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
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.
Keywords
explore, enhance, mnemonics, retention skills, science, devices
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. "
Disclosure statement
No potential conflict of interest was reported by the author(s).
Funding
This work was not supported by any funding.
Declaration
The author declares the use of Artificial Intelligence (AI) in writing this paper. In particular, the author used, Quillbot in searching appropriate literature, summarizing key points and paraphrasing ideas. The author takes full responsibility in ensuring proper review and editing of contents generated using AI.
Notes
*This paper is presented at the 2nd International Student Research Congress (ISRC) 2025
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.
References
Almoslamani, Y. (2022). The impact of learning strategies on the academic achievement of university students in Saudi Arabia. Learning and Teaching in Higher Education: Gulf Perspectives, 18(1), 4–18. https://doi.org/10.1108/LTHE-08-2020-0025
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.
Boyle, A. (2021). The mnemonic functions of episodic memory. Philosophical Psychology, 35(3), 327–349. https://doi.org/10.1080/09515089.2021.1980520
Danielle. (2023, September 14). How to remember what you read using mnemonic devices. Iris Reading. https://irisreading.com/how-to-remember-what-you-read-using-mnemonic-devices/
Di Filippo, F., Pasquale, M., De Biasi, G., Faiella, F., Amboni, M., & Viggiano, A. (2025). The most effective way to obtain long-term memory is to increase first presentation duration of single words. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2025.2498864
Foster, J. (2023a, November 5). Examining the challenging nature of scientific pursuits. Jamie Foster Science. https://www.jamiefosterscience.com/why-is-science-so-hard/
Foster, J. (2023b, November 5). Is biology a hard science? Examining the field’s rigor. Jamie Foster Science. https://www.jamiefosterscience.com/is-biology-a-hard-science/
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. https://doi.org/10.3390/app142311379
Gärtner, K., & Clowes, R. W. (2023). Interdisciplinarity in cognitive science and the nature of cognition. In O. Pombo, K. Gärtner, & J. Jesuíno (Eds.), Theory and practice in the interdisciplinary production and reproduction of scientific knowledge (Vol. 31, pp. 195–215). Springer. https://doi.org/10.1007/978-3-031-20405-0_9
Ginting, D., Woods, R. M., Barella, Y., Limanta, L. S., Madkur, A., & How, H. E. (2024). The effects of digital storytelling on the retention and transferability of student knowledge. SAGE Open, 14(3). https://doi.org/10.1177/21582440241271267
Honra, J. R., & Monterola, S. L. C. (2025). Enhancing biology students’ cognitive flexibility through problem-based learning moderated by transdisciplinary thinking. The Journal of Educational Research, 1–11. https://doi.org/10.1080/00220671.2025.2525245
Horn, A., Urias, E., & Zweekhorst, M. B. M. (2022). Epistemic stability and epistemic adaptability: Interdisciplinary knowledge integration competencies for complex sustainability issues. Sustainability Science, 17, 1959–1976. https://doi.org/10.1007/s11625-022-01113-2
Ichimura, A. (2019, December 4). Philippine students perform poorly in reading, math, and science in international student assessment. Esquiremag.ph. https://www.esquiremag.ph/politics/news/pisa-philippine-students-a00304-20191204
Jamil, F., & Aqeel, M. (2019). Effectiveness of mnemonics in enhancing academic performance: A meta-analysis. Journal of Educational Research, 112(3), 341–356.
