DIRECTED RESEARCH

EFFECTS OF USING MNEMONIC METHODS IN
TEACHING SCIENCE ON STUDENTS’ ACHIEVEMENT

IN SK BUKIT RAMBAI
BY

NURAISHAH BINTI KAMARUDDIN

INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA

2021

EFFECTS OF USING MNEMONIC METHODS IN
TEACHING SCIENCE ON STUDENTS’ ACHIEVEMENT

IN SK BUKIT RAMBAI

BY

NURAISHAH BINTI KAMARUDDIN

A project paper submitted in fulfilment of the requirement
for the degree of Master’s of Education

Kulliyyah of Education
International Islamic University Malaysia

JAN 2021

ABSTRACT

The process of remembering or memorizing are the main challenge for the Year 4
students to master the topics found in Science subjects. The large number of facts in
each topic requires appropriate learning methods to improve memory ability. This study
aims to see the effect of the use of mnemonic methods to improve the achievement of
the Year 4 students in Science subjects. This study is quantitative (quasi-experimental)
involving 47 Year 4 students as respondents. They are divided into two groups, namely
the control group using conventional methods and the treatment group using mnemonic
methods in Science learning. This study involved pre-test and post-test.
Based on the SPSS (Statistical Package for Social Sciences) analysis system, the
findings show that the majority of respondents have excellent, good and moderate
achievement. The T-test analysis showed that there was a significant difference between
the respondents in the control group and the treatment group, where the treatment group
has shown better performance. The Anova test analysis showed that there was no
significant difference in the effect of academic performance on the treatment group
respondents in Science subjects. In conclusion, the findings show that the effect of using
mnemonic method has successfully improved the achievement of The Year 4 students
of various levels as a whole and hope that the study of mnemonic method can be
continued by studying other aspects such as interest and creativity.

ii

‫ملخص البحث‬

‫الابتدائي‪ ،‬لدى محاولاتهم استذكار واستيعاب الصف الرابع تلاميذ الرئيسي الذي يواجه التحدي التذكر تُعد عملية‬

‫أساليب موضوع‪ ،‬كل في الحقائق الموجود من الكبير الكم ويتطلب‪.‬المقررة عليهم في مادة العلوم الموضوعات‬

‫استخدام أثر على التعرف إلى الدراسة هذه قدرة التلاميذ على تذكر تلك الحقائق‪ .‬تهدف لتحسين مناسبة تعليمية‬

‫هذه تنتمي‪.‬العلوم مادة في الرابع الابتدائي الصف تلاميذ مستوى تحصيل تحسين في تقوية الذاكرة‪ ،‬أساليب‬

‫تلاميذ فيها عينة تتألف من ‪ 47‬تلميذًا من شارك تجريبية‪ ،‬إلى مناهج البحث الكمية‪ ،‬وهي دراسة شبه الدراسة‬

‫التي ُطبق عليها استخدام الضابطة‪ ،‬المجموعة هما مجموعتين‪ ،‬وقد قُسمت العينة إلى‪.‬الصف الرابع الابتدائي‬
‫‪.‬مادة العلوم تعلم في الذاكرة أساليب تقوية استخدام التجريبية التي ُطبق عليها والمجموعة التقليدية‪ ،‬الأساليب‬
‫وتم تحليل البيانات باستخدام برنامج الحزمة الإحصائية ‪.‬والبعدي القبلي الاختبارين الدراسةكلاا من هذه تضمنت‬
‫بين لديهم أفراد العينة قد تراوحت مستويات التحصيل غالبية أن النتائج )‪ .‬وقد أظهرت‪SPSS‬للعلوم الاجتماعية (‬
‫في المشاركين بين جوهري فرق وجود )‪T-TEST‬تحليل (اختبار تي – وقد أظهر‪.‬ومتوسط وجيد‪ ،‬ممتاز‪،‬‬
‫اختبار (أنوفا تحليل كما أظهر‪.‬أفضل أدا ًء التجريبية المجموعة أظهرت حيث والتجريبية‪ ،‬الضابطة المجموعتين‬
‫في العلمية‪ ،‬بين أفراد العينة مادة العلوم في الأكاديمي الأداء في كبير فرق يوجد لا أنه )‪–ANOVA،‬‬

‫تأثير إيجابي الذاكرة أساليب تقوية لاستخدام التجريبية‪ .‬وهو ما يعني أن نتائج الدراسة قد أثبتت أن المجموعة‬
‫وتأمل الباحثة أن تستمر عجلة البحث الصف الرابع الابتدائي بصفة عامة‪ ،‬أداء تلاميذ مستوى وفعال في تحسين‬
‫والإبداع‪ .‬حول قضية أساليب تقوية الذاكرة‪ ،‬وغيرها من القضايا الأخرى‪ ،‬مثل الاهتمام‪،‬‬

‫‪iii‬‬

APPROVAL PAGE

I certify that I have supervised and read this study and that in my opinion, it conforms
to acceptable standards of scholarly presentation and is fully adequate, in scope and
quality, as a project paper for the degree of Master of Education

…………………………………..
Sulaiman Hashim
Supervisor

This project paper was submitted to the Department of Academic and is accepted as a
fulfilment of the requirement for the degree of Master of Education (Curriculum and
Instruction)

…………………………………..
Mohamad Ridhuan Abdullah
Head, Department of Academic

This project paper was submitted to the Kulliyyah of Education and is accepted as a
fulfilment of the requirement for the degree of Master of Education

…………………………………..
Ainol Madziah Zubairi
Dean, Kulliyyah of Education

iv

DECLARATION

I hereby declare that this dissertation is the result of my own investigations, except
where otherwise stated. I also declare that it has not been previously or concurrently
submitted as a whole for any other degrees at IIUM or other institutions.

Nuraishah Kamaruddin

Signature ........................................................... Date .........................................

v

PYRIGHT PAGE

INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA

DECLARATION OF COPYRIGHT AND AFFIRMATION OF
FAIR USE OF UNPUBLISHED RESEARCH

THE IMPACT OF MOBILE INTERFACE DESIGN ON
INFORMATION QUALITY OF M-GOVERNMENT SITES

I declare that the copyright holders of this dissertation are jointly owned by the
student and IIUM.

Copyright © 2021 Nuraishah Kamaruddin and International Islamic University Malaysia. All rights
reserved.

No part of this unpublished research may be reproduced, stored in a retrieval system,
or transmitted, in any form or by any means, electronic, mechanical, photocopying,
recording or otherwise without prior written permission of the copyright holder
except as provided below

1. Any material contained in or derived from this unpublished research
may be used by others in their writing with due acknowledgement.

2. IIUM or its library will have the right to make and transmit copies (print
or electronic) for institutional and academic purposes.

3. The IIUM library will have the right to make, store in a retrieved system
and supply copies of this unpublished research if requested by other
universities and research libraries.

