Liceo de San Pablo

EFFICIENCY OF KEYWORD MNEMONICS FOR MEMORY

RETENTION OF GRADE 8 STUDENTS UNDER TIME

CONSTRAINTS IN LICEO DE SAN PABLO

A Research Paper presented to the Faculty of

Academics of the Grade 10 Level

Liceo de San Pablo

San Pablo City

In Partial Fulfillment of the

Requirements for Research in Science 10

By:

John Anthony J. Adap

Catherine H. Anila

Marken Aaron I. Ebite

Katrice D. Janer

Yuliana Alexandra M. Paulino

June 2023
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APPROVAL SHEET

The research study entitled “Efficiency of Keyword Mnemonics for Memory

Retention of Grade 8 Students Under Time Constraints in Liceo de San Pablo”

prepared and submitted by John Anthony J. Adap, Catherine H. Anila, Marken Aaron I.

Ebite, Katrice D. Janer and Yuliana Alexandra M. Paulino has been examined and

recommended for Oral examination/ Research Presentation.

Mr. John Christian V. Brosas

Research Adviser

PANEL OF EXAMINERS

Approved by the Committee on Oral Examination/ Research Presentation on

______________with a grade of ____________.

Mrs. Jayvee B. Mercado Mrs. Vanessa Ina V. Young

Mr. John Christian V. Brosas

Research Adviser

Mrs. Donna S. Montejo

Principal

Rev. Fr. Emil B. Laraño

SPDCSS Superintendent

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APPROVED and ACCEPTED in partial fulfillment of the requirements for Research

Science 10

Date: _____________________________

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ACKNOWLEDGEMENT

We, the researchers, extend our deepest gratitude to our parents, instructors,

friends, and fellow researchers for their assistance in completing our research. Thank you

for all of your help and encouragement since the beginning of this study. Your assistance

was a very significant part of the study’s success.

We thank our adviser, Ms. Anela P. Templo, for her motivation and support that

urged the researchers to complete the study. We appreciate her whole-hearted dedication

in helping us get through this study.

Appreciation is expressed to our respondents, the Grade 8 students of Liceo de

San Pablo. We appreciate their willingness to participate in our study in order to achieve

our objectives. Their inclusion in this study is something that we can’t afford to lose.

We are also grateful to Mr. John Christian V. Brosas, our research adviser, for

teaching us how to be competent researchers. But we greatly appreciate her help and

guidance from the beginning to the completion of our research. Without the assistance of

our research adviser, this project will not be finished.

To Mrs. Donna S. Montejo, our School Principal, thank you for allowing us to

conduct surveys within the school's walls and for your support.

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Above all, to God Almighty. For providing the researchers the necessary

knowledge, faith, values, and talents to conduct this research. You are indeed the true

source of wisdom and holiness.

J. A. J. A.

C. H. A.

M. A. I. E.

K. D. J.

Y. A. M. P.

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DEDICATION

To

researchers’ families,

friends,

beloved teachers,

– the compassionate Grade 10 Department

of Liceo de San Pablo,

who have always provided us with inspiration,

encouragement, and endurance

to pursue our higher education and confront

the challenges of life with passion, excitement,

and fear of God. Without whom,

completing our research would have been nearly impossible.

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ABSTRACT
A keyword mnemonic is a learning technique that helps students remember new

information more easily by associating it with familiar words and images. The new word is

linked to a prior knowledge and a vivid image that can enhance recall. The researchers’

objective in this study is to investigate if keyword mnemonics is efficient for eighth-grade

students in Liceo de San Pablo.

The researchers conducted a pre-test and post-test questionnaire among the grade

8 students in Liceo de San Pablo. The participants were randomly selected and exposed

to an article for 10 minutes in the pre-test condition. Then they received the same article

with a word emphasized and instructed to study it for 5 minutes. The participants

answered the researcher-made questionnaires after reading each article. The researchers’

purpose is to learn whether the participants’ scores would increase in the post-test and if

they would retain the information efficiently with the aid of a keyword.

In this study, a significant difference less than 0.05 indicates that the keyword

mnemonics is efficient. Conversely, the keyword mnemonics is not efficient if the

significant difference is greater than 0.05. After conducting and presenting the study

through the use of Two-Paired T-test, it showed that the highest significant difference is

1.00 and the lowest is 0.083. With the given data, it shows that the use of keyword

mnemonics as a memory strategy is not efficient for enhancing memory retention when

the learners are faced with limited time to study the material.

Thus, the researchers arrived at the final conclusion that the null hypothesis is

found to be accepted. As the recommendation, this study will inform the teachers and help

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the students to try and explore more various learning approaches that might work for

them. This study will benefit future researchers in that this can be useful for reading and

can be their guide or reference in further strengthening when conducting new research in

this regard.
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TABLE OF CONTENTS
Page
Title Page i
Approval Sheet ii
Acknowledgement iv
Dedication vi
Abstract vii
Table of Contents ix

CHAPTER 1: THE PROBLEM AND ITS BACKGROUND

Introduction 1

Background of the Study 2

Conceptual Framework 4

Paradigm of the Study 7

Statement of the Problem 8

Hypothesis/Assumption of the Study 8

Scope and Delimitation 9

Significance of the Study 9

Definition of Terms 10

CHAPTER II: REVIEW OR RELATED LITERATURE AND STUDIES

Local Literature 12

Foreign Literature 14

Local Studies 17

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Foreign Studies 18

Synthesis 21

CHAPTER III: RESEARCH METHODOLOGY

Research Design 23

Respondents of the Study 24

Research Instrument 24

Research Procedure 25

Statistical Treatment of Data 25

CHAPTER IV: PRESENTATION, ANALYSIS, and INTERPRETATION OF DATA

Table 1 – Result of tests before and after applying keyword mnemonics 27

CHAPTER V: SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary 30
Conclusions 31
Recommendations 32

LIST OF FIGURES
1 The Two-Step Mechanism Model of Keyword Mnemonics 4
of Esther Heerema

2 The Multi-Store Human Memory Model of Richard Atkinson 5

and Richard Shiffrin

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3 Independent Variable – Dependent Variable Paradigm 7

of the Study

REFERENCES 34

APPENDICES
A. Recommendation Letter 40
B. Letter for Conducting Tests 41
C. Module (without keyword mnemonics) 46
Questionnaire #1 49
D. Module (with keyword mnemonics) 51
Questionnaire #2 54

CURRICULUM VITAE 56

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CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

In school learning, mnemonics are commonly used to remember the topics given by

the teacher. Mnemonics are strategies used to make memorization and understanding

easier. It is fun and informative to use. A lot of people have probably encountered some of

the famous mnemonics such as the acronym, “MVEMJSUN” for the correct order of

planets in science that stands for Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus,

and Neptune and “Please Excuse My Dear Aunt Sally” for the correct order in solving

mathematical equations that stands for Parenthesis, Exponents, Multiplication, Division,

Addition, and Subtraction. Those mnemonics surely made some students pass their

examinations and remember them until now.

The information that remains in the brain is termed memory retention. By asking

students to recollect any topics that may have been addressed before moving on to a new

topic, teachers frequently test their students' memory retention. It has a significant impact

on students' lives. A student can get a high grade in school with the help of a strong

memory and comprehension. Not all students, nevertheless, have great memory retention.

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Mnemonics have different types such as acronyms and acrostics, methods of loci,

songs and rhymes, chunking, association, and keyword. Considering different types,

keyword mnemonics are commonly used in studying. With the textbooks, students

typically use colorful markers to highlight the specific word of the given topic. With the

highlighted word, the students can link the word to the topic making it easier for them to

remember.

