Students’ Perceptions of Teacher-Implemented Mnemonic Strategies and Their Self-Reported Learning in Science

Learners in rural public secondary schools often struggle to recall scientific terms and understand concept-heavy lessons, making Science a challenging subject for many. Strengthening their ability to remember and make sense of key ideas is essential for improving comprehension and confidence. However, limited research has examined how students perceive teacher-implemented mnemonic strategies and how these perceptions relate to their self-reported learning, particularly in rural school contexts with limited instructional resources.
This study explored students' perceptions of teacher-implemented mnemonic strategies and their relationship with self-reported learning in Science. A quantitative descriptive-correlational research design was employed involving forty-two (42) Grades 9 and 10 students of Sto. Domingo Integrated School in Quezon, Bukidnon, Philippines. Data were collected using an adopted Likert-scale questionnaire that underwent pilot testing to establish reliability. The findings revealed favorable perceptions of mnemonic strategies (M = 3.88, SD = 0.56) and a high level of self-reported learning in Science (M = 4.04, SD = 0.48). Pearson Product-Moment Correlation analysis indicated a moderate positive and statistically significant relationship between students' perceptions of mnemonic strategies and their self-reported learning (r = 0.564, p < .001). Students who reported more favorable perceptions of mnemonic strategies also tended to report higher levels of self-reported learning in Science. The findings suggest that positive perceptions of teacher-implemented mnemonic strategies are associated with higher levels of self-reported learning in Science. However, the correlational nature of the study does not establish causal relationships, and self-reported learning should not be interpreted as a direct measure of academic achievement. The study highlights the potential value of mnemonic strategies as instructional tools that may support students' learning experiences and engagement in rural Science classrooms.

mnemonic strategies, self-reported learning, science education, student perceptions, secondary students

1. Aracı, N., Melekoğlu, M. A., & Çetin, M. E. (2023). Impact of a mnemonic strategy on learning science concepts for middle school students with specific learning disabilities. Learning Disabilities: A Contemporary Journal, 21(1), 69-85. [Google Scholar] [Crossref]

2. Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. In K. W. Spence & J. T. Spence (Eds.), The psychology of learning and motivation (Vol. 2, pp. 89-195). Academic Press. [Google Scholar] [Crossref]

3. Babalola, V. T. (2023). Effect of mnemonics enhanced tutorial on chemistry education students' achievement and mindfulness in a university. Journal of Mathematics and Science Teacher, 3(1), em032. [Google Scholar] [Crossref]

4. Boone, H. N., Jr., & Boone, D. A. (2012). Analyzing Likert data. Journal of Extension, 50(2), 1-5. [Google Scholar] [Crossref]

5. Bruner, J. S. (1966). Toward a theory of instruction. Harvard University Press. [Google Scholar] [Crossref]

6. Clark, J. M., & Paivio, A. (2022). Dual coding theory and education: Recent developments and classroom applications. Routledge. [Google Scholar] [Crossref]

7. de Guzman, F. I. (2023). Dance steps as mnemonic device to increase retention rate of Grade 7 students in chemistry. Southeast Asian Journal of Technology and Science, 4(1), 1-5. [Google Scholar] [Crossref]

8. Department of Education. (2022). National Achievement Test results for School Year 2021-2022 [Report]. Department of Education. [Google Scholar] [Crossref]

9. Dlamini, P. M. (2021). Students' perceptions of effective teaching practices and their influence on academic motivation. International Journal of Instruction, 14(3), 115-132. [Google Scholar] [Crossref]

10. Eccles, J. S., & Wang, M. T. (2022). What motivates students in science? How teachers' practices shape students' perceptions, motivation, and engagement. Educational Psychologist, 57(4), 269-283. [Google Scholar] [Crossref]

11. Elsisi, E. (2023). AFL students' perception of using mnemonics as a strategy to enhance their vocabulary acquisition and retention (Master's thesis, The American University in Cairo). AUC Knowledge Fountain. [Google Scholar] [Crossref]

12. Farrokh, P., Vaezi, H., & Ghadimi, H. (2021). Visual mnemonic technique: An effective learning strategy. GIST Education and Learning Research Journal, 23, 7-32. [Google Scholar] [Crossref]

13. Fung, K., & Oyibo, K. (2024). Examining the effectiveness of mnemonics serious games in enhancing memory and learning: A scoping review. Applied Sciences, 14(23), 11379. [Google Scholar] [Crossref]

14. Huang, Y., & Mayer, R. E. (2022). Benefits of matching learner perceptions of teaching strategies with cognitive load: An experimental study. Contemporary Educational Psychology, 68, 102045. [Google Scholar] [Crossref]

15. Joshi, A., Kale, S., Chandel, S., & Pal, D. K. (2015). Likert scale: Explored and explained. British Journal of Applied Science & Technology, 7(4), 396-403. [Google Scholar] [Crossref]

16. Lanaban, A. B., Dela Cruz, M. S., & Ramos, J. T. (2025). Use of mnemonic strategies to improve concept retention in junior high school science classes. Philippine Journal of Science Education, 18(2), 45-59. [Google Scholar] [Crossref]

17. Martin, A. J., & Collie, R. J. (2019). Students' academic perceptions, motivation, and engagement: Their relationships and differences across school sectors. Learning and Individual Differences, 70, 102076. [Google Scholar] [Crossref]

18. OECD. (2023). PISA 2022 results (Volume I): The state of learning and equity in education. OECD Publishing. [Google Scholar] [Crossref]

19. Piaget, J. (1972). The psychology of the child. Basic Books. [Google Scholar] [Crossref]

20. Putra, N., & Abdullah, R. (2021). Cognitive encoding through mnemonic-based instruction in science learning. Journal of Educational Psychology and Cognitive Science, 9(2), 45-58. [Google Scholar] [Crossref]

21. Reyes, A. M., & Cruz, M. J. (2024). Exploring the relationship between student engagement and self-reported learning in Philippine science classrooms. Philippine Journal of Educational Research and Innovation, 14(2), 44-56. [Google Scholar] [Crossref]

22. Rodrigues, R., Wong, M., & King, R. B. (2021). Self-reported learning gains in science: The role of motivation and classroom environment. Frontiers in Psychology, 12, 709721. [Google Scholar] [Crossref]

23. Ryan, R. M., & Deci, E. L. (2023). Self-determination theory: Basic psychological needs in motivation, development, and wellness (2nd ed.). Guilford Press. [Google Scholar] [Crossref]

24. Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory. Contemporary Educational Psychology, 60, 101832. [Google Scholar] [Crossref]

25. Soderstrom, N. C., & Bjork, R. A. (2023). Learning, forgetting, and the role of retrieval in long-term retention. Cognitive Research: Principles and Implications, 8(1), 1-13. [Google Scholar] [Crossref]

26. Stanley, D., & Zhang, Y. (2018). Student-produced videos can enhance engagement and learning in the online environment. Online Learning, 22(2), 5-26. [Google Scholar] [Crossref]

27. Villanueva, C. L., & Pascual, J. R. (2022). Students' perceptions of innovative teaching practices and their effects on motivation and achievement in science. Asia Pacific Journal of Multidisciplinary Research, 10(1), 22-30. [Google Scholar] [Crossref]

28. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. [Google Scholar] [Crossref]

29. Wang, M. T., & Degol, J. L. (2023). Student engagement in science: Insights from motivation and perception research. Educational Psychology Review, 35(3), 225-248. [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study