By signing this form, I acknowledged that I have read and understand the IIUM
Intellectual Property Right and Commercialization policy.

Affirmed by Nuraishah Kamaruddin

……..…………………….. ………………………..
Signature Date

vi

ACKNOWLEDGEMENTS

In the name of God, Most Gracious, Most Merciful.
First of all, I would like to thank Allah S.W.T, because of His bounty and grace, then I
was able to complete this directed research successfully despite facing various trials and
tribulations. Alhamdulillah. On this occasion, I would like to thank Prof. Dr. Sulaiman
Bin Hashim, as my supervisor for the patience, support, advice and guidance given that
contributed to the success in the production of this directed research. All his help,
strategies and wisdom have taught me a lot to be a good researcher and an educator.
Not to be forgotten are the lecturers and management of the Master of Education School
Holiday Mode at Kulliyah of Education, International Islamic University Malaysia, who
are willing to share experiences and tips throughout this study. All the experiences are
definitely unforgettable. A big thanks also to the administration and teachers of SK
Bukit Rambai, for giving a full support making this study a success. A million thanks
to both my parents whom I respect, En. Kamaruddin bin Abu Bakar and Pn. Faridah
binti Ma’in who always give me the love, encouragement, prayers, reminders, and life
guidance that I really need. Thanks to my dear husband, En. Mohd Rasul bin Rajian and
my three bundles of joy, Aina Batrisyia, Akmal Mustaqim and Ammar Yusuf for your
patience, support, help, tolerance, love and prayers, so that this directed research, and
my study can be completed successfully. Indeed, all the sacrifices that have been made
are very much appreciated and I will remember them for the rest of my life. Finally,
thank you also to all who are directly and indirectly involved in contributing suggestions
and assistance in completing this directed research. Hopefully this research and directed
research can be used as a useful knowledge base for future generations to benefit.

vii

TABLE OF CONTENTS

Abstract ....................................................................................................................ii
Abstract in
Arabic ....................................................................................................................... Error
! Bookmark not defined.
Approval
Page .......................................................................................................................... Error
! Bookmark not defined.
Declaration ...............................................................................................................v
Copyright Page.........................................................................................................vi
Acknowledgements .................................................................................................. vii
List of Tables ...........................................................................................................x
List of Figures ..........................................................................................................xi

CHAPTER ONE:
INTRODUCTION.................................................................................................. Error
! Bookmark not defined.

1.1
Preface ....................................................................................................Erro
r! Bookmark not defined.

1.2 Background of the Study ........................................................................2
1.2.1 Mnemonic in Learning Process .....................................................3

1.3 Problem Statement..................................................................................4
1.4 Research Objectives................................................................................5
1.5 Research Questions.................................................................................5
1.6 Research Hypothesis...............................................................................5
1.7 Significance of the Research ..................................................................6
1.8 Research Limitation................................................................................7
1.9 Conceptual Framework...........................................................................8
1.10 Operational Definition ..........................................................................9
1.11 Chapter Summary .................................................................................10

CHAPTER TWO: LITERATURE REVIEW....................................................12
2.0 Introduction.............................................................................................12
2.1 Definition................................................................................................12
2.2 Theories and Models Related to Mnemonic Method .............................13
2.2.1 Jean Piaget’s Theory of Cognitive Learning Learning.............14
2.2.2 Gagne Information Processing Theory .....................................15
2.2.3 Working Memory Model ..........................................................16
2.2.4 System Approach Model ..........................................................17
2.3 Mnemonic Learning................................................................................18
2.3.1 Purpose of Mnemonic Learning ...............................................18
2.3.2 Mnemonic Technique in Teaching and Learning Process........19
2.4 Past Research ..........................................................................................20
2.4.1 Effect of Mnemonic Methods on Students’ Achievement........20
2.4.2 Mnemonical Approriation Towards Students’ Performance ....23

viii

2.5 Chapter Summary ...................................................................................24

CHAPTER THREE: METHODOLOGY...........................................................25
3.1 Introduction.............................................................................................25
3.2 Research Design .....................................................................................25
3.3 Research Samples ...................................................................................26
3.4 Research Instrument ...............................................................................27
3.4.1 Pre-Test.....................................................................................27
3.4.2 Post-Test.......................................................................................28
3.5 Validity and Reliability ...................................................................28
3.5.1 Pilot Study .................................................................................29
3.6 Research Location and Duration ............................................................30
3.7 Research Procedure ................................................................................31
3.8 Technique of Data Analysis ...................................................................33
3.9 Chapter Summary...................................................................................33

CHAPTER FOUR: FINDINGS...........................................................................34
4.1 Introduction.............................................................................................34
4.2 Respondens’ Profile................................................................................34
4.3 Descriptive Analysis...............................................................................35
4.3.1 Academic Performance of Year 4 Students in Science
Subject............................................................................................ 35
4.4 Inference Analysis ..................................................................................36
4.4.1 The effect of Mnemonic Methods on The Achievement of
Year 4 students in Science Subject ................................................36
4.4.2 The Influence of students’ Academic Performance on The
Impact of Mnemonic Method used in Science Subject..................38
4.56 Chapter Summary .................................................................................40

CHAPTER FIVE: SUMMARY, DISCUSSION & RECOMMENDATION ..41
5.1 Summary.................................................................................................41
5.2 Discussion...............................................................................................43
5.2.1 Academic Performance of Year 4 Students for Science
Subject............................................................................................ 43
5.2.2 The Effect of Mnemobic Methods on The Achievement of
Year 4 Students in Science Subjects ..............................................44
5.2.3 The Influence of Student Academic Achievement on The
Impact of Mnemonic Used in Science Subjects.............................45
5.3 Recommendations For Further Research................................................46
5.4 Conclusion ..............................................................................................46

REFERENCES ....................................................................................................... 48

APPENDIX A: Mnemonic For The Topic of Plant.................................................51
APPENDIX B: Validation of Research Instruments (Expert 1) ..............................52
APPENDIX C: Validation of Research Instruments (Expert 2) ..............................54
APPENDIX D: Pre / Post Test Paper .....................................................................56
APPENDIX E: Pre / Post Answer Scheme ............................................................62

ix

LIST OF TABLES

Table No. Page No.

