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