The Upshot of Mnemonics on Gender and Other Learning Outcomes of Senior Secondary School Students in Biology

Abstract

This study investigated the effects of Mnemonics Instructional Strategy on Secondary School Students’ learning outcomes in Biology. Moderating effects of Gender was also examined. The study adopted the pretest-posttest control group, quasi experimental design with 2x2 factorial matrixes. One hundred and twenty students from six public Schools selected from three Senatorial Districts in Ekiti State, Nigeria, participated in the study. Two instruments were developed and used: ‘Students’ Biology Achievement Test’ (SBAT) and ‘Students’ Interest and Attitude towards Biology’ (SIAB). The face and content validity of instruments was ensured by professional Biology teachers and experts in the field of Science Education. Reliability was done using test-retest method and adjudged to be reliable with results on Students’ Biology Achievement Test (r=0.82) and Students’ Interest and Attitude towards Biology (r=0.78). Also used were operational guides on Mnemonic Instructional Strategy, and Conventional Teaching Method. Three Null hypotheses were tested at 0.05 level of significant. Data collected was analyzed using Analysis of Covariance. The study revealed a significant effect of treatment on students’ performance in, interest and attitude towards Biology, Gender have no significant effect on students’ performance, interest and attitude towards Biology. The study recommends that, teachers should employ Mnemonics Strategy to create a Students’-centered teaching and learning, which will enhance Students’ interest and attitude towards Biology, hence bring about an improved performance of Students in Biology