An experimental study on the effectiveness of mnemonic techniques and of the usual textual technique in teaching biology concepts

Abstract

This study was conducted during the school year 1996-1997 on high school classes 2-C and 2-D of the Central Philippine University (CPU) Development High School. These were frequency-matched and were randomly assigned as the control and experimental groups. The control group used the usual textual version of four booklets on Taxonomy while the experimental group used booklets on the same subject matter, using the mnemonic techniques, Acrostics and Ridiculous Associations. The difference between the two groups’ performance indicated the relative effectivity of the instructional materials/study guides in improving immediate and delayed recall.

Subanalyses were likewise conducted to determine which instructional material was more effective with different groups formed according to age, sex, I.Q., family income, and general average.