International Journal of Studies in Education – Vol.

19, Issue 1, July – August, 2023 25

EFFECT OF MNEMONIC INSTRUCTIONAL STRATEGY ON

ACADEMIC ACHIEVEMENT OF PUPILS IN BASIC SCIENCE:
IMPLICATION FOR SUSTAINABLE DEVELOPMENT

Okenyi, Emmanuel Chidobe, Ezema, Victor Sunday & Ngwoke, Anthonia N.

Department of Educational Foundations, University of Nigeria, Nsukka

Abstract
Science and technology drive global development through discoveries and inventions.
Despite the importance of science in human survival, less number of students are taking to
science courses due to fear occasioned by poor performance in the basic sciences, which
seems to have been orchestrated by poor teaching methods. This situation has resulted in
lack of quality scientists in the country. Hence, this study investigated the effects of
mnemonic instructional strategy on academic achievement of pupils in Basic Science in
Enugu State, Nigeria. The study adopted a quasi-experimental pre-test, post-test non-
equivalent control group research design. The sample of the study comprised 89 primary 5
pupils in two intact classes from two primary schools in Enugu Urban, Enugu state,
Nigeria. Basic Science Achievement Test (BSAT) was developed by the researchers and
used for data collection. The reliability index of the instrument was 0.87. Analysis of
Covariance was used to analyze the data collected. The findings of the study revealed
among others that mnemonic instructional strategy had a significant effect on academic
achievement of pupils in Basic Science. It was also found that gender was not a significant
factor in pupils’ achievement in Basic Science. It was, therefore, recommended among
others that teachers should endeavour to employ mnemonics instructional strategy in the
classrooms for better academic achievement of pupils in Basic Science.

Keywords: Mnemonics, Instructional Strategy, Academic Achievement, Pupils, Basic

Science, Sustainable Development.

Introduction
Assessment and the modes of assessing the extent of learners’ academic
achievements and abilities seem to be critical aspects of operative instructional planning
that lead to positive learning outcomes. It seems that without effective assessment of
learners’ academic skills, it may be difficult to make academic judgements. Martens and
Witt (2020) insisted that instructional decisions that are likely to promote academic
competence could not be reached without an effective assessment of learners’ academic
skills.
In a global sense, there seem to exist two powerful ideologies of assessment
during instructions: assessment for and assessment of learning. According to Jana (2017),
assessment for and assessment of learning are two integral aspects of instructional strategy
that enhance learners’ academic skills. Assessment for learning is a form of formative
26 International Journal of Studies in Education – Vol. 19, Issue 1, July – August, 2023

assessment carried out regularly within the instructional process to help the teacher
understand the knowledge and skills of the learners in other to modify instructional
strategy appropriately. Dubec (2019) maintained that the assessment of learning is a kind
of summative assessment performed at the end of instructions and is mostly used to
determine the extent to which the target of instruction was achieved.
Hence, assessment in education is a process through which the teacher receives
feedback on the learning experiences of the pupils, makes valid judgements and provides
individualized instructions where necessary. Okoro et al. (2017) pointed out that
assessment makes it possible for the teacher to discover the pupil’s achievements, needs,
strengths and weaknesses and that a teacher can carry out assessments formally or
informally. Formal assessment includes but is not limited to tests, projects and quizzes that
are timed, invigilated, and scored, which provide the teacher with information about the
academic achievement of the pupils. While informal assessment refers to casual
questioning, listening and watching pupils’ explanations and demonstrations, that are
neither scored nor graded. Informal assessment aids the teacher in identifying the pupil’s
areas of weakness and where more instructions are needed. While formal assessment is
planned and learners prepare in advance, informal assessment needs little or no advance
preparations. Considering the benefits of assessment, therefore, pupils need to be
frequently assessed especially in basic science.
Basic science is universally esteemed high due to the indispensable place of
science in technology and industrial development. Basic science as a subject in primary
school prepares the pupils for future scientific endeavours. Okenyi (2023) opined that basic
science and mathematics are essential variables for the economic and cultural development
of any nation. Basic science is a conglomeration of the introductory science disciplines of
Chemistry, Physics, Biology and Mathematics (Sinha, 2016). This implies that basic
science introduces the pupils to science courses. Belluz et al. (2016) pointed out that
science is directly employed in providing solution to man’s daily basic problems and
challenges. However, the applicability and the significance of Basic Science in the overall
development and economic growth of humanity notwithstanding, the abysmal poor
performance of pupils in the subject is terrifying. Afuwape and Olugbuyi (2019) nsisted
that poor performance of pupils in basic science over the years has impacted negatively on
Nigeria’s economy and development of science and technology. Similarly, Ugwuanyi and
Okeke (2020) lamented the unswerving poor performance of pupils in basic science,
pointing out that the situation is becoming a nightmare for science educators in Nigeria.
Furthermore, Ugwuanyi and Okeke opined that the method of teaching basic science in
schools is the major contributor to the poor achievement of pupils in basic science, and so,
suggested a model shift from the traditional method of chalk and talk method. One of the
model methods of instruction is the mnemonic instructional strategy.
Mnemonics refers to memory aids that enable a person to retain some specific
body of information, utilizing some specific strategies or processes that help such a person
improve memory capacity. Mnemonics is a memory device that assists the learner in
remembering some details or some chunk of materials and can come in the form of a
phrase, acronym, poem, songs among others (Dagmawi, 2017). Okenyi and Ezema (2022)
revealed that Mnemonic instructions can link new knowledge to previous information via
visual or acoustic cues or both. Visual cues refer to the graphics and pictures created by the
 International Journal of Studies in Education – Vol. 19, Issue 1, July – August, 2023 27