3.1 Types of Objective Questions and Marking Scheme 28

3.2 Proposed Research Timeline 31

4.1 Gender Analysis of Respondents 35

4.2 Academic Performance in Science Subject of Year 4 Student 36

4.3 Nondependent Sample T-test on The Difference in Achievement of

Pre-Test and Post-Test for Control and Treatment Group 37

4.4 Treatment Group Achievement 38
4.5 Treatment Group’s Performance Grade 39

4.6 The Effect of Science Academic Ability on Student Achievement in

Science 39

x

LIST OF FIGURES Page No.
8
Figure No. 16
1.1 Research’s Conceptual Framework 25
2.1 Working Memory Model 31
3.1 Quasi-Experimental Study Design
3.2 The Measurement Model of Computer Anxiety

xi

CHAPTER 1
INTRODUCTION

1.1 PREFACE
The New Standard Curriculum (KSSR) Revised 2017 is a curriculum transformation
that has been improved from KSSR which was introduced in 2011. This is to fulfill the
aspirations of the National Education Philosophy and Malaysian Education
Development Plan (2013-2025) to form an education system in Malaysia which holistic,
progressive, moral, world-class towards developing the potential of the individual and
producing a balanced, harmonious human capital and can help develop the country.
The main aspect that has been improved is by applying High Level Thinking Skills
(HLTS) and Science Technology Engineering & Mathematic (STEM) in all subjects,
not only for Science subjects. This makes Science subjects more challenging. Therefore,
teachers must wisely choose the right learning method and appropriate to the topic and
must work accordingly with the development of the students (Rahayu, Syafril, W, &
Yuberti, 2017) because it is important to ensure students can master facts, maintain
memory and make the learning process more meaningful.
One of the methods that has been introduced is mnemonics. According to Mohammad
& Saed (2011) the word mnemonic is derived from the Greek word Mnemosyne which
is much related to thought or mind. Mnemonic methods are used to help students
remember facts, increase memory input, reduce mental stress, and help expand the
scope of memory at the maximum rate.

1

1.2 BACKGROUND OF THE STUDY
This research focuses on improving student’s achievement in Science subjects among
Year Four students. Improvement in Science achievement occurs if students are able to
master important terms, facts and concepts in Science. The main factor in the
achievement of Science is through the method of memorizing systematically, easily and
with the ability to remember for a longer period. Looking at it from the perspective of
these variables, this study will look at whether the choice of learning methods affects
student’s achievement in Science subjects.

The mastery level of Science facts can be identified through tests and assessments
conducted by teachers either by using formative or summative assessment. In the
learning process, usually teachers only use conventional methods to impart knowledge.
Students become active listeners, copy notes, and make written exercises given by the
teacher in the hope that students can remember the facts they have learnt. However, this
study will use mnemonic methods to see the effectiveness of mnemonic methods on
student’s achievement in Science subjects compared to conventional methods that are
often used by teachers.

Zamri (2015) stated that success and excellence in a subject is largely associated with
the learning styles and strategies used. To diversify teaching and learning methods,
teachers strive to make teaching an effective and creative to produce meaningful
learning.

The use of mnemonics in learning is a method used to improve student’s achievement.
Mnemonics can help students to remember faster and the existing memory will last
longer (Nur Fazirah et al., 2018). It is very suitable to be applied because it indirectly
helps students to remember important terms, facts, and concepts over a longer period.

2

1.2.1 MNEMONIC IN LEARNING PROCESS
Mnemonics method can help students remember facts correctly and in an orderly
manner as well as improve student’s achievement in the topics taught. According to
Taheri & Davoubi (2016), mnemonic methods resulted to good performance compared
to the control group using conventional methods. Maizan Mat @ Muhammad, Kalthom
Husain, and Marhaini Abdul Ghani (2017) stated that mnemonic techniques become a
cognitive strategy in improving students' memory ability. This technique shows that the
ability of memory can be improved, human’s mind can remember something more than
expected and the usage of appropriate techniques will facilitate the memory process.
There are various mnemonic techniques that can be practiced by students, such as loci
technique, keyword technique, connecting word technique, acronym and acrostic.
However, in teaching acronym techniques and acrostic techniques are widely used.

3

1.3 PROBLEM STATEMENT
The changes in the Science curriculum at this time have posed a great challenge for
students to remember facts as early as when they were in Year 1. The addition of more
complex facts causes students to often forget about the facts that they have already
learnt. Based on a study conducted by Mahamod (2013), students' memory could easily
experience a process of forgetfulness when there is too much information needed to be
stored in their memories.
Therefore, the commitment of teachers in diversifying the learning methods is very
necessary to enable students to remember information better, especially complex
information. The mnemonic method is one of the effective learning methods in
improving the memory capacity of individuals. A study conducted by Maizan et.all,
(2017) stated that mnemonic techniques are very helpful in remembering many,
complex facts as well as improving memory input, reducing mental stress, and helping
to expand the scope of memory at maximum
Although, there are various studies related to the problem, this issue will always be
raised. Therefore, researchers want to find alternative ways to solve it based on the
questions that raised.

4

1.4 RESEARCH OBJECTIVES
The objectives to be achieved by the researcher in this study are:
i) Identify the academic performance of Year 4 students in Science subjects.
ii) Test the effect of mnemonic methods on the achievement of Year 4 students
in Science subjects.
iii) Identify the influence of academic performance on the impact of the use of
mnemonic methods in Science subjects.

1.5 RESEARCH QUESTIONS
Among the research questions that will be discussed in this research are:

Among the research questions that will be discussed in this study are:
i) What is the academic performance of Year 4 students in Science subjects?
ii) Can the mnemonic method improve the achievement of Year 4 students in
Science subjects?
iii) Is the effect of mnemonic method is influenced by academic performance
in Science subjects?

1.6 RESEARCH HYPOTHESIS
The following are the research hypotheses:

HO1: There was no significant difference between students in the treatment and
control groups in terms of achievement in the Science subject.

HO2: There is no significant difference between the low and high-performance
students in Science subjects on the effects of Science learning using mnemonic
methods.

5

1.7 SIGNIFICANCE OF THE RESEARCH
This research is mainly carried out to find a solution to overcome the burden faced by
the students to memorize all the facts in Science that they have learnt since Year 1 to
Year 4. This study can also help teachers to identify whether the mnemonic methods
can help students to achieve better understanding in the content. The results of this study
can also help teachers to choose appropriate learning methods as well as achieve
learning objectives and can help students to acquire knowledge easily, quickly and in
the long term.
This research can be used as an intervention by the school to boost the achievement in
Science as a whole because the learning methods selected in this study are suitable for
all students with different capabilities regardless of weak, medium or excellent students.
Therefore, this study is expected to be a solution for all to reduce the burden of
memorizing Science facts as well as to maintain their long-term memory.
Based on the Quality Assurance implemented to the UPSR Science Answers of the year
2016 and 2017 issued by the Malaysian Examinations Board (LPM), they have listed
the main recommendations to the students in order for them to remember and master
the facts of Science. Therefore, teachers need to find solutions in the form of appropriate
learning methods to help students remember facts easily to master the facts of Science.
The results of this research are also expected to be a reference for other researchers to
find solutions or effective alternatives to help students to remember facts and at the
same time improve students’ achievement in Science subject.

