Exploring science mnemonics in enhancing retention skills of grade school students

Joana M. Olivete, Cherry Jean E. Dizon, Andrei C. Andaya, Shella Mae G. Masugbod & Raiza L. Samorin

Volume 5 Issue 1 June 2025

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https://doi.org/10.53378/trp.182

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Abstract

Mnemonic devices aid in retaining scientific knowledge by simplifying complex concepts, stimulating curiosity, and engaging students through question-based learning, thereby enhancing their overall learning experience. This study aimed to investigate the effectiveness of mnemonic techniques in improving the retention skills of Grade VI students in science at Caesar Z. Lanuza Elementary School. The study involved 40 Grade VI students selected through convenience sampling. A quantitative research design using pre-test and post-test assessments was employed to measure retention skills before and after the use of mnemonic devices. Results showed a significant improvement, with mean scores increasing from 15.25 to 22.95. The t-value of 31.64 confirmed statistical significance, highlighting the potential of mnemonic techniques in science education. The results suggest incorporation of mnemonic devices into science classrooms to help students learn more effectively. Using various mnemonic techniques can make science content more accessible and engaging, ultimately enhancing students’ retention skills. It is also recommended to explore the use of mnemonic devices in subjects beyond science to determine their effectiveness across different content areas.

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Author information & Contribution

Joana M. Olivete. Corresponding author. Undergraduate student, Laguna University. Email: joanaolivete04@gmail.com

Cherry Jean E. Dizon. Undergraduate student, Laguna University

Andrei C. Andaya. Undergraduate student, Laguna University

Shella Mae G. Masugbod. Undergraduate student, Laguna University

Raiza L. Samorin. Undergraduate student, Laguna University

"Author 1 and Author 2 conceptualized the research title. Author 3 and 4 look for the literature and Author 1, 2, and 5 gathered, analyzed and interpreted the data. All authors equally contributed to the conception, design, preparation, data gathering and analysis, and writing of the manuscript. All authors read and approved the final manuscript. "

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Acknowledgement

The researchers would like to emphasize the importance of the help, cooperation, and advice from various individuals in the improvement and completion of this study.
First and foremost, the researchers extend profound gratitude to Almighty God for His guidance, strength, and wisdom throughout the course of this study.
To Laguna University for nurturing their skills as researchers. The guidance and support provided by the university have been instrumental in their growth and success.
The researchers extend heartfelt gratitude to the following individuals:
To Dr. Josephine C. Bermudez, LPT, MAEM, their research adviser, for her invaluable guidance, support, and encouragement throughout this study. Her expertise and dedication have been instrumental in the completion of the research.
The researcher panelists, Mrs. Arlene Sandoval, Mr. Christian Escriba, and Mr. Mark Ravelas, whose invaluable insights, guidance, and support contributed significantly to the success of this study. Their time, effort, and dedication are greatly appreciated.
To Mr. Jhonie Castro, their statistician, for his invaluable assistance. His expertise and guidance were crucial in the analysis and interpretation of the data, significantly contributing to the success of this study. His dedication and professionalism are greatly appreciated.
Special thanks are extended to Mrs. Jana Marie for her invaluable guidance and support throughout this study. Additionally, special thanks are extended to the 40 respondents whose participation and insights were crucial for the completion of this research.

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Cite this article:

Olivete, J.M., Dizon, C.J.E., Andaya, A.C., Masugbod, S.M.G. & Samorin, R.L. (2025). Exploring science mnemonics in enhancing retention skills of grade school students. The Research Probe, 5(1), 189-206. https://doi.org/10.53378/trp.182