With the said context, the researchers want to conduct this study to know if

keyword mnemonics is efficient for the memory retention of students. The researchers

also sought to see if time constraints affected students' active recall memory and if using

keyword mnemonics will help students improve memory retention and acquire good

results in academics. With the efficiency of this study, the researchers can recommend

using keyword mnemonics in studying effectively.

Background of the Study

A keyword mnemonic is an extensive and comprehensive practice strategy that

helps to interpret information more quickly so that it could be readily memorized and

retained. It encourages students to utilize keywords and mental imagery to relate a new

vocabulary term to previously gained knowledge. This strategy provides a much more

specific and meaningful way of comprehending information through having a clear path to

understanding or making much sense of the term.

It’s always exciting to start an exam with a review. However, in the midst of the rush

of learning new concepts, gaining new knowledge, and expanding vocabulary, there may

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be an equally overwhelming pressure to succeed. Some students have a tendency to read

and memorize the entire lesson, which can take a lot of time. It could also result in

information overload, which can make students confused on exam day.

The ability of students to retain memory is sometimes tested in their class. There

are instances when students must recall previous lessons in a short amount of time for an

examination or quiz. Every student has probably encountered a surprise quiz in school. In

these times, a student's mind is at a loss for what to do initially at the moment. It can be

quite tricky and perplexing to memorize new words along with their spelling and

definitions. Therefore, with keyword mnemonics, the information from long-term memory

can be retrieved.

Keyword mnemonics can save students a lot of time when reviewing an entire

lesson. Additionally, it may aid in preventing information overload and even provide

additional rest time, which is necessary for the brain to process and retain pieces of

information. Furthermore, a person becomes an active learner as soon as an individual

organizes information in a way that allows them to recall it. Applying keywords to learn

new information rather than relying on mere repetition, makes the subject more

memorable.
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Conceptual Framework

Figure 1: The Two-Step Mechanism Model of Keyword Mnemonics of Esther Heerema

(2023)

This study is anchored on the Two-Step Mechanism Model (TSMM) which was

proposed by Esther Heerema. The TSMM helps the learners enhance their memory of

new words or information by creating associations with their prior knowledge. This strategy

involves two sequential steps or levels: Keyword and Mental image. In the first step, the

learner selects a keyword that has a similar sound to the new word or information that they

want to learn. In the second step, the learner generates a mental image that illustrates the

connection between the keyword and the meaning of the new word or information. By

doing this, the learner establishes meaningful connections between new and existing

knowledge, which facilitates recall and comprehension of the learned material.

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This model provides detailed instructions on how to use the keyword mnemonics

method efficiently. Heerema (2022) offered an example of this method in action: “To

remember the Spanish word for grass, which is pasto, first think of the word pasta (the

keyword I’ve chosen) and then imagine pasta noodles growing up out of the grass. When

you are asked what the Spanish word for grass is, that should trigger the image of pasta

growing up out of the grass and then help you recall the word pasto.” This example

suggests that keyword mnemonics can help learners remember new words.

In summary, the Two Step Mechanism Model (TSMM) is a cognitive model that

helps learners remember and understand new words or information better by using the

keyword mnemonics method. With the aid of this strategy, students can more easily

remember and retain what they are learning by drawing links between what they already

know and what they are learning.

Figure 2: The Multi-Store Human Memory Model of Richard Atkinson and Richard

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Shiffrin (1968)

This study is anchored from the Multi-Store Model (MSM) which was proposed by

Richard Atkinson and Richard Shiffrin (1968). The input data will travel through three

levels of MSM stores in a linear route; Sensory memory, Short-term memory (STM), and

Long-term memory (LTM). The five senses—sight, smell, hearing, touch, and taste—all

contribute information to the sensory memory storage. The sensory memory is capable of

storing a large amount of information, but only briefly. Furthermore, when paying attention

to information, the brain knows to keep it in short-term memory. Here, it's necessary to pay

attention, and when the information is rehearsed and repeated, it will be preserved in long-

term memory. Moreover, forgetting takes place during the process due to information

displacement or inattention. As Thornbury (2002) stated, “Words that trigger a strong

emotional response, for example, are more easily recalled than ones that don’t.”

This model supports the application of keyword mnemonics in the process of

acquiring new knowledge. For instance, when preparing for an examination, the students

constantly repeat the chosen keyword, and as it is done consistently, it enters their long-

term memory, retained in their brain. To sum up, this model demonstrates that information

acquired by a person can be stored in short-term memory and can be easily forgotten if

not rehearsed or repeated. Likewise, long-term memory can also be forgotten if it is not

rehearsed, so it is important to repeat it to retain it.

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Research Paradigm

INDEPENDENT VARIABLE DEPENDENT VARIABLE

 The efficiency of Keyword  Memory Retention

Mnemonics under Time

Constraint

Figure 3: Independent Variable – Dependent Variable Paradigm of the Study

Keyword mnemonics and time constraints have been identified by the researchers

as two independent variables in this study. During the post-test phase of the study, the

researchers specifically emphasize the use of keyword mnemonics, suggesting that this

variable may have an impact on the Grade 8 students' memory retention. By limiting the

time available to the Grade 8 students, the researchers aim to assess how their memory

performance is affected when they are required to recall information within a specific time

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frame.

On the other hand, the dependent variable in this study is the memory retention of

the Grade 8 students. The primary focus of the study is to examine how the use of

keyword mnemonics and the presence of time constraints affect the student's ability to

retain and recall information accurately. By measuring and analyzing the memory retention

of the Grade 8 students, the researchers can draw conclusions about the effectiveness of

keyword mnemonics and the impact of time constraints on memory performance.

Statement of the Problem

This study aims to determine if applying keyword mnemonics is efficient for memory

recall of the Grade 8 students in Liceo de San Pablo Formation Year 2022-2023 when

there are time constraints.

These queries will help in obtaining data to improve this study. Specifically, the

study sought to answer the following questions:

1. What is the result of the test before applying keyword mnemonics?

2. What is the result of the test after applying keyword mnemonics?

3. Does the application of keyword mnemonics have a significant effect

on memory retention of Grade 8 students when there are time

constraints?

Hypothesis
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Null Hypothesis (H0): In this circumstance, the researchers predict that applying keyword

mnemonics is inefficient for active memory recall of Grade 8 students when there are time

constraints; The researchers believe that keyword mnemonics is not suitable in a time-

constrained situation.

Scope and Delimitation

This study will assess the efficiency of keyword mnemonics for memory retention.

The subjects of this study will be the Grade 8 students, 10 students from each special

science class, from Liceo de San Pablo during the School Year 2022-2023. The purpose

of this study is to determine how efficient keyword mnemonics aid in memory recall.

Significance of the Study

This study deals with the efficiency of keyword mnemonics for memory retention,

especially when experiencing time constraints. This study aims to increase knowledge and

help students learn new strategies, especially those Grade 8 students in the Liceo de San

Pablo Formation Year 2022-2023. The results would be beneficial to the following:

Students. The students are the main subject of this study, which will enlighten them on

how efficient keyword mnemonics are for memory retention; this study will be instructive

and beneficial to them.

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Teachers or Educators. This study will inform teachers whether or not keyword

mnemonics are efficient. In this instance, they will know whether they can recommend it to

students who are experiencing difficulties.

Future Researchers. This study will benefit future researchers in that this can be useful

for reading and can be their guide or reference in further strengthening when conducting

new research in this regard.