6

1.8 RESEARCH LIMITATION
This research was conducted among the Year 4 students at Sekolah Kebangsaan Bukit
Rambai, Melaka. This location was chosen because the researcher is one of the teachers
in this school and it makes it easier for the researcher to conduct the research and collect
data and information. This study was conducted in six weeks only. This study is a quasi-
experimental quantitative study which involves two classes, namely the control group
and the treatment group using different learning methods. The treatment group used
conventional learning methods while the treatment group used mnemonic methods. Pre-
tests are carried out before the teaching and learning take place while post-tests are
carried out after the end of the learning sessions. Both pre-test and post-test were
prepared by the researcher to see the effect of mnemonic method on student’s
achievement. Due to the limitations of expenses, time and energy, the study can only be
done by involving only 47 students. The topic involved is Plants which is under the Life
Science Theme. The number of test items used in this study is only 40 questions due to
the time limit of 60 minutes allocated for the students to answer the test. Finally, the
researcher will make a comparison between the marks obtained in pre-test and post-test
to analyze the effect of mnemonic use on achievement among students involved with
this study.

7

1.9 CONCEPTUAL FRAMEWORK

MNEMONIC STUDENT’S
METHOD ACHIEVEMENT IN

SCIENCE

ACADEMIC
PERFORMANCE IN

SCIENCE

Figure1.1: Research’s Conceptual Framework (Adapted from Nor Hafizah Mohd
Shamsudin. 2016)

The conceptual framework provides a clear and comprehensive picture of what is being
studied as shown in Figure 1.1. This framework becomes the boundary so that the study
conducted does not deviate from the problem statement presented. Research questions
and ideas have been referenced from this conceptual framework.

There are three variables namely dependent, independent and moderator variables.
Dependent variables represent student achievement while independent variables are
mnemonic methods and conventional methods in teaching Science subjects. While
student’s achievement using mnemonic methods is associated with previous student’s
performance.

8

1.10 OPERATIONAL DEFINITION

1.10.1 Mnemonic Method
The mnemonic method is a learning method used by teachers towards the
students to make it easier for them to remember facts. According to Bakken and
Simpson (2011) mnemonics are defined as factual formulas to facilitate
memory. In the context of this study, mnemonic methods were used towards the
treatment group. This group is taught by researcher based on one of the topics
in the syllabus and the topic is Plants. This group consists of 27 fourth year
students who are classified as mnemonic group.

1.10.2 Conventional Method
According to Becker and Watts in Mok Soon Sang (2010), the conventional
method of chalk and talk is the main teaching method used by teachers because
this method can overcome the problem of large number of students in one class
and the problem of completing the syllabus. Based on this study, conventional
methods were used by a control group consisting of 20 Year 4 students.

1.10.3 Long Term Memory
According to Bhitney (2017), long-term memory is the repository storage
system to all information that is not needed at the moment but has the potential
to be retrieved when needed. Long-term memory allows information to be stored
for minutes or even longer. It is also a continuation of short-term memory that
has been reinforced in various ways especially by repetition and rehearsal.

9

1.10.4 Academic Achivement
According to Adhi Prastistha Silen (2014), academic achievement means the
success or failure of students in tests or examinations and is related to a person's
intellectual ability in understanding a subject. In this study, academic
achievement is seen based on the comparison of pre-test and post-test results
that was given to the students before and after the learning method is
implemented on both control and treatment groups.

1.10.5 Academic Performance
In this study, academic performance refers to the initial academic abilities of
students. Academic performance means the ability and capability of students
to receive and master the lessons learnt in school (Norzahida Mohamed, 2013).
Through this academic performance, students are divided into three levels of
performance, namely excellent, average, and weak students.

1.11 CHAPTER SUMMARY

In this chapter, the researcher has explained the background of Science in Malaysia’s
education scenario as well as the importance of the teaching and learning process in
introducing the concept of Science to the students. Researchers also raise issues that
caused this problem. In addition, the researcher also stated the problem statement,
research objectives, research hypotheses, importance of the study, limitations faced and
conceptual framework. The researcher also explained some definitions in this study so
that there is no misinterpretation of some words in the title of this research. The next

10

chapter will discuss the highlights of previous studies in more detail on the impact of
mnemonic methods towards the achievement of Year 4 students in Science subjects.

11

CHAPTER 2
LITERATURE REVIEW

2.0 INTRODUCTION
In this chapter, the researcher will discuss the findings from previous studies either from
within or abroad to obtain views from the literature review related to the research
question. The discussion in this chapter revolves around the effectiveness of mnemonic
methods on academic achievement.

2.1 DEFINITION
According to Suyadi (2014), the word mnemonic means proficiency in memorization.
The facts in every lesson are imagination and is a process of visual signal formation.
According to Wijaya 2012, learning using mnemonic methods can facilitate
understanding of what is learnt. Muhibbin Syah (2013) stated that mnemonic tricks are
special tips that are used as mental "hooks" to insert information into memory. Arif
Irfan Fauzi (2015) also stated that mnemonics is a learning method in order to make it
easier for students to remember information received by using learning aids or relevance
in memorizing a knowledge so that the learning process becomes easier and more
effective.
The Ministry of Higher Education Malaysia (2011) stated that academic achievement
is an important element and is highly emphasized by the society in the context of
education-oriented today. Academic achievement means the success of problem solving
through effort, content acquisition and academic skills determined through grades or

12

test scores where tests are usually constructed and measured based on competency in a
subject (Nzesei, 2015). Therefore, this success gives an indication of the level of ability
and capability of the individual based on the learning outcomes (Amin &Suardiman,
2016). If the student achieves good achievement, then the student can be categorized as
an excellent and successful student. Academic performance is a term to indicate the
level of success, the effect of a learning effort that has been done by a student optimally
(Setiawan, 2006).
The influence of gender in the learning process leads to differences in the achievement
of male and female students. In Malaysia, this phenomenon has been studied by several
researchers (Ministry of Education Malaysia, 2001; Nor Aniza, Zalizan & Manisah,
2011). Analysis of student achievement trends according to the type and location of
schools in public examinations in 2006 to 2011 shows that there is a gap in achievement
of male and female students.

2.2 THEORIES AND MODELS RELATED TO MNENOMIC METHODS
The learning process is an important medium to convey knowledge. However, there are
often students who have difficulty remembering facts. In this regard, teachers can
change the scenario by manipulating the learning situation and reinforce various ways
to maintain the desired learning outcomes and achievements (Sanyata 2012).

13

2.2.1 Jean Piaget's Theory of Cognitive Learning

To study the effectiveness of mnemonic methods, Jean Piaget's cognitive learning
theory is seen as an appropriate method to practice mnemonic methods
comprehensively. Piaget states that each child has their own developmental pattern.
Therefore, children in the same degree not only have different levels of ability but also
different cognitive development. Piaget argues that cognitive development occurs in
stages and that earlier stages are important for the development of subsequent stages
because those earlier stages form the basis for subsequent development.