teacher to link the past and present information in the mind of the learner. Employing
mnemonic instructional strategy in teaching basic science may improve the pupils’
reminiscence of the rubrics and ensure quick remembrance of essential information that
may aid the learner’s academic achievement in basic science. This implies that mnemonic
instructional strategy inspires pupils to be imaginative, flexible, gain self-confidence and
consequently gain the capacity and the skill to generate, identify and grasp the prevailing
opportunities for sustainable development in learning.
Sustainable Development (SD) refers to the ability to achieve the needs of the
current situation without jeopardizing the capacity or diminishing the opportunities to meet
the needs of future circumstances. SD is a conscious developmental framework that could
be continued for a period of time or indefinitely without any prejudice to the future
(Mensa, 2019). This simply implies that SD means the consciousness that an action in one
aspect of life produces some effects and consequences on others and so, guard against such
consequences. According to the United Nations Educational, Scientific and Cultural
Organizations ([UNESCO],2017), there are five core objectives of SD: It must enhance the
individual’s appreciation of his cultural background as well as prepare the individual to
absorb emerging information and data for resolving the challenges and problems of the
ever-changing environment. It must be able to inculcate in the individual the capacity to
interrelate meaningfully with other individuals and to value the need for human
organizations. It must boost the flexibility and creative skill of the individual particularly
in cultural and technological dominion. It must nurture in the individual those values such
as honesty, selflessness, tolerance, dedication, hard work, and personal integrity that
enhance good citizenship. It has to encourage the ethos of productivity by providing an
enabling environment for individuals to realize the innovative prodigy in humans, apply
such to the enhancement of the prevailing skills and techniques of accomplishment of
definite tasks, and so, promote competence of individual and communal efforts.
Science is the underlying element of development. Engwa (2014) stated that
science is the pivot of development and economic growth in the world. In terms of job
creation and job opportunities, science is most needed, as good achievement in science
translates to creative and flexible thinking. Skills, aptitude tests for promotions, placement
and employment are made of questions based on sciences. The whole issue of healthy
living and longer life expectancies, technological advancements, economic growth and
sustainability are dependent on science (Rull, 2014). This indicates that the economic
progress of a nation depends largely on its scientific development which cannot be attained
without a sound and strong foundation in science education through basic science (Okenyi,
2023).
In a study on the use of mnemonic instructional strategy as an alternative approach
to creative teaching in teaching chemistry in secondary schools Adepoju (2014),
discovered that students taught chemistry using a mnemonics instructional strategy found it
easy and more convenient to remember concepts than other students who were taught
using conventional method. Similarly in a related study Okoro and Unamba (2020),
discovered that pupils taught mathematics using mnemonics instructional strategy
performed better in mathematic over their counterparts taught utilizing conventional
strategy. Simanjuntak, (2017) in a related but different study discovered that there is a
28 International Journal of Studies in Education – Vol. 19, Issue 1, July – August, 2023

significant improvement in mastering vocabularies by students through the use of

mnemonics strategy than conventional methods.
Mocko et al. (2017) in a study also discovered that the use of mnemonics among
tertiary students reduced anxiety and improved self-esteem and self-confidence among the
students. Similarly, in a related study, Aston (2020) found that atypical children had rapid
improvement when taught utilizing mnemonics instructional strategy than those taught
using conventional method of teaching and that such students prefer to study longer than
before. In another study, Amedu (2015) discovered that male students achieve more than
female students in science subjects such as biology. In a related but a separate study,
Adigun et al. (2015) found that gender has no significant influence on students’
achievement in computer science. Furthermore, Glory and Ihenko (2015) revealed that
there is no significant impact of gender on students’ academic achievement in integrated
science in high schools. However, in a related study, Umar and Samuel (2018) discovered
that gender stereotyping has no significant influence on students’ achievement in Basic
Science. The foregoing points to the need for the use of mnemonics in teaching basic
sciences while indicating the inconclusive nature of research findings on the topic. Thus,
the study evaluates the impact of mnemonic instructional strategy on pupils’ academic
achievement in basic science.