Definition of Terms

The following terms are further defined either operationally or conceptually:

Active recall memory - The practice of recalling information from memory by evaluating

oneself at each level of the revision process.

Content-specific vocabulary - Without content-specific vocabulary, learners won't be

able to comprehend a given sustained-content course's subject.

Keyword mnemonics - It is a method in which students use word sounds to picture

something memorable which will help them recall the definition later.

Long-term memory - It refers to the information that can be retained continuously for a

long time.

Memory retention - It refers to a person's ability to recall information over time. In

essence, it is the procedure for obtaining data that has been encoded and stored.

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Mnemonics - A mnemonic device that refers to any learning strategy that helps people

retain or retrieve information from their memories for easier understanding.

Sensory memory - It is the perception of the five senses: hearing, vision, touch, smell,

and taste. The information enters the brain's sensory cortices, where it can be kept for a

maximum of a few seconds.

Short-term memory - It represents the brain's capacity to temporarily keep a small

amount of information in an active, accessible state.

Time constraints - These imply the time restrictions on the beginning and ending times of

each task.

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CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter represents the collected Related Literature and Studies about the

efficiency of keyword mnemonics for memory retention under time constraints that the

researchers discovered in various print and digital sources, including books, journals,

websites, and in published and unpublished research papers. The important studies that

can be linked to this research are explained.

Local Literature

As explained by Lindsay (2023), a mnemonic device is a memory technique that

assists individuals in recalling previously learned knowledge. Mnemonics can be in the

shape of names, words, phrases, sentences, melodies, poetry, or images, among many

other possible formats. They have been used ever since prehistoric days, and teachers

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continue to find widespread use for them in the classroom today. People are able to

remember information and details faster and with greater precision when using

mnemonics because they are able to correlate simple words or images with more

complicated thoughts, which is one of the advantages of using mnemonics.

As specified by Neri’s (2022) statement, a mnemonic is a tool or an approach that

can be used to strengthen their memory for specific knowledge. For the purpose of making

this technique more successful, one may make use of visuals, rhyming words, and

keywords. It requires the students to relate a new vocabulary word to existing knowledge

by employing keywords and mental imagery.

According to Teodoro (2019), it is not a sign of intelligence or smartness for a

person to be able to hold on to a memory for an extended period of time; rather, this ability

is considered to be a talent. Although the two are inextricably linked, it is not always the

case that intelligence can be inferred from a strong capacity for memory retention.

Because of its capacity to easily retrieve and apply previously stored information in

circumstances in which the learners are required to find a solution to a problem, working

memory has the potential to make a big difference in how intelligent someone is.

As explained by a piece of literature authored by Mapua (2016), the conventional

approach to learning in the academic world is packed with instances of memory and

retention. Yet, keeping such a lot of information in mind creates an entirely different set of

challenges.

Martinez (2013) claimed that the phrase "education under time pressure" accurately

describes the situation that a large number of today's students find themselves in. The

level of competition, standards, and pressure to perform at one's best is intense. Students

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are beginning to feel the strain and exhaustion of their studies in their bodies as well as

their minds as a result of all of this. Due to the high level of competition that exists in

today's schools, children are required to always be one step ahead of their classmates in

terms of the accomplishments that they have achieved within a very short period of time.

Some students would have no time for their personal or social lives because they would

be expected to excel in their academics and actively participate in activities outside of the

classroom.

According to Cuerpo (2017), senior high school students are subjected to an

enormous amount of stress as a result of the excessive quantity of homework they have to

complete, the long tests, and the performance duties they are required to complete. Yet,

the volume of work itself is not the issue; rather, the restricting factor is the constrained

amount of time available to fulfill these requirements.

Foreign Literature

As explained by Czekala (2016), mnemonics, particularly keyword mnemonics, are

extremely helpful for remembering knowledge and assisting a person in reaching high

levels of expert performance. Yet, he quoted, “it is not an effective method for long-term

learning.” A person can treat short-term memory as a way of learning because it is a

crucial step toward the next level of retention, which is long-term memory. The

effectiveness and usefulness of mnemonics can be impressive as they do is “inflate” one’s

short-term memory for some time and because of this, mnemonics are misunderstood as

the ultimate solution for all kinds of learning problems which is far from reality. One should
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be able to recall the information learned with the help of mnemonics if engaged in some

activities that are unique to the information.

Heerema (2021) defines a keyword mnemonic as an elaborative rehearsal

approach that is utilized to assist in more efficiently encoding information so that it may be

easily memorized and recalled. Many studies have been conducted, and the results of

those studies have demonstrated that this strategy is an efficient method for teaching

vocabulary in foreign languages, as well as vocabulary in many other domains and forms

of information. A medical evaluation of this method has been completed by Apetauerova

(2021).

In addition, Heerema (2021) mentioned that an interesting study was conducted on

the topic of utilizing keyword mnemonics to educate eighth-grade pupils in the subjects of

science and history. The students were put into one of four groups according to a random

assignment, and within those groups, they worked on one of the following study methods:

free study, peg word, a method of loci, and keyword. Within these groups, it was expected

of them to master specialized applications for the various types of metal alloys. Following

the assessment, it was determined that the students who had been taught using the

keyword method had performed noticeably better than those who had been taught using

any of the other three methods.

According to Hughes (2014), mnemonics are strategies and techniques that aid in

memory. A mnemonic keyword uses a visual representation of the definition to link a new

vocabulary term to students' existing knowledge. Hughes (2014) also stated that new

vocabulary terms are introduced using a word (keyword) with a similar sound. This

keyword is illustrated in a way that the keyword interacts with important elements of the

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explanation of the new word. Lastly, a sentence is created to connect the keyword to the

new definition.

According to Siu (2022), memory recall refers to the ability to remember information

over a period of time. In short, it is the process of retrieving information after it has been

encoded and stored. A person's memory retention may occasionally decay, and over time,

the memories may be erased. This event is also known as forgetting.

In addition, Siu (2022) provided techniques that are most commonly used by

students to help prevent forgetting, such as the testing effect, spacing, and schemas. The

testing effect is the process of frequent testing to encourage active information recall,

spacing is when a person learns information over a prolonged period of time rather than

cramming everything at once, and schemas are mental “shortcuts” that help understand

and classify new information.

In addition, Colman (2021) specified that the capacity to retain new information

such that it can be quickly recalled and applied in the future is known as learning retention.

If the knowledge is not kept, it will stay in the short-term memory for a while before

dissipating. The human brain does, in fact, forget knowledge relatively quickly. Conforming

to this statement, Hermann Ebbinghaus, a German psychologist best renowned for his

discovery of the 'Forgetting Curve,' provided evidence to support this. He looked on how

forgetting grows exponentially. According to research, if a learner doesn't make an attempt

to retain what they have acquired, they often lose 70% of what they have learned within 24

hours and 90% of what they have learned within a week.

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As determined in an article by Aster (2021), memory loss isn't inherently prevented,

but ultra-learners can employ a variety of techniques to minimize memory loss. It claims

that human memory always degrades over time and that less prominent memories tend to

fade away more quickly than more vivid ones. Similar memories compete for dominance,

which can lead to uncertainty while recalling information. There is also the knowledge that

people cannot access consciously or is just hidden. With the aid of the theories, methods,

and tactics were developed to enhance human memory recall. Mnemonics was cited as

an efficient method for memorization, but it also has a few disadvantages.