Piaget found that human mental abilities appear at a certain stage in the process of
mental development undergoing. The wisdom of teachers in the classroom by
modifying the way information is presented and the selection of learning methods that
are in line with Piaget's cognitive theory can stimulate children's optimal level of
thinking. Piaget states that all the ideas and images in the mind of the individual
represented are known as schemas. As practiced in the mnemonic method, the schema
will determine how this data and information correspond to the existing schema, then
the student will absorb the information into this scheme. The adaptation of information
to the schema is adapted in mnemonic form. If it does not fit the existing scheme, this
information may be rejected or modified. An information to be conveyed should be
arranged in a simple and concise form so that children can easily receive information.
It can be varied according to the suitability of the information with the suitability of the
child's mental acceptance. This will make it easier for children to form the power of
thinking while processing information in a simple, focused, compact, and organized
way.

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2.2.2 Gagne Information Processing Theory

Gagne's Information Processing Theory has outlined four levels of memory in the learning
process. The first stage begins with sensory memory stage, recognition and evaluation stage,
short-term memory stage and long-term memory. The mnemonic method is a method to
activate long-term memory by encoding information as well as repeating information in
interesting form. Storing information in long-term memory can take minutes or even longer.

Once a child can receive and process information, of course the next challenge is to
maintain that memory for a long time. As usual, before the test takes place, the teacher
will to some extent review the previous lesson to recall and reproduce the information
that has been learnt. All students will experience the process of remembering during the
review but the process of remembering each student is different. Some of them can store
information in the form of long-term memory but there are also some students who only
store information in the form of short-term memory.

The purpose of the mnemonic method is to extend the long-term memory to reuse the
information later required. This process is important to ensure that students can retain the
knowledge gained and then be able to use it outside of learning time (Desa & Keny, 2014;
Rokade & Bahatee, 2013). Each learning topic has some specific facts that students need to
remember to help them build new knowledge. Teachers play an important role in ensuring that
these facts are emphasized during learning in the classroom. The use of teaching aids will
determine how much attention will be gained during learning, thereby influencing the
accumulated knowledge (Desa et al., 2014). The use of teaching aids can be strengthened with
the use of mnemonic methods in learning and certainly have a greater impact on students'
ability to receive information, process information and recall information.

15

Overall, long-term memory is a repository of information that has not yet been used but has
the potential to be retrieved when needed (Bhitney, 2017). Various efforts have been used in
finding new methods to improve long-term memory. This is seen as very interesting and needs
to be given attention because with a simple method, an individual that is a student can
understand the concept without the need for more effort. The mnemonic method is one such
method. The purpose is to shorten the student's time in the process of memorizing information.

2.2.3 Working Memory Model
The Working Memory Model is a procedure of changing, combining, and updating new and
old information. Two of the working memory components are the Phonological loop and
Visuospatial sketchpad which work actively in organizing information to perform mnemonics.
Work memory and long-term memory are closely related in terms of function and structure
(Soemer, 2016). Working memory is central to process the information received. Based on
(Baddeley and Hitch, 1974)

Figure 2.1: Working Memory Model, (Baddeley and Hitch, 1974)

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Phonological loop is the storage of sound and pronunciation that allows us to remember
as much information as we can repeat in a short time. Impact on the use of Phonological
loops based on how long the syllables are. The more syllables, the longer it takes to
remember. Syllable length will increase the potential in forgetting where to many other
information are mixed in memory. The mnemonic method will quote the initial letters
or initial words to form a simple word or phrase to facilitate the memory process. The
visuospatial sketchpad component, on the other hand, handles memory visually and
spatially, which includes the act of remembering the shape, color and size or
remembering the speed and direction of a moving object. Therefore, the combination of
the two components of working memory through mnemonic methods will be more
effective enabling long-term memory to be produced.

2.3.4 System Approach Model

The System Approach Model is an organized method of doing something. A system
also refers to an assembly or combination of parts that meet certain conditions and
purposes. The principles emphasized in the system approach model are outlined by C.R
Carpenter and Edgar Dale to ensure that all learning processes take place in a systematic
and focused manner. It emphasizes the method of conveying information in the form of
organization so that it is easy to convey and understand. The variety of stimuli whether
in the form of audio-visual, repetition, presentation of information will make it easier
for students to receive and store information. Diversity of stimuli can enhance
comprehension, visualize, strengthen skills or concepts, differentiate instructions, and
relieve anxiety or boredom by presenting information in new and interesting ways
(Harley, Jankar & Mohod, 2015). Therefore, the presentation of information through

17

mnemonic methods is seen to meet the criteria of more effectively and focused
information delivery. The mnemonics technique adopts the principles outlined in this
system approach model. The suitability of the combination of mnemonic techniques
with the system approach model in Science subjects is very synonymous to ensure that
learning objectives are achieved. Clear facts, laws and theories need to be memorized.
Science procedures also need to be systematically remembered. Next can improve
student achievement in the subject.

2.4 MNEMONIC LEARNING
Mnemonics is a mental hooking tool to insert learning items in the mind (Muhibbin
Syah, 2013). Mnemonics is a special trick to help students to remember all the
information and store them firmly in memory. It is also a method used by teachers in
helping to ease the process of memorizing important facts, especially to improve
student’s achievement. Learning using mnemonic methods can utilize some knowledge
for better understanding (Wijaya, 2012).

2.4.1 Purpose of Mnemonics in Learning

In a study conducted by Meili Yanti (2018) entitled Mnemonic Effectiveness to
Improve Long-Term Memory, stated several purposes of using mnemonic methods in
learning is purposely to facilitate students to remember knowledge either remembering
places, persons, time, or to relate them to an event thus making it easier for students to
recall and retrieve information when needed as well as to make information effective
from short-term memory to long-term memory. In addition, mnemonic methods are

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chosen by teachers because they do not require a lot of additional materials or extensive
planning and can be prepared under minimal time (Mastropieri and Scruggs, 2012).

2.4.2 Mnemonic Technique in Teaching and Learning Process

Mnemonics have been proven to be very effective in helping to improve ways in
memorizing something (Mastropieri et al. 2012). This is explained by the selection of
mnemonic techniques and the use of appropriate materials in making it more
meaningful. This condition will cause the mnemonic to be maintained for a long time
and can be delivered when needed either orally or visually. Among the mnemonic
techniques that are commonly used in Science subjects are acronym techniques and
acrostic techniques.