Statement of the problem

The unswerving poor academic achievement of pupils in basic science is rapidly
becoming a nightmare for educators and stakeholders. If this situation is left unabated, the
scientific and technological development, as well as the economic growth of our great
nation would be at stake. The main method of teaching basic science in primary schools is
the talk and chalk. This method has been identified as a significant contributing factor to
the depressing achievement in basic science among pupils. The talk-and-chalk method of
teaching and learning process is regarded as teacher-centered approach, since it does not
allow the learners to be active participants in the teaching-learning activity. Hence, the
need to discover and apply an instructional strategy that is learner-centered. To this effect,
therefore, this study investigated the impact of mnemonic instructional strategy on pupils’
achievement in basic science in Enugu state, Nigeria.

Purpose of the study

The general purpose of the study was to investigate the impact of mnemonic
instruction strategy on pupils’ academic achievement in basic science. Specifically, the
study determined if;
 Pupils taught basic science using mnemonic instructional strategy have better
achievement scores than those taught using conventional approach.
 Male and female pupils have the same achievement mean scores in basic science.
 There is an interaction effect of strategy and gender on the mean achievement
scores of pupils in basic science.

Research questions
The study was guided by the following research questions:
 International Journal of Studies in Education – Vol. 19, Issue 1, July – August, 2023 29

1. What are the mean achievement scores of pupils taught basic science using
mnemonic instructional strategy and those taught using conventional strategy?
2. What are the mean achievement scores of male and female pupils in basic science?

Hypotheses
The following hypotheses were formulated for the study and tested at 0.05 level of
significance:
Ho1: There is no significant difference in the mean achievement scores of pupils taught
basic science using mnemonic instructional strategy and those taught using conventional
strategy.
Ho2: There is no significant difference in the mean achievement scores of male and female
pupils in basic science.
Ho3: There is no significant interaction effect of strategy and gender on the mean
achievement scores of pupils in basic science.

Methodology
The study adopted a quasi-experimental research design, utilizing the pre-test,
post-test non-equivalent control group design. The population comprised all the primary 5
pupils in all the 1,223 public primary schools in Enugu State. A sample of 89 primary 5
pupils from two public primary schools selected through a simple random sampling
procedure was used for the study. Two (2) intact classes were assigned to control and
experimental groups, in each of the two (2) primary schools. This came to a total of 45
pupils in the control group and 44 pupils in the experimental group. These numbers were
made up of 34 males and 55 females. The instrument used in the study is researchers’
made instrument titled Basic Science Achievement Test (BSAT). The instrument was a 25-
item multiple-choice test with items generated from Basic Science Curriculum for Primary
Schools. The items were drawn using a table of specifications to ensure the content validity
of the test. Three experts validated the instrument, one each from science education,
childhood education, and educational psychology, their inputs were considered as the
instrument was restructured. The reliability of the instrument was determined by
administering the instrument to a group of 30 pupils outside the study sample through the
test-retest method within two weeks. The data were analyzed using Pearson Product
Moment Correlation Coefficient which gave a reliability coefficient of 0.87. The two
groups were given a pre-test to determine cognitive experiences. Subsequently, their
regular basic science teacher, who already was instructed on the use of mnemonic
instructional strategy, taught the experimental groups. This strategy allowed the pupils to
assimilate the concepts taught and allowed them to take active participation in the class
activity producing their mnemonics to aid their memory. The control groups were taught
the same concepts by their regular teacher using conventional method. The pupils accepted
what the teacher taught without active participation in the classroom activities. This
programme lasted for 4 weeks after which the pupils were given a post-test with a
rearranged version of the pre-test. The data collected was analyzed using mean and
30 International Journal of Studies in Education – Vol. 19, Issue 1, July – August, 2023

standard deviation to answer the research questions and ANCOVA statistical tools to test
the null hypotheses at 0.05 level of significance.

Results
Research Question One: What are the mean achievement scores of pupils in Basic
Science when taught using mnemonic instructional strategy and those taught using
conventional strategy?

Table 1: Mean analysis of the achievement scores of experimental and control groups

Pretest Posttest Mean gain

Std. Std.
Treatment n Deviation Mean Deviation
Experimental Group 45 8.48 1.40 18.80 4.29 10.32
Control Group 44 8.50 1.40 10.50 1.59 2.00

Table 1 showed that the pupils of the experimental group had mean achievement score of
(M = 8.48, SD = 1.40) while the control group pupils had mean of (M = 8.50, SD = 1.40) at
the pretest. On the other hand, the mean achievement score of the experimental group at
the posttest is (M = 18.80, SD = 4.29) while that of the control group is (M = 10.50, SD =
1.59). The mean gain scores of 10.32 and 2.00 for the experimental and control groups
respectively indicate that the pupils of the experimental group had higher posttest mean
achievement score than the control group counterparts.
Ho1: There is no significant difference in mean achievement scores of pupils in Basic
Science when taught using mnemonic instructional strategy and those taught using
conventional strategy.

