Mnemonics instruction in teaching selected topics in science among Grade 10 students at Bataan National High School
Cuenco, Rizalina A.
Mnemonics instruction in teaching selected topics in science among Grade 10 students at Bataan National High School [manuscript] / Rizalina A. Cuenco. - Balanga City : BPSU, 2017. - 167 leaves ; 28 cm.
Include bibliographical reference.
This study entitled "Mnemonics Instruction In Teaching Selected Topics In Science Among Grade10 Students at Bataan National High School" is aimed to arrive on a result that the use of Mnemonics Instruction is effective as compared to the traditional method of teaching that help students to increase their academic performance as well as improve the NAT result. The study utilized a quasi-experimental design of research using two groups of participants. It was confined to the investigation as to how effective is the use of Mnemonics Instruction in teaching selected topics in Science among Grade 10 students.The sex and the grade point average (GPA) of the participants in English and Science from their previous grade level were adopted using the match-paired technique . Demographic profiling is part of the selection process of participant before the conduct of the study. Independent t-test was used to infer the mean difference between the experimental and control groups. Relative to this, it is opted that through the use of the intervention material, the researcher-made modules which contain mnemonics instruction helped increase their academinc performance. Similarly, the learning outcome was indicated by the extent to which students achieved better conceptual understanding. After the instruction on selected topics in Grade 10 Science, it was observed that the level of performance of the students who used mnemonics instruction is significantly higher as compared to the students who received traditional method as evidenced by the result of evaluation . Although there was an increase in the mean scores of the group, the traditional method ended with a descriptive rating that is fairly satisfactory whereas , the experimental group garnered satisfactory. Furthermore, using gain score analysis, students who received mnemonics instruction yielded better vii result than the traditional teaching method. Thus, the mnemonics instruction group performed better than the non-mnemonics instruction group. Hence, the reasearcher has a reason to believe that mnemonics instruction is at far better than the non-mnemonics instruction. Based on the findings, it was concluded that there is a significant difference in the level of performance of the students in science after the interventions of the experimental group therefore, the null hypothesis is rejected. The findings of the study have implications to stakeholders specifically the students, teachers and school head in the Department of Education. The positive result indicated that this memory tool served as an an eye opener to them during the discussion of the lessons. Moreover, better understanding of any lesson may help build self-confidence and boost the morale of the learners. Diverse learners need new learning tools. Functional teachers need various learning tools intended for the 21st century learners and the Department of Education needs this type of tool. Eventually, this will significantly improve the result of the National Achievement test.
Mnemonics instruction in teaching selected topics in science among Grade 10 students at Bataan National High School [manuscript] / Rizalina A. Cuenco. - Balanga City : BPSU, 2017. - 167 leaves ; 28 cm.
Include bibliographical reference.
This study entitled "Mnemonics Instruction In Teaching Selected Topics In Science Among Grade10 Students at Bataan National High School" is aimed to arrive on a result that the use of Mnemonics Instruction is effective as compared to the traditional method of teaching that help students to increase their academic performance as well as improve the NAT result. The study utilized a quasi-experimental design of research using two groups of participants. It was confined to the investigation as to how effective is the use of Mnemonics Instruction in teaching selected topics in Science among Grade 10 students.The sex and the grade point average (GPA) of the participants in English and Science from their previous grade level were adopted using the match-paired technique . Demographic profiling is part of the selection process of participant before the conduct of the study. Independent t-test was used to infer the mean difference between the experimental and control groups. Relative to this, it is opted that through the use of the intervention material, the researcher-made modules which contain mnemonics instruction helped increase their academinc performance. Similarly, the learning outcome was indicated by the extent to which students achieved better conceptual understanding. After the instruction on selected topics in Grade 10 Science, it was observed that the level of performance of the students who used mnemonics instruction is significantly higher as compared to the students who received traditional method as evidenced by the result of evaluation . Although there was an increase in the mean scores of the group, the traditional method ended with a descriptive rating that is fairly satisfactory whereas , the experimental group garnered satisfactory. Furthermore, using gain score analysis, students who received mnemonics instruction yielded better vii result than the traditional teaching method. Thus, the mnemonics instruction group performed better than the non-mnemonics instruction group. Hence, the reasearcher has a reason to believe that mnemonics instruction is at far better than the non-mnemonics instruction. Based on the findings, it was concluded that there is a significant difference in the level of performance of the students in science after the interventions of the experimental group therefore, the null hypothesis is rejected. The findings of the study have implications to stakeholders specifically the students, teachers and school head in the Department of Education. The positive result indicated that this memory tool served as an an eye opener to them during the discussion of the lessons. Moreover, better understanding of any lesson may help build self-confidence and boost the morale of the learners. Diverse learners need new learning tools. Functional teachers need various learning tools intended for the 21st century learners and the Department of Education needs this type of tool. Eventually, this will significantly improve the result of the National Achievement test.