Among common acrostic techniques that are widely used in science learning to help
students remember a series of conceptual sequences. Acrostic comes from the Greek,
acrostics, which means a poem with the initial letters arranged into one word (Harley
2012). An example of acrostic techniques in the subject of Science are used to remember
the colorful sequence of rainbows and it is mamat jual kacang hijau banyak ia untung
namely red, orange, yellow, green, blue, indigo, purple. There is a phrase that is often
found reads My Very Eager Mother Just Served Us Nine Pizzas or My Very Easy
Method Just Speeds Up Naming Planets. The acrostics is to memorize the names of the
planets based on the position closest to the sun to the name of the farthest planets in
their order, namely Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune,
Pluto. According to Basuki Agus (2013), acrostic methods can improve the learning
process of writing short stories (including the courage in answering, accuracy of

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answers, perseverance of work, and understanding of commands) and can improve
learning outcomes.

The acronym technique is the technique of remembering a name, phrase, or step by
using the first letter of each word to form a new word that is easier to remember.
According to Wan NurDiyanah (2013), the results of his study show that the use of
multimedia-assisted acronyms can help in improving the level of respondents in
remembering skills. This shows that the use of multimedia-assisted acronyms is very
helpful for students in remembering facts. One of the famous acronyms is NASA, the
United States spacecraft, abbreviated from the National Aeronautics and Space
Administration. Organizational names are often abbreviated in the form of acronyms,
for example KUIM is an acronym for Kolej Universiti Islam Melaka.

2.5 PAST RESEARCH

2.5.1 EFFECTS OF MNEMONIC METHODS ON STUDENTS’
ACHIEVEMENT

Students’ achievement is the result of a learning process. The mastering process of the
content in a subject is measured to determine the student’s level of understanding.
Achievement is something that has been successfully implemented with effort and
perseverance (DBP Student Dictionary 2nd Edition). The students' level of
understanding can be assessed through the students’ achievement as well as to be able
to identify the strengths and weaknesses of the results from the analysis of achievement.
If the weaknesses are identified, teachers can find alternative ways to overcome these
problems. One way to deal with this problem is by using mnemonic methods.

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Based on a study conducted by Nur Fazirah and Siti Nur Diyana (2018) that is the use
of mnemonic method as one of the methods of teaching Science for the topic entitled
Digestion is very effective in improving students’ achievement in Science subjects. The
findings of the study clearly showed a significant improvement after being taught using
mnemonic methods and have indirectly improved the achievement in Science subjects.

Mohd Romei Ngah, Harun Baharudin and Mohd Aderi Che Noh (2016) in a study
entitled Mnemonic Learning Techniques in Form Four Islamic Education explained that
the problem of remembering is the main challenge to master the topics found in the
subject of Form Four Islamic Education because it contains facts which requires an
appropriate learning style to strengthen memory. This study was conducted with the
aim of looking at the use of Mnemonic Learning Techniques to improve memory and
achievement of Form Four Islamic Education subjects. The conclusion of the study
shows that mnemonic techniques provide students a technique needed to organize
information better and easier and could extract information whenever needed.

Khairulnaimah Yahya (2014) has conducted an action research to improve the
achievement of students in year 6 Marikh in listing the factors that influence agricultural
activities in the subject of ‘Kajian Tempatan’ using the mnemonic methods. The results
of the analysis found that the percentage of the students’ marks have increased
significantly where 4 students obtain a full mark of 100% and one student obtained
92.30%. The results of interviews and observations show that this mnemonic method
helps the students to list the factors that influence agriculture. The results of the study
show that mnemonic methods can improve the achievement of year 6 students in listing
the factors that influence agricultural activities in the subject.

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There are also studies related to the effectiveness of mnemonic techniques in mastering
Arabic vocabulary. In this study, Khoirunnisa and Annisa Siti (2015) focused on using
Quasi-experimental method, with Non-Equivalent Control Group Design by dividing
the students into experimental group and control group Next, the experimental group is
given intervention (treatment) by using the of mnemonic technique. However, the
control group did not implement the same technique. The results of the study have
shown that there is a positive and significant relationship with the ability to remember
a lot of vocabularies using the mnemonic technique.
Latifah, Siti Nurul Aini (2015) in their study, entitled the Effectiveness of Mnemonic
Strategies to Improve Arabic Vocabulary Memorization in Class VIII in MT.s.
Walisongo Sugihwaras Bojonegoro. The results of the study have shown that there is a
significant increment in the acquisition of the total vocabulary of Arabic students in
class VIII in MT.s Walisingo, Sugihwaras Bojonegoro using mnemonic strategies.
Based on the study done by Taheri & Davoudi (2016) found that the use of mnemonic
method showed good achievement compared to the control group using conventional
method. Mnemonic techniques are not like conventional learning that only uses ‘chalk
and talk’ where it only focuses on notes and notes.

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2.5.2 MNEMONICAL APPROPRIATION TOWARDS STUDENTS’
PERFORMANCE

The mnemonic method is suitable to be used by all levels of student performance. This
is evidenced through action research conducted by Uthaya Kumaran (2013) where the
Singonik method has successfully increased the mean, median and test mode of students
for Science subjects. Singonic is a combination of singing and mnemonics. The study
subjects consisted of all levels of student performance, namely excellent, moderate, and
weak who studied together in group form. The increase in mean, median and test mode
values conducted after the intervention proves that the objective of the study to improve
achievement in Science subjects has been achieved.
The mnemonic method is seen to bring advantages to excellent students. Tan Geok Ling
(2005) through his action research found that students from excellent classes who have
problems memorizing the History facts, can improve the ability to memorize facts using
mnemonic methods. The results of the study clearly show a significant increase in
achievement test scores after the mnemonic method was used.
This mnemonic method is not only suitable for students with excellent performance
only. According to a study conducted by Zahari Awang (2007) the achievement of
students with moderate performance can be improved by using acronym and mnemonic
methods. This has boosted the achievement of moderately performing students to better
achievement.
Mnemonic methods are also seen to be effective for students with low memory ability
and can even be applied to students with mild disabilities such as learning disabilities,
intellectual disabilities, emotional and behavioral disabilities (Mastropieri and Scruggs
2012). According to Therrian, Hughes & Hard (2011), learning methods that use
Mnemonic techniques can help in remembering Science terms quickly.

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2.6 CHAPTER SUMMARY
Based on the literature review from previous studies, it can be concluded that
mnemonics can facilitate students in the process of memorizing as well as can re-unpack
the memory of previous knowledge if needed. This situation occurs when facts or
information are organized to facilitate memory. Bakken and Simpson (2011) explain
that mnemonic techniques have been proven to help individuals to remember
information easily, more meaningfully and more concretely. This is further reinforced
by the statement made by a western scholar, Thompson (1987) who recognized the use
of mnemonic tools that can help students to learn something faster and remember better.
This can be evidenced by the integration of new material into existing cognitive units
and by providing retrieval signals.
The results from previous research also show that mnemonic methods could simplify
the learning process as well as affect students’ learning and can be used as an alternative
for teachers to apply it in the classroom as a method to improve the students’
achievement. This has given the impression that mnemonics are very useful in the
learning process specially to improve the level of academic achievement. This is a
strong support for me to conduct this study with different purposes and scopes. Overall,
previous researchers have stated that mnemonics help students to memorize facts,
strengthen memory and able to reproduce stored information when needed. This
situation can also indirectly improve students’ achievement in learning.

