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dc.contributor.authorGiron, Felnor O.
dc.date.accessioned2023-07-10T00:55:11Z
dc.date.available2023-07-10T00:55:11Z
dc.date.issued1998
dc.identifier.issn0038-3600
dc.identifier.urihttps://hdl.handle.net/20.500.12852/2727
dc.descriptionJournal articleen_US
dc.description.abstractThis 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.en_US
dc.language.isoenen_US
dc.publisherCentral Philippine Universityen_US
dc.subject.lcshAcrosticsen_US
dc.subject.lcshMnemonicsen_US
dc.subject.lcshBiology--Study and teaching (Secondary)en_US
dc.subject.lcshMnemonics--Study and teachingen_US
dc.titleAn experimental study on the effectiveness of mnemonic techniques and of the usual textual technique in teaching biology conceptsen_US
dc.typeArticleen_US
dcterms.accessRightsPublicly accessibleen_US
dc.citation.firstpage57en_US
dc.citation.lastpage60en_US
dc.citation.journaltitleSoutheast Asia Journalen_US
dc.citation.volume21en_US
dc.citation.issue1en_US
local.relation.associatedcontenthttps://repository.cpu.edu.ph/handle/20.500.12852/460 Unpublished Master's thesisen_US


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