Table 2: Analysis of covariance of the difference in the mean achievement scores of

experimental and control groups

Type III Sum of Mean Partial Eta

Source Squares df Square F Sig. Squared
Corrected Model 1536.999a 4 384.250 35.167 .000 .626
Intercept 423.635 1 423.635 38.772 .000 .316
Pretest .171 1 .171 .016 .901 .000
Treatment 1398.543 1 1398.543 127.998 .000 .604
Gender .145 1 .145 .013 .909 .000
Treatment * 4.092 1 4.092 .374 .542 .004
Gender
Error 917.810 84 10.926
Total 21678.000 89
Corrected Total 2454.809 88
a. R Squared = .268 (Adjusted R Squared = .236)
 International Journal of Studies in Education – Vol. 19, Issue 1, July – August, 2023 31

Table 2 revealed that there is a significant difference in the mean achievement scores of
pupils taught Basic Science using mnemonic instructional strategy and those taught using
the conventional lecture method of teaching in favour of the pupils exposed to mnemonic
instructional strategy, F (1, 84) = 127.998, p = .000. Hence, the null hypothesis was
rejected (p < .05). Besides, the effect size of 0.604 indicates that 60.4% change in the
achievement of pupils in Basic Science is as a result of their exposure to mnemonic
instructional strategy.
Research Question Two: What are the mean achievement scores of male and female
pupils in Basic Science?

Table 3: Mean analysis of the achievement scores of male and female pupils in
Basic Science
Pretest Posttest Mean gain
Std. Std.
Gender n Mean Deviation Mean Deviation
Male 39 9.06 1.27 14.75 5.46 5.69
Female 50 8.98 1.37 14.66 5.23 5.68

Table 3 showed that the mean achievement score of male pupils at the pretest is (M = 9.06,
SD = 1.27) while that of the female pupils is (M = 8.98, SD = 1.37). However, male pupils
had higher mean achievement score (M = 14.75, SD = 5.46) than female pupils (M = 14.66,
SD = 5.23).

Ho2: There is no significant difference in mean achievement scores of male and female
pupils in Basic Science.
Table 2 showed that there is no significant difference in the mean achievement scores of
male and female pupils in Basic Science, F (1, 84) = 0.013, p = .909. Hence, the null
hypothesis was not rejected (p > .05).

Ho3: There is no significant interaction effect of treatment and gender on pupils’

achievement in Basic Science.
Table 2 showed that there is no significant interaction effect of treatments and gender on
pupils’ achievement in Basic Science, F (1, 84) = .374, p = .005. Thus, the null hypothesis
was not rejected (p > .05).

Discussion of findings
The findings of the study revealed that Mnemonic instructional strategy is superior
to traditional instructional strategy as indicated in Tables 1 and 2. Table 2 further revealed
that there was a significant difference in the mean achievement scores of pupils exposed to
mnemonic instructional strategy, and those exposed to conventional method of teaching
basic science in favour of the pupils exposed to mnemonic instructional strategy. The
finding of the study validated the findings of Adepoju (2014) who found out that students
32 International Journal of Studies in Education – Vol. 19, Issue 1, July – August, 2023

who were taught chemistry using mnemonic instructional strategy achieved better than
their counterparts who were taught using conventional method. The finding of the study is
also in line with the finding of Okoro and Unamba (2020), who discovered that pupils
taught mathematics using mnemonic instructional strategy performed better in
mathematics than their counterparts taught mathematics utilizing conventional strategy.
The findings of the study indicated that even though male pupils performed better
than female pupils in basic science, there is no significant difference in the mean
achievement scores of male and female pupils in Basic Science. This implies that gender
has no effect on the mean achievement scores of pupils in basic science. The findings of
this study are in line with the discoveries of Umar and Samuel (2018) who discovered that
gender stereotyping has no significant influence on students’ achievement in Basic
Science. However, the results of the study invalidated the findings of Amedu (2015) who
found that male students achieve more than female students in science subjects such as
biology.

Conclusion and recommendations

Based on the findings of the study, it is concluded that mnemonic instructional
strategy aids pupils’ achievement in Basic Science and so is superior to traditional
instructional strategy. Again, the study concluded that gender is not a significant variable
in pupils’ achievement in basic science. It is therefore, recommended that mnemonic
instructional strategy be developed and teachers trained on how to utilize it during
instructions. Additionally, that gender bias should be discouraged in relation to the
achievement of pupils in Basic Science in primary schools.

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