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CHAPTER 3
METHODOLOGY

3.1 INTRODUCTION
This chapter will briefly describe the methods used in this research in order to evaluate
the effectiveness of mnemonic methods on student’s achievement in Science subject.
Aspects discussed in this chapter are the research design, samples, instrument, pilot
study, validity and reliability, research procedure, data analysis technique and also a
summary that will be used as a guide and also an outline of how this study is
implemented in selected schools.

3.2 RESEARCH DESIGN
This is a quantitative study that uses the quasi-experimental descriptive design. This is
because the researcher wishes to identify the effect of mnemonic method on student’s
achievement in Science subjects.

Control Group O1 O2

Treatment Group O1 X1 O2

Figure 3.1: Quasi-experimental Study Design
Based on the diagram above, this study involves two groups of Year 4 students who are
divided into two groups, namely the control and the treatment group. First, both groups
will be given a pre-test to identify their level of achievement in the subject before

25

undergoing different types learning methods. The control group were taught using the
conventional method like using whiteboards and textbooks only while the mnemonic
group were taught using whiteboards, textbooks, and mnemonic methods. After that,
both groups were given a post-test so that the marks and level of achievements of the
two groups could be compared. The variables involved in this study are the dependent
and independent variables. The dependent variable is the student's achievement in
Science subjects while the independent variable is the conventional method and
mnemonic method.

3.3 RESEARCH SAMPLES
This study was carried out to the Year 4 students in the Tanjung Zone area of Melaka
Tengah District, Melaka State. Due to this quasi-experimental study, the sampling
method used is a purposive sampling method where the researcher has determined to
select only one school, namely Sekolah Kebangsaan Bukit Rambai, Melaka. The
number of samples selected is not too large to facilitate the course of the study and to
ease the data management during the study. Samples for both groups were selected
based on similar academic abilities, regardless of gender and race. The sample consists
a total of 47 students classified into two groups, where 20 students are in the
conventional group while another 27 students are in the mnemonic group.

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3.4 RESEARCH INSTRUMENT
The instruments used in this study are the pre-test instrument, post-test instrument and
mnemonic cards. All samples will undergo a pre-test followed by a post-test after
completing the study method according to their respective study groups.

3.4.1 PRE-TEST
The pre-tests are conducted to find out the initial achievement of the students on one of
the topics in Year Four Science and the topic is Plants. There are two main subtopics in
the topic, and they are Plant Response to Stimuli and Photosynthesis. The test paper
consists of two main parts and they are part A and part B. The question is formed to test
the basic important facts that the students need to master under the selected topics. The
questions are often asked in exam questions in the school-based examination or central
examination.
The questions constructed are in the form of objective questions such as, short answers,
completing statements, true/false, and matching questions. Part A questions revolve
around the subtopic of Plant Response to Stimuli subtopic while part B consists of
questions related to the subtopic of Photosynthesis. The total number of questions is are
40 questions

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PARTS TYPES OF OBJECTIVE NUMBER FULL

QUESTIONS OF ITEMS MARKS

a Short answer 44

(SECTION A) b Short answer and matching 4 4
questions 4 4
PLANTS RESPOND
Short answer and matching
TO STIMULI c questions

d Short answer 44

a Completing Statements 44

b True/False 44
44
(SECTION B) c Short answer 66
PHOTOSYNTHESIS

d Completing Statements

e True/False 66

Total 40 40

Table 3.1: Types of Objective Questions and Marking Scheme

3.4.2 POST-TEST
Once the teaching and learning procedure using conventional methods and mnemonic
methods are implemented on their respective groups, students are given a post-test. The
post test questions are the same question as the previous pre-test. All the items in both
tests were built based on the Year 4 Science textbook. The same questions are given to
test the effectiveness of the mnemonics method in teaching and learning of and the
marks obtained by students will be assessed in the form of percentage (%).

3.5 VALIDITY AND RELIABILITY
To ensure the validity and reliability of the instrument, the questions constructed are
based on the Year 4 Science Curriculum and Assessment Document. The researcher
also made sure that all the terms used in the questions were easily understood by the

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students. The questions are not based on Bloom's taxonomic level because the questions
are related to important facts in the selected topic only. However, the researcher has
ensured that all the questions in the pre and post-test are valid and reach the standard
based on the syllabus as the pre-test and post-test items have been reviewed and
validated by the Science National Coach of Melaka State as well as the Senior Teacher
mastering in Science and Mathematics from SK Seri Puteri, Cyberjaya. All comments
given have been considered and reviewed thus improvements and amendments have
been made.
To meet the reliability requirements, the pre and post-tests were administered in an
appropriate and conducive environment. The students’ answer scripts were evaluated
by more than one Year Four Science teacher and marked according to the proposed
answer scheme provided.

3.5.1 PILOT STUDY

Before the actual study is conducted, the researcher first conducts a pilot study to help
the researcher test the validity and reliability of the research instrument. A pilot study
is a study conducted on a group of students who are not involved in the actual study. A
pilot study will ensure that the items that will be measured have high validity and
reliability or vice versa. Through pilot studies, the reliability of the research instruments
can be determined. The pilot study is usually conducted for an entire week and
resembled the actual procedure of the study. Since there are eight Year 4 classes in the
study school, researchers no longer need to look for pilot study samples outside the
school grounds. The researcher selects classes that have a background of academic

29

ability that is almost identical to the actual study sample. As a result of this pilot test,
the researchers found out that:

i) The students have good understanding on the items.
ii) Student could clearly read each and every question given.
iii) The time allocated is sufficient.
The researcher receives the feedback through observation during the test and
discussions with students after the test.

3.6 RESEARCH LOCATION AND DURATION
The research location is in the Tanjung Zone area, Melaka Tengah district. The study
was conducted entirely at SK Bukit Rambai, Melaka. The school is in a rural area, has
one school session and the enrolment of students is 1178 students. It consists of year
one to year six students, preschool students, and special education students. This school
was chosen because the researcher teachers here and can facilitate the data collection
process, moreover the researcher is an instructor who implements both learning
methods in this study.
The time allocated to conduct this quasi-experimental study is six weeks where the first
week begins with pre-test, teaching and learning procedure according to the group
learning method and the post-test. Here is the timeline of this study.

