ‎(Keywords: Mnemonics, Academic Achievement, Learning ‎Retention, Imagery Style)‎