As explained by White (2016), having time constraints while working leads to being

less productive and more stressed out. Thus, she explained different techniques on how to

beat the clock like doing practice essays, planning, and beating the time estimations. She

stated in the article, “And if you don’t learn to address them, they might end up unraveling

all your efforts”. With the different techniques the author stated, students shall learn to

manage time constraints so that their efforts won’t go to waste, and for them to learn how

to cater to their strengths and maximize their abilities.

In relation to that, Merrill (2020) claimed that there are certain students who have to

handle the demands of school, schoolwork, extracurricular activities, sports, and voluntary

work within the span of a single week. Some high school students are so thinly spaced out

that there is no place for them to sleep properly. In reality, the majority of students are only

obtaining 5–7 hours of sleep per night, despite the fact that young adults are expected to

have 8–10 hours of sleep each night. This occurs as a result of the limited amount of time

allotted to complete the said tasks.

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Local Studies

According to Funtanilla (2021), mnemonics help with retention and memorization.

Senior Highschool Students from Felix Amante National Highschool participated and

showed good results in the descriptive study of the researcher. According to the test

results, there was a significant difference between the post-test and pre-test scores of the

participants. Thus, it reveals that the mnemonic technique affects the students as to their

cognitive achievement in memorization and knowledge retention.

Acahen (2015) claims that after utilizing the mnemonics strategy, students were

able to answer the test questions with excessive ease. As a result of this, she arrived at

the conclusion that the mnemonics strategy was successful. She suggested that students

could make use of the mnemonics strategy in order to excel in their upcoming

examinations and tests. She also came to the conclusion that by using mnemonics, one's

reading comprehension, memory retention, and encoding abilities could all be enhanced.

In a student's academic journey, memory retention is of the greatest priority.

Generally, it is stated that there is an "extremely high" level of perception among students

of the factors that lead to memory retention and that perception and academic

performance are moderately strongly related (Comighud et al., 2020). In accordance with

the results of the Derequito (2018) test, the grade six pupils from San Juan Elementary

School that utilized the mnemonics technique had better memory retention. The capability

to memorize effectively results in an improvement in memory retention.

According to De Mesa and Fuentes (2016), the capacity to concentrate and

comprehend things is negatively impacted when there are time constraints and noise

present. According to the findings of their study, time constraints as well as noise have a

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negative effect on the academic achievement of students. It has an influence on the

execution of the attentional function. The research that was carried out by Alberto (2016),

on the other hand, concluded that there is no substantial relationship between time

constraints and academic achievement.

Foreign Studies

Based on the findings of Siriganjanavong's (2013) study, the mnemonic keyword

method (MKM) should be considered a viable option for instructing students in the

retention of difficult or low-frequency terms. One possible reason for MKM's effectiveness

is that it makes use of both verbal and visual assistance simultaneously, while also helping

learners make connections between their newfound knowledge and what they already

know. Teacher educators may use keyword mnemonics in conjunction with other

strategies, like having students repeat the new vocabulary they've learned, complete

vocabulary exercises, or come up with a sentence that incorporates the new words, to

help ensure that the information is transferred to long-term memory and doesn't quickly

fade.

As specified by the study of Susana (2017), the keyword approach is one of the

best mnemonic devices. It is a practical mnemonic tool that can assist students in

increasing their vocabulary through speech and ultimately in reading and writing. This

keyword method is then an efficient strategy to give people a useful mental picture to use

as a foundation when remembering the meaning of a new word. The own-generalized

keyword approach was more successful than the keyword method where the keyword was

provided by the researchers; nevertheless, it was not as successful as the own-

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generalized keyword method where the keyword was created by the study participants

themselves (Gonzalez et al., 2020).

According to Dr. Koksal's (2013) analysis of the study's findings, the keyword

mnemonics positively influenced the group of learners' vocabulary learning. According to

the findings of the vocabulary retention test, the application of the keyword method

contributed to improved vocabulary retention. One further thing that this study uncovered

was that using a keyword strategy helped boost students' levels of interest and

engagement in the lecture they are attending.

Understanding not just how a person acquires and retrieves sensory information in

memory but it is also important to consider how plans are made and how it will be used in

the future because working memory stands as a barrier between past experiences and

future behavior (Marashi et al., 2023).

Amin and Malik (2014) stated that in the daily lives, people take in new information,

keep it in their brains, and then retrieve it as needed. This occurs as a result of the brain's

capacity for learning new knowledge and experiences, storing what has been learned, and

applying the knowledge that has been stored.

In line with this, Amin (2013) stated that retrieval exercises done during tests have

been shown to often cause better learning and long-term retention than studying has. This

finding was recently supported by a study that reviewed evidence to refute the

conventional perception. A recently conducted research examined retention in relation to

learning with repeated testing. Their findings suggested that the repeated recalling of held

information led to improved learning and long-term retention. They contended that

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estimates of memory capacity and memorization were more dependent on similarities

between the stimuli being remembered.

According to Hu's (2019) study, the results showed that time constraints could

clearly change the balance between challenges and skills, make people feel less in

control, and make time transformation stronger. Overall, a negative linear relationship was

found between having a limited amount of time and being in the flow. As the level of

constraints went up, flow experience went down.

As specified by Kyra Schapiro et al. (2022) study, working memory, or the brain's

capacity to retain information in the short term and recall it later, is an essential component

of decision-making, but it has its limitations. The brain has a limited capacity for long-term

memory storage. Information stored in working memory "degrades" over time since

decisions are frequently not taken promptly.

Based on the findings of Conte et al. (2023), an individual’s performance was

negatively impacted because of time constraints. According to the results of their

research, the impairment experienced by some of the individuals was not caused by the

severity of the limitation but rather by the fact that they were subjected to a time constraint.

According to a study by Delgado and Salmeron (2021), individuals who read under

time constraints significantly performed poorly on the reading comprehension test. This

suggests that time constraints have significance in the review process because they might

affect the review's quality. Examiners who don't have enough time to thoroughly review

and give thoughtful feedback may miss essential information or make irrelevant remarks.

The review procedure, on the other hand, might be unnecessarily delayed if examiners are

given too much time.

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Synthesis

The synthesis of the provided local and foreign literature and studies reveals

several key findings related to mnemonics, particularly the keyword mnemonics, memory

retention, time constraints, and academic performance. Mnemonics, such as the keyword

mnemonic method, have been shown to be effective in improving memory recall and

knowledge retention. The studies indicate that mnemonics are particularly useful in

teaching vocabulary, including in foreign language learning.

Memory retention is crucial in the academic journey, and there is a significant

relationship between perception, memory retention, and academic performance. Students

who utilize mnemonic techniques tend to demonstrate better memory retention and

cognitive achievement. However, time constraints and noise can negatively affect

concentration, comprehension, and academic achievement. Additionally, the human brain

tends to forget acquired knowledge relatively quickly, highlighting the importance of

periodic exercise and reinforcement to mitigate forgetting.

Overall, it is important to strike a balance between efficient learning strategies,

proper time management, and maintaining a healthy lifestyle to optimize academic

outcomes.

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CHAPTER III

RESEARCH METHODOLOGY

Introduction

This chapter outlines the research design, respondents, instrument, data collection,

and analysis methods that were employed in the study. The researchers carefully selected

the most suitable approach for the topic based on the research objectives and questions.

The study aims to provide a comprehensive and reliable understanding of the subject by

using rigorous and valid methods. The researchers ensured the validity and accuracy of

every element in the research process, from the sampling technique to the data

interpretation.