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Group Week 1 Week 3 Week 4 Week 5 Week 6
Week 2 30 Apr 2019

22 Mac 2019

Conventional Method of Teaching and

Control Learning
Mnemonic Method of Teaching and
Pre-Test Post Test

Treatment Learning

Table 3.2: Proposed research timeline

3.7 RESEARCH PROCEDURE

To ensure that the research process can be carried well, planning should be done
carefully based on the title and samples of the study. Systematic steps have been carried
out throughout the research process. The following is a flow chart of the research
procedure.

Figure 3.2: Research Procedure
31

At the initial stage, the researcher has selected two Year 4 classes that have almost the
same academic ability as the study sample to represent the population. The two classes
are named as the control group and the treatment group where the control group will be
taught conventional learning methods while the treatment group will be taught
mnemonic learning methods. The researcher will teach both groups. The selection of
topics is according to the Yearly Lesson Plan to ensure that the study can be
implemented precisely without interfering the learning process in the school. The topic
is under the theme Life Science which is Plants.
Armed with the students' existing cognitive knowledge on the topic of Plants that they
have learnt during level one before, both groups were given a pre-test to determine the
level of initial achievement of the students. After that, the learning sessions were
conducted based on the two learning methods of each group respectively for four weeks.
For Science subjects, the time allocated is two hours weekly which is equivalent to two
learning sessions a week. That means, that during the study period, both groups went
through eight learning sessions.
Upon completion of the learning process for both groups, students sit for a post-test to
compare the students’ level of understanding based on the two learning methods used
for both control and treatment groups. Finally, data for this study were collected,
processed and the findings are then reported.

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3.8 TECHNIQUE OF DATA ANALYSIS
Before the data analysis process is carried out, the researcher ensures that the Science
marks for the year-end examination from the previous year have been collected to see
the differences in the level of student achievement before the study. Thereafter, the
researcher ensured that all pre-test and post-test instruments were fully answered by all
students in the control and treatment group. Pre-test and post-test will be analyzed
quantitatively. The raw data that has been obtained is analyzed using the Statistical
Package for Social Sciences (SPSS) software to facilitate the data analysis process.
The mean of the year end examination results will be determined to identify the
student’s performance prior to the study. The T-test analysis done using the SPSS
program is used to see the effect of mnemonic methods on student’s achievement in
Science subject. Lastly, Anova test are used to identify how the mnemonic methods
influence the student’s achievement in the Science subject. This Anova analysis was
made to determine whether to accept or reject the hypothesis.

3.9 CONCLUSION
As a conclusion, this chapter describes the methodology used in this study where it
concluded how the study is administered and analyzed to obtain the necessary
information. Each methodological procedure has been planned so that it can be
implemented in an orderly and smooth manner.

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CHAPTER 4
FINDINGS

4.1 INTRODUCTION
This chapter presents the results that have been obtained from the data collection. The
discussion in this chapter involves the profile of the respondents, descriptive analysis
and inference analysis. Overall, this study aims to obtain information on the effect of
the use of mnemonic methods on students’ achievement in Science subject among the
year 4 students of SK Bukit Rambai, Melaka. All the data were analyzed using SPSS
software.

4.2 RESPONDENTS’ PROFILE
Table 4.1 shows that the respondents are divided into two groups, namely the control
group and the treatment group. The control group consisted of 20 people, of which 12
(60.0%) are male, and the other 8 (40.0%) are female. Respondents in the treatment
group includes 27 people, namely 7 male (26.0%) and 20 females (74.0%).

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Group Gender Frequency Percentage Total
Control Male 12 60.0 20
Female 8 40.0
Treatment Male 7 26.0 27
Female 20 74.0

Table 4.1: Gender Analysis of Respondents

4.3 DESCRIPTIVE ANALYSIS

The descriptive analysis was performed based on the frequency and percentage. Scores
obtained by the respondents from both control and treatment groups were recorded. The
academic performance of Year 4 students was obtained from their Science during the
Year End Examination in Year 3.

4.3.1 Academic Performance of Year 4 Students in Science Subjects
Question 1: What is the academic performance of the Year 4 students in Science
subjects?

The process of determining the level of academic performance of students in this study
was based on the marks recorded in the Examination Analysis System (SAPS). Based
on the range of marks, Table 4.2 shows that the academic performance of fourth year
students in Science subjects are mostly at excellent (A), good (B) and satisfactory (C)
level of 44 (93.6%). Even so, there are still 2 respondents (4.3%) who obtained E or
have not achieved the minimum level.

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Grade Rating Frequency Percentage
A 12 25.5
B Excellent 19 40.4
C 13 27.7
D Good 1 2.1

E Satisfactory 2 4.3

TOTAL Achieved Minimum 47 100.0
Level

Have not achieved
Minimum Level

Table 4.2: Academic Performance in Science Subject of Year 4 Students

4.4 INFERENCE ANALYSIS
Inference analysis was conducted with reference to the research questions and
hypotheses. In this section, the researcher will answer two research questions as stated
below.

4.4.1 The Effect of Mnemonic Methods on The Achievement of Year 4 Students
in Science Subject

Question 2: Can mnemonic methods improve the achievement of Year 4 students in
Science subjects?

Based on figure 4.3, the independent t-test analysis showed that there was a significant
difference (t = 7.7.733; p <0.05) between the respondents in the treatment group with

36

the control group in terms of their achievement in Science subjects based on the
difference between their pre-test and post-test scores . This means that the mean analysis
shows that the achievement of the respondents in the treatment group is much better (M
= 19.44, SD = 10.74) than the control group (M = 1.80, SD = 4.32).

Group N Mean Std. T value Sig 2 tailed
Deviation
Control 20 1.80 -7.733 .000
Treatment 27 19.44 4.32
10.74

Table 4.3: Nondependent Sample T-Test on The Difference in Achievement of Pre-Test
and Post-Test For Control and Treatment Group

Table 4.4 shows the result of further analysis done using the frequency analysis of
treatment groups as shown in Table 4.4. The result shows that majority of them (85.2%)
have successfully improved their achievement while 17 respondents (63%) have greatly
improved. These results indicate that the mnemonic method used in the treatment group
are effective in improving students' Science achievement.

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Achievement Frequency Percent
No change 1 3.7
Slightly Improve 3 11.1
Improve 2 7.4
Much Improve 4 14.8
Very Much Improve 17 63.0
Total 27 100.0

Table 4.4: Treatment Group Achievement

4.4.2 The Influence of Students' Academic Performance on The Impact of
Mnemonic Method Used in Science Subjects.

Question 3: Are the effects of mnemonic methods influenced by academic
performance in Science subject?

For this question, the Anova Test was conducted to see the effect of diversity in
academic performance among the treatment group students in their achievement in
Science subjects after using the mnemonic methods.
Based on table 4.5, the results showed that 26 students in the treatment group have
obtained marks as followed, A = 6 (23.1%), B = 10 (38.5%) and C = 10 (38.5%).

38