Improving Science Performance through Mnemonic Keyword Method among Fifth-Grade Learners

Abstract

The low science performance among elementary learners highlights the need for innovative and engaging interventions such as the Mnemonic Keyword Method. A mnemonic is a device used to aid memory, which involves associating new information with something more familiar, making it easier to remember. This study aimed to test the effectiveness of the Mnemonic Keyword Method in improving science performance among fifth-grade learners. A quasi-experimental research design was utilized, with the control group receiving science teaching instruction without the intervention and the experimental group receiving science teaching instruction using the mnemonic keyword method. The study employed a researcher-made instrument consisting of 25 items designed to assess learners' performance before and after the intervention. The instrument underwent validity testing (Aiken's V = 0.92) and reliability testing (Cronbach's alpha = 0.714). The findings showed that the experimental group (n = 77) significantly improved (p < 0.000) their science performance compared to the control group (n = 69). This study recommends that science teachers incorporate the Mnemonic Keyword Method into their science teaching to enhance learners' memory and understanding of complex scientific concepts. Teachers can utilize keywords and images in science, both of which should encourage consistent review and provide positive reinforcement to enhance students' learning and improve their science performance.