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Research Design

This study will be classified as a mixed-method approach. The goal of this

approach is to combine all the elements in order to answer a research question that

cannot be answered by either method alone. This will be employed by the researchers to

obtain a more accurate result in measuring if it will be efficient or not. The researchers will

distribute a pre-test to assess if the respondents can answer the test without the use of

keyword mnemonics. A post-test will also be given to the respondents to identify the

improvement in memory retention. The aim of the study is to improve the students’

learning strategies when there is a time constraint as well as their spatial memory.

Respondents of the Study

The respondents of this study are the 20 Grade 8 students, 10 students from each

special science class, from Liceo de San Pablo. The respondents were tasked to answer

the researcher-made test which is used to determine if keyword mnemonics is efficient. In

this study, random sampling was used to gather the respondents. Random sampling is the

process of randomly selecting a subset of participants from a population. The researchers

chose the random sampling approach so that the respondents will be chosen fairly

because each member of the population has an equal chance of being selected. The

researchers used the fishbowl method to select 8 respondents from each section of the

Grade 8 students.

Research Instrument

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In this research, the instruments that were used are in the form of structured test

questionnaires. Specifically, a questionnaire with 10 multiple-choice items in each of the

tests, that are employed in order to achieve the main objective of the study which is to

determine if applying keyword mnemonics is efficient for memory recall of the Grade 8

students when there are time constraints. The said structured questionnaires required

validation from the Research Adviser, Mr. John Christian V. Brosas. Along with the

recommending approval by the Junior High School Academic Coordinator, Mr. Mark

Anthony A. Anoyo. With these validation approaches, the test questionnaire was

appropriately handed out while additionally guaranteeing accurate and unbiased results

from the study.

Research Procedure

After being validated, the first test was held on June 10, 2023, while in a Zoom

meeting. The researchers taught the module in a Zoom meeting. The respondents were

given 10 minutes to study the module without using keyword mnemonics. After that, the

modules were collected, and the researchers handed out the test, which had 10 multiple-

choice questionnaires.

The second test was held after the first test, on the same day. The researchers

distributed the exact same module with highlighted terms that could serve as their

keyword mnemonics. After ten minutes, the modules were collected once more, and the

researchers administered the test, which included ten multiple-choice questionnaires.

Afterward, the researchers precisely organized and checked the data they had collected.

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Statistical Treatment of Data

To demonstrate the efficiency of keyword mnemonics for memory retention under

time constraints, the was data collected and obtained through structured questionnaires

(pre-test and post-test) that were grouped and exposed to procedures and methodologies.

Along with analyzing the evaluation of the student’s answers to the questionnaire and the

evaluation in terms of the effectiveness of the provided reading material. Application of

statistical methods or inferential statistics were used to determine and further explain the

characteristics of the data. Getting the mean level of the scores in the pre-test and post-

test – Two paired T-test was the statistical tool that was utilized. The two-paired T-test is

often used in experiments where the same subjects are measured before and after an

intervention, to determine whether the intervention had a significant effect on the outcome

variable. The data are presented tabularly in order for the results of the study to be more

accurate, organized, and clear. Researchers were able to properly assess and

comprehend these data through the use of the statistical tool.

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CHAPTER IV

PRESENTATION, ANALYSIS, and INTERPRETATION OF DATA

This chapter presents the data gathered, the results of the statistical analysis done,

and the interpretation of the findings. The data gathered is presented in a table containing

the mean, standard deviation, the t-test, and the significant difference of each item of the

pre-test and post-test.

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Table 1: Result of tests before and after applying keyword mnemonics

Legend: A significant difference less than 0.05 is accepted, and a significant difference

greater than 0.05 is rejected.

The table provided contains the comparison of data in first test and second test.

Each question from the tests was paired to determine the significant difference between

the two sets of scores. The significant difference, denoted as Sig. (2-tailed), is a measure

of the statistical significance of the observed differences.

In this study, a significant difference is used to determine if using keyword

mnemonics is efficient. If the calculated significant difference is less than 0.05, it indicates

that the use of keyword mnemonics is considered efficient. Conversely, if the significant

difference is greater than 0.05, it suggests that the use of keyword mnemonics is not

efficient based on the given threshold.

From the data presented, it can be observed that Pair 3 and Pair 9 have the highest

significant difference among all the pairs. The significant difference for Pairs 3 and 9 is

1.000, which is the maximum possible value. Considering the legend, the use of keyword

mnemonics is not efficient for Pairs 3 and 9. On the other hand, Pairs 7 and 10 have the

lowest significant difference among all the pairs. The significant difference for Pairs 7 and

10 is 0.186, which is greater than the specified significance level of 0.05. Consequently,

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the use of keyword mnemonics in Pairs 7 and 10 is not considered efficient according to

the given data.

Additionally, the information provides the mean, standard deviation, and t-test

values for each pair. The mean represents the average score difference between the pre-

test and post-test, while the standard deviation indicates the measure of how much the

values in a data set vary from the mean. The t-test value is a statistical measure that

quantifies the significance of the observed difference between the two sets of scores.

Every learner acknowledges that, for a variety of reasons, they all have distinctive

ways of learning. Perhaps some people's minds work better under limited time, but not

everyone does. According to Dunlosky et al. (2013), some widely-used strategies,

including underlining, rereading content, and even using mnemonic devices, were

surprisingly ineffective. One prominent argument against the use of mnemonics is that

they merely promote rote memorization rather than help with the growth of better skills like

understanding or the capacity for communicating knowledge. Mnemonics necessitate

instructional time and practice, may not result in long-term retention without the support of

other approaches, and may not work with complex content (Putnam, 2015).

In addition, a book by Mozer and Lindsey (2017) claims that human memory is

fragile. The initial acquisition of knowledge is slow and effortful. And once mastery is

achieved, the knowledge must be exercised periodically to mitigate forgetting. With these

claims, mnemonics are still valuable learning techniques, but only under certain

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circumstances (when the information being learned is aligned with the mnemonic, when

users have received appropriate training, and so on).

CHAPTER V

SUMMARY, CONCLUSION, AND RECOMMENDATION

This chapter presents the summary of results which will answer the questions listed

in the Statement of the Problem, conclusions based on the tested hypothesis, the output

of the study, and the researchers’ recommendations.

SUMMARY

The primary objective of this study is to know if the use of keyword mnemonics is

efficient in enhancing memory retention among 8th-grade students at Liceo de San Pablo,

particularly when time constraints are imposed.

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To ensure a fair sampling, the researchers employed the simple random sampling

technique. The researchers selected a total of 20 grade 8 students, with 10 students

chosen from each special science class at Liceo de San Pablo. The fishbowl method was

used to randomly select the participants from each section, ensuring that the sample

adequately represents the entire 8th-grade population.

This research project took place between September 2022 and June 2023. The

researchers conceptualized the topic and formulated the first and second chapters in

September 2022. Subsequently, in February 2023, the researchers developed the third

chapter, which involved designing the experiment or intervention related to keyword

mnemonics.

In June 2023, the first test was administered to assess the students' initial memory

performance before the use of keyword mnemonics. On the same day, the second test

was conducted to measure the students' memory retention after utilizing keyword

mnemonics. The fourth and fifth chapters of the study, which involved analyzing the data

collected and drawing conclusions, were completed in June 2023.

Upon analyzing the collected data, the researchers found that the use of keyword

mnemonics did not prove to be efficient in enhancing memory retention among 8th-grade

students when time constraints were imposed. The data obtained from the pre-test and

post-test allowed the researchers to draw meaningful conclusions regarding the efficiency

of keyword mnemonics.