Johnson, A. (2023, May 1). Which are the hard sciences? ScienceOxygen. https://scienceoxygen.com/which-are-the-hard-sciences/
Kelly, M. (2020, March 14). Mnemonic devices for students. ThoughtCo. https://www.thoughtco.com/mnemonic-devices-tools-7755
Khazen, M. (2025). The impact of teaching through the concept mapping strategy on the educational achievement of sixth graders in sciences. Creative Education, 16, 299–329. https://doi.org/10.4236/ce.2025.163019
Letrud, K., & Hernes, S. (2018). Excavating the origins of the learning pyramid myths. Cogent Education, 5(1). https://doi.org/10.1080/2331186X.2018.1518638
Metsämuuronen, J., & Räsänen, P. (2018). Cognitive-linguistic and constructivist mnemonic triggers in teaching based on Jerome Bruner’s thinking. Frontiers in Psychology, 9, 2543. https://doi.org/10.3389/fpsyg.2018.02543
Mostrady, A., Sanchez-Lopez, E., & Gonzalez-Sanchez, A. F. (2024). Microlearning and its effectiveness in modern education: A mini review. Acta Pedagogia Asiana, 4(1), 33–42. https://doi.org/10.53623/apga.v4i1.496
Polack, C. W., & Miller, R. R. (2022). Testing improves performance as well as assesses learning: A review of the testing effect with implications for models of learning. Journal of Experimental Psychology: Animal Learning and Cognition, 48(3), 222–241. https://doi.org/10.1037/xan0000323
Qureshi, A., Rizvi, F., Syed, A., Shahid, A., & Manzoor, H. (2014). The method of loci as a mnemonic device to facilitate learning in endocrinology leads to improvement in student performance as measured by assessments. Advances in Physiology Education, 38(2), 140–144. https://doi.org/10.1152/advan.00092.2013
Renjisha, R. (2025). The effectiveness of microlearning and spaced repetition in knowledge retention across different age groups: A comparative analysis of cognitive performance and memory consolidation. International Journal of Teacher Education Research Studies, 2(2), 69–73. https://doi.org/10.5281/zenodo.15689698
Romeike, B. F. M. (2024). Peer creation and sharing of mnemonics in collaborative documents for pathology education: A pilot study. BMC Medical Education, 24(1), 742. https://doi.org/10.1186/s12909-024-05743-1
Rubinstein, G. (2005). Knowledge creation. In Encyclopedia of Social Measurement (pp. 409–416). Academic Press. https://doi.org/10.1016/B0-12-369398-5/00553-3
Shermer, M. (2024, February 20). The really hard science. Scientific American. https://www.scientificamerican.com/article/the-really-hard-science/
Siagian, D. T., Maida, N., Irianto, D. M., & Sukardi, R. R. (2023). The effectiveness of mnemonic device techniques in improving long-term memory in learning in elementary schools: A literature review. Equator Science Journal, 1(1), 24–30. https://doi.org/10.61142/esj.v1i1.4
Siagian, D. T., Maida, N., Irianto, D. M., & Sukardi, R. R. (2023). The effectiveness of mnemonic device techniques in improving long-term memory in learning in elementary schools: A literature review. Equator Science Journal, 1(1), 24–30. https://doi.org/10.61142/esj.v1i1.4
Tekwani, M. (2020, January 14). Why is physics considered to be a difficult subject? LinkedIn. https://www.linkedin.com/pulse/why-physics-considered-difficult-subject-mukesh-tekwani
Walsh, M. M., Krusmark, M. A., Jastrembski, T., et al. (2023). Enhancing learning and retention through the distribution of practice repetitions across multiple sessions. Memory & Cognition, 51, 455–472. https://doi.org/10.3758/s13421-022-01361-8
Wang, Q. (2023). Memorization strategy and foreign language learning: A narrative literature review. Frontiers in Psychology, 14, 1261220. https://doi.org/10.3389/fpsyg.2023.1261220
Wang, Y., Beydoun, M. A., Li, J., Liu, Y., & Moreno, L. A. (2011). Do children and their parents eat a similar diet? Resemblance in child and parental dietary intake: Systematic review and meta-analysis. Journal of Epidemiology & Community Health, 65(2), 177–189. https://doi.org/10.1136/jech.2009.095901
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
License:
This work is licensed under a Creative Commons Attribution (CC BY 4.0) International License.
Find this article in:
Related articles:
Most read articles in this journal
- Senior High School Strand Alignment and Its Implication to The Tertiary Programs: A Basis for Bridging Program
- Difficulties in the writing skills of Grade 11 HUMSS students
- Identifying gender stereotypes of high school LGBTQ students
- Lived experiences of senior high school focal persons in the implementation of work immersion program
- Humor as a Teaching and Learning Strategy in a Language Classroom
- Digital Marketing Strategies Used by Competing Coffee Shops in Candelaria, Quezon: Perspective of Employees
- Meme-ingful visual: Exploring the pragmatic implications of memes in political polarization through semiotic analysis
- Awareness and attitudes toward artificial intelligence–based learning among higher education students
- Coping with stigma: Factors and experiences influencing millennial individuals’ decision to remain child-free
- Shaping futures: A qualitative exploration of the factors influencing career aspiration among out-of-school youth