The researchers meticulously observed and interpreted the data to ensure accurate

analysis. They likely employed statistical methods and techniques to analyze the data

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collected from the pre-test and post-test. This analysis would have involved comparing the

performance of the students before and after the intervention, measuring the extent to

which their memory retention improved.

By examining the data, the researchers may have observed that the students'

memory performance did not significantly improve or show any substantial difference after

using keyword mnemonics within the time constraints.

CONCLUSION

1. Keyword mnemonics refer to a memory technique that involves using meaningful

and memorable keywords or associations to aid in the recall of information.

2. This study proves that the implementation of keyword mnemonics for memory

retention of Grade 8 students when there are time constraints is not efficient. The

post-test results and pre-test results were remarkably similar.

3. The results showed that there is no significant difference between the results of the

students’ scores in the pre-test and post-test after implementing keyword

mnemonics.

4. The findings, which accepts the study's null hypothesis, are unfavorable and

honest.

5. The researchers came to the conclusion that considering everyone has different

approaches to learning, implementing keyword mnemonics when there are time

constraints is not beneficial to every learner.

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6. The researchers came to the conclusion that the use of keyword mnemonics is

effective given the scores of the respondents from the test. However, it is not

efficient because there is no significant difference between their score in pre-test

and post-test.

RECOMMENDATION

Considering the analysis on the chapters of the study, the efficiency of keyword

mnemonics for memory retention when there are time constraints can be improved by

addressing the problems through the following recommendations proposed by the

researchers:

1. Conducts seminars to help students to know what study technique will work for

them. This would allow students to study more effectively, improving their

understanding and academic performance.

2. The researchers encourage that a bigger sample size should be employed in

gathering respondents to increase the study's credibility. With a larger sample size,

the findings are more likely to be generalizable to the target population, reducing

the potential for sampling bias.

3. When employing keyword mnemonics, teach students to manage their time

effectively. Encourage them in order to establish a time for encoding and

associating keywords with information while also providing time for retrieval and

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recall. Time management skills practice can improve efficiency and lessen the

impact of time constraints on memory performance.

4. Provide detailed instruction on mnemonic techniques and how they can be utilized.

Allocate time to educate students on the various types of mnemonic tactics

accessible, such as keyword mnemonics, acronyms, imagery, and others. Learners

are able to develop a repertoire of strategies to pick from and implement in time-

constrained circumstances by explicitly introducing these skills.

REFERENCES

Acahen, (2015) Mnemonic strategy in teaching mathematics III at San Benito Elementary

School.

http://libraryspcc.lspu.edu.ph/digitalresource/1660782644672_LSPUSPC271BEED.

pdf

Alberto, (2016) Anxiety Related Factors, time pressure and mathematical performance of

BSED freshman.

http://libraryspcc.lspu.edu.ph/digitalresource/1674090457596_412BSED.pdf

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Amin and Malik, (2014) Memory Retention and Recall Process.

https://www.researchgate.net/publication/299456892_Memory_Retention_and_Rec

all_Process

Amin, (2013) Human Memory Retention and recall processes: A review of EEG and fMRI

Studies.

https://drive.google.com/file/d/1OwyOFfcnFEI98g0y0RoUXxAB0LmqcuGZ/view

Aster, (2021) How to Improve Memory Retention: 4 Proven Strategies.

https://www.shortform.com/blog/how-to-improve-memory-retention/

Atkinson and Shiffrin, (1968) Human Memory: A Proposed System and its Control

Processes. https://sci-hub.se/10.1016/S0079-7421(08)60422-3

Camighud, (2020) Factors on Memory Retention: Effect to Students’ Academic

Performance.

https://drive.google.com/file/d/1mv99RHF7_c2ZjbUKJ_cHIpM4G4P73uU_/view

Colman, (2021) Leaning Retention – How to Make Information Stick.

https://www.ispringsolutions.com/blog/learning-retention#:~:text=Learning

%20retention%20is%20the%20ability,out%20after%20a%20certain%20period

Conte et al., (2023) The impact of time limitation: Insights from a queueing experiment.

https://www.cambridge.org/core/journals/judgment-and-decision-making/article/

impact-of-time-limitation-insights-from-a-queueing-experiment/

4CBF2CC8BBBBCD0B28B022F3167250AC

Cuerpo, (2017) Too Much Work, Too Little Time.

https://www.sunstar.com.ph/article/402552/too-much-work-too-little-time

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Czekala, (2016) The Truth About Effectiveness and Usefulness of Mnemonics in

Learning. https://universeofmemory.com/effectiveness-and-usefulness-of-

mnemonics/

Delgado and Salmeron, (2021) The inattentive on-screen reading: Reading medium

affects attention and reading comprehension under time pressure.

https://drive.google.com/file/d/1MmkuVuQkfk3mdJbQ5RCxpaSLJT4FTyUY/view?

usp=sharing

Derequito, (2018) The effect of using mnemonics technique on the memory retention of

grade 6 pupils in San Juan Elementary School.

http://libraryspcc.lspu.edu.ph/digitalresource/1657849494207_285PSYCH.pdf

Dunlosky et. al., (2013) Improving Students’ Learning With Effective Learning

Techniques: Promising Directions From Cognitive and Educational Psychology

Fuentes, (2016) The effect of time pressure and sound on the word recognition of the

Grade 7 students of Prudencia D. Fule Memorial National High School.

http://libraryspcc.lspu.edu.ph/digitalresource/1657762930991_162PSYCH.pdf

Funtanilla, (2021) Mnemonic Teaching Technique in Improving Memorization and

Retention in Science Learning.

http://libraryspcc.lspu.edu.ph/digitalresource/1674803389676_876_BSED.pdf

Gonzales et al., (2020) Keyword Mnemonics: Effects of Immediate Recall on Delayed

Recall. https://drive.google.com/file/d/1GimpMM2wcpHmvoOgklA688PO-4KZ7D-

H/view

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Heerema, (2023) Keyword Mnemonics to Improve Ability to Memorize Facts.

https://medium.com/@karzevikna/keyword-mnemonics-to-improve-ability-to-

memorize-facts-b1dbf19eb801

Hu, (2019) The Impact of Time Constraints on Flow Experience in an Educational Game.

https://drive.google.com/file/d/11kTyFlT38iIvhBT1qNEHlhY00yzsymG6/view

Hughes, (2014) Intervention Name: Keyword Mnemonics.

https://drive.google.com/file/d/1Jh-1PKz9UEvzbVCzx1inkfpwaKkYQPhR/view

Koksal, (2013) The Impact of the Keyword Method on Vocabulary Learning and Retention

in Preparatory French Classes in Higher Education.

https://drive.google.com/file/d/1FQhqFiMkvNgxUQ-JQ83DcwjHtdeOlgR-/view

Lindsay, (2023) Mnemonic. https://discovery.ebsco.com/c/gxuk27/details/2gbt66dpcr?

q=mnemonic

Mapua, (2016) Retention: The Art of Remembering

https://www.mapua.edu.ph/blog/2016/06/30/top-engineering-school-philippines-

remembering/#comments

Marashi et al., (2023) Vocabulary Recall and Retention Improvement: Working Memory

Training Using Dual N-back task. https://drive.google.com/file/d/1-

Q0VVWngGQsR4NAYvDTXuQXV7Dvq3rQy/view

Martinez, (2013) Education Under Pressure: Student Worries and Concerns.

http://teresay.com/education-under-pressure-student-worries-and-concerns/

Merrill, (2020) Students Are Assigned Too Much Work!

https://themustangmoon.com/13980/opinion/students-are-assigned-too-much-work/

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Neri, (2022) Keyword Mnemonics Method | Benefits and Examples.

https://study.com/learn/lesson/keyword-method-mnemonics-examples.html

Saini, (2023) The Proud Rose Story with Moral for Kids.

https://www.firstcry.com/intelli/articles/the-proud-rose-story-with-moral-for-kids/

Schapiro et al., (2022) The Limits of (working) memory.

https://elifesciences.org/digests/73610/the-limits-of-working-

memory#:~:text=Working%20memory%2C%20the%20brain%27s

%20ability,memory%20%27degrades%27%20over%20time

Siriganjanavong, (2013) The Mnemonic Keyword Method: Effects on the Vocabulary

Acquisition and Retention.

https://drive.google.com/file/d/1dXOGjU7N7_1XTz5Nk1QLFSEaSCNQscFG/view

Siu, (2022) Memory Retention. https://www.curioustem.org/stem-articles/memory-

retention#:~:text=Memory%20retention%20refers%20to%20the,lost%20as%20time

%20goes%20on

Susana, (2017) Enhancing for Vocabulary Mastery Through Mnemonics Keyword Method

to the University Students.

https://ojs.unpkediri.ac.id/index.php/inggris/article/view/725

Teodoro, (2019) Overcoming Bad Memory with Good Study Habits.

https://www.feutech.edu.ph/happenings/overcoming-bad-memory-with-good-study-

habits

White, (2016) Time Constraints: How to Beat the Clock.

https://atarnotes.com/articles/2016/03/22/time-constraints-tick-tock-goes-the-clock

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APPENDICES
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APPENDIX A
San Pablo Diocesan Catholic Schools System
San Pablo City
Liceo de San Pablo
M. Paulino St., San Pablo City
Tel. No. (049) 562-3808

March 15, 2023

CHIEF LIBRARIAN
Laguna State Polytechnic University
San Pablo City, Campus

Dear Sir/Madam:

The following researcher/s listed below is/are the students of Liceo de San Pablo, San
Pablo City, Campus and they are interested in your library holdings.

1. Adap, John Anthony J.

2. Anila, Catherine H.
3. Ebite, Marken Aaron I.
4. Janer, Katrice D.
5. Paulino, Yuliana Alexandra M.

Respectfully, may we ask that they be given access to the collection in your library and be
given permission to use the resources that is available to them.

Your kind accommodation and valuable assistance will be highly appreciated

Sincerely,

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APPENDIX B
San Pablo Diocesan Catholic Schools System
San Pablo City
Liceo de San Pablo
M. Paulino St., San Pablo City
Tel. No. (049) 562-3808

April 3, 2023

Mrs. Donna S. Montejo

School Principal
Liceo de San Pablo

Dear Ma’am
Greetings of Peace!

Students of Grade 10 - St. Peter the Supreme Pontiff is currently conducting a data

gathering procedure at the school library for their subject Research in Science 10. The

undersigned are currently undertaking a study on the Efficiency of Keyword Mnemonics

for Memory Retention of Grade 8 Students under Time Constraints in Liceo de San

Pablo. In connection with this, the researchers would like to request permission to excuse

the undersigned in their respective class.

We are hoping for your positive response. Thank you and God Bless!

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Respectfully Yours,

John Anthony J. Adap Catherine H. Anila

Marken Aaron I. Ebite Katrice D. Janer

Yuliana Alexandra M. Paulino

Recommending approval:

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San Pablo Diocesan Catholic Schools System

San Pablo City
Liceo de San Pablo
M. Paulino St., San Pablo City
Tel. No. (049) 562-3808

May 8, 2023

Mrs. Donna S. Montejo

School Principal
Liceo de San Pablo

Dear Ma’am

Greetings of Peace!

We, the researchers of Grade 10 - St. Peter the Supreme Pontiff are currently

conducting a data gathering procedure for our study entitled, Efficiency of Keyword

Mnemonics for Memory Retention under Time Constraints of Grade 8 Students in

Liceo de San Pablo.

In connection with this, we would like to request permission to excuse the following

Eighth-Grade respondents from their respective classes on May 11 , 2023, at 1:20pm

– 3:20pm for them to take the examination provided by the researchers in the School

Library.

We hope for your kind consideration. Thank you and may the Good Lord bless and

keep us all.

Listed below are the names and sections of the students involed:

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SAINT LORENZO RUIZ DE MANILA

1. Almario, Collin Ezekiel C. SAINT PAUL THE APOSTLE

2. Briones, Sandrino M. 2. Bumagat, Johnwhendel
3. Brosas, Ma. Princess Elaine S. 3. De Roma, Luis Manuel C.
4. Cabiling, Ralph Lawrence R. 4. Elemos, Sofia C.
5. Porcioncula, Bea Marie A. 5. Padre, Prince Mhackaile G.
6. Rivera, Mary Nealyn D. 6. Pagkaliwangan, Rheiley Ambher B.
7. Suinan, Mari Saint Justice L. 7. Peñaloza, Ma. Ryne Jillian I.
8. Ventura, Rancess V. 8. Pio Roda, Rodney Jean M.
9. Ros, Jelyn L.
SAN PEDRO CALUNGSOD

1. Almanza, Sebastine Mikyli D. SAINT PETER BAPTIST

2. Arevalo, Robi James B. 1. Aquino, Chesca Caelyn D.
3. Barrosa, Skyler Fitzgabriel A. 2. Belen, Jay-R A.
4. Bulasag, Precious Grace R. 3. Catipon, Marianna Francheska B.
5. De Guzman, Bruz Wein A. 4. Colimbino, Ashley Ray M.
6. Granada, Jhiona Marie E. 5. Escasura, Chris Melbourne T.
7. Sikat, Althea Laurice M. 6. Exconde, Maria Suzane Carmie G.
8. Trinidad, Sophia Xandra C. 7. Gabriel, Angela A.
8. Gallajones, Gio Marvien E.
SAINT LAWRENCE THE DEACON

1. Bamba, Makisha Laraine B. SAINT SEBASTIAN

2. Dela Cruz, Jian Elias C. 1. Bedienes, Aaron Miguel D.
3. Del Fonso, Jennah Sofia V. 2. Flores, Dhan Marco R.
4. Escano, Earl John P. 3. Magapi, Kaye Celine S.
5. Manalo, Khyle Nathan M. 4. Mariano, Mylon Thomass D.
6. Pascual, Franchesca Haley E. 5. Navaliza, Camille L.
7. Reyes, Shaina Mae C. 6. Princena, Princes Nepretty C.
8. Villanueva, John Cyndrix D. 7. Ramos, Cysie Ashley
SAINT MAXIMILIAN KOLBE 8. Veluz, Paul Wilhelm N.

1. Bienes, Jhayrode Matthew E. SAINT STEPHEN THE FIRST MARTYR

2. Cosico, Clairel Aliah E. 1. Aldeguer, Sophia Mae E.
3. Dela Cruz, Reilly A. 2. Bantigue, Norelyn Nicole C.
4. De Luna, Airon O. 3. Briones, Paul Daniel
5. Lopez, Aljosh R. 4. Caguite, Hannah Michelle A.
6. Macandili, Matthew F. 5. Empeño, Gabriel Railey L.
7. Punzalan, Erycel Mae G. 6. Estrellanes, Vinisse Clare B.
8. Tan, Shakira Charmaine U. 7. Saguinsin, Gian Miel A.
8. Tobongbanua, Greym B.

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APPENDIX C
San Pablo Diocesan Catholic Schools System
San Pablo City
Liceo de San Pablo
M. Paulino St., San Pablo City
Tel. No. (049) 562-3808

MODULE (without keyword mnemonics)

Lesson 1: Earthquakes and Faults

Anatomy of Earthquake

Earthquake is the sudden vibration or shaking of Earth’s surface caused by a rapid release of

energy.

FOCUS

 The point in the rock’s zone of weakness where the breaking starts and seismic energy is

released

 The source from which the energy is released radiating to all directions

 location where earthquake begins

EPICENTER

 The point in the Earth’s surface directly above the focus

 most violent shaking occurs here

SEISMOLOGY

 science dealing with earthquake waves that move through and around the earth

SEISMIC WAVES

 are waves of energy that travel through different layers of Earth

 these waves may be caused by an earthquake

SEISMOGRAPH

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 is a device used by seismologist to record earthquake waves

SEISMOGRAM

 is the record generated

SEISMOLOGIST

 scientist who studies earthquake

TYPES OF SEISMIC WAVES

1.Surface Waves

2.Body Waves

 Surface waves - are those that travel through the outer layer of the Earth

 Body Waves - are seismic waves that travels through Earth’s interior

Two types of Body Waves

a. Primary Wave (P wave)

-These waves travel the fastest and are detected first

-Also called as the push pull waves

-Moves through the core and faster through dense material

-Can travel through both liquid and solid material

b. Secondary Wave (S wave)

-Arrive after P waves (slower)

-Travel only through solids

Also called as the shake waves

THE STRUCTURE OF EARTH

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 The crust - brittle outermost layer that varies in thickness from about 25 to 70 km under

continents and from anout 5 to 10 km under the oceans.

 The mantle – lies below the crust, extending to a depth of 2890 km. It consist of dense

silicate rocks. Both P- and S- waves from earthquakes travel through the mantle,

demonstrating that it is solid.

 The core - is composed of iron and we know that it exists because it refracts seismic

waves creating a “shadow zone”.

San Pablo Diocesan Catholic Schools System

San Pablo City

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Liceo de San Pablo

M. Paulino St., San Pablo City
Tel. No. (049) 562-3808

QUESTIONNAIRE #1

Encircle the letter of the best answer.

1. It is the point in the Earth’s surface directly above the focus.
a. Epicenter c. Fault
b. Focus d. seismograph
2. It is the person or scientist that studies earthquake.
a. Botanist c. Volcanologist
b. Anthropologist d. Seismologist
3. A type of seismic wave that travel through the outer layer of the Earth.
a. Primary wave c. Surface wave
b. Body wave d. Electromagnetic wave
4. It is a structure of earth that is composed of iron and it refracts seismic waves
creating a “shadow zone”.
a. Crust c. Mantle
b. Core d. Oceanic crust
5. It is a device used by seismologist to record earthquake waves
a. Seismic waves c. Seismogram
b. Seismograph d. Seismology
6. It is a type of body wave that travels the fastest and are detected first. It is also
called as the push pull waves.
a. Surface waves c. Primary waves
b. Secondary waves d. Longitudinal wave
7. It is a study of science dealing with earthquake waves that move through and
around the earth.
a. Biology c. Seismology
b. Physics d. Chemistry
8. It is a type of body wave that travels only in solids.
a. Surface waves c. Primary waves
b. Secondary waves d. Longitudinal wave
9. It is the sudden vibration or shaking of Earth’s surface caused by a rapid release of
energy.
a. Focus c. Epicenter
b. Seismology d. Earthquake
10. It is the point in the rock’s zone of weakness where the breaking starts and seismic
energy is released
a. Shadow zone c. Primary wave

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b. Seismic waves d. Focus

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APPENDIX D
San Pablo Diocesan Catholic Schools System
San Pablo City
Liceo de San Pablo
M. Paulino St., San Pablo City
Tel. No. (049) 562-3808

MODULE (with keyword mnemonics)

Lesson 1: Earthquakes and Faults

Anatomy of Earthquake

Earthquake is the sudden vibration or shaking of Earth’s surface caused by a rapid

release of energy.

FOCUS

• The point in the rock’s zone of weakness where the breaking starts and seismic

energy is released

• The source from which the energy is released radiating to all directions

• location where earthquake begins

EPICENTER

• The point in the Earth’s surface directly above the focus

• most violent shaking occurs here

SEISMOLOGY

• science dealing with earthquake waves that move through and around the earth

SEISMIC WAVES

• are waves of energy that travel through different layers of Earth

• these waves may be caused by an earthquake

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SEISMOGRAPH

• is a device used by seismologist to record earthquake waves

SEISMOGRAM

• is the record generated

SEISMOLOGIST

• scientist who studies earthquake

TYPES OF SEISMIC WAVES

1.Surface Waves

2.Body Waves

• Surface waves - are those that travel through the outer layer of the Earth

• Body Waves - are seismic waves that travels through Earth’s interior

Two types of Body Waves

a. Primary Wave (P wave)

-These waves travel the fastest and are detected first

-Also called as the push pull waves

-Moves through the core and faster through dense material

-Can travel through both liquid and solid material

b. Secondary Wave (S wave)

-Arrive after P waves (slower)

-Travel only through solids

Also called as the shake waves

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THE STRUCTURE OF EARTH

• The crust - brittle outermost layer that varies in thickness from about 25 to 70 km

under continents and from an out 5 to 10 km under the oceans.

• The mantle – lies below the crust, extending to a depth of 2890 km. It consist of

dense silicate rocks. Both P- and S- waves from earthquakes travel through the mantle,

demonstrating that it is solid.

• The core - is composed of iron and we know that it exists because it refracts

seismic waves creating a “shadow zone”.

53
 Liceo de San Pablo

San Pablo Diocesan Catholic Schools System

San Pablo City
Liceo de San Pablo
M. Paulino St., San Pablo City
Tel. No. (049) 562-3808

QUESTIONNAIRE #2

Encircle the letter of the best answer.

1. It is the person or scientist that studies earthquake.
a. Botanist c. Volcanologist
b. Anthropologist d. Seismologist
2. It is the point in the Earth’s surface directly above the focus.
a. Epicenter c. Fault
b. Focus d. seismograph
3. It is a structure of earth that is composed of iron and it refracts seismic waves
creating a “shadow zone”.
a. Crust c. Mantle
b. Core d. Oceanic crust
4. A type of seismic wave that travel through the outer layer of the Earth.
a. Primary wave c. Surface wave
b. Body wave d. Electromagnetic wave
5. It is a device used by seismologist to record earthquake waves
a. Seismic waves c. Seismogram
b. Seismograph d. Seismology
6. It is a study of science dealing with earthquake waves that move through and
around the earth.
a. Biology c. Seismology
b. Physics d. Chemistry
7. It is a type of body wave that travels the fastest and are detected first. It is also
called as the push pull waves.
a. Surface waves c. Primary waves
b. Secondary waves d. Longitudinal wave
8. It is a type of body wave that travels only in solids.
a. Surface waves c. Primary waves
b. Secondary waves d. Longitudinal wave
9. It is the point in the rock’s zone of weakness where the breaking starts and seismic
energy is released
a. Shadow zone c. Primary wave
b. Seismic waves d. Focus

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10. It is the sudden vibration or shaking of Earth’s surface caused by a rapid release of
energy.
a. Focus c. Epicenter
b. Seismology d. Earthquake

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CURRICULUM
VITAE
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