EFFECTS OF MNEMONICS STRATEGY ON INTEREST AND ACHIEVEMENT IN GENETICS OF SENIOR SECONDARY SCHOOL II STUDENTS’ IN GOMB METROPOLIS, GOMBE STATE, NIGERIA
EFFECTS OF MNEMONICS STRATEGY ON INTEREST AND ACHIEVEMENT IN GENETICS OF SENIOR SECONDARY SCHOOL II STUDENTS’ IN GOMB METROPOLIS, GOMBE STATE, NIGERIA
Keywords:
Effects, Interest, Achievement, Genetic, Strategy, MnemonicsAbstract
This research delved into the impact of the mnemonics strategy on the levels
of interest and achievement in genetics among senior secondary two
students in Gombe Metropolis, Gombe State, Nigeria. Employing a nonequivalent group pre-test-post-test quasi-experimental design, the study
encompassed a student population of 6,607, consisting of 3,927 males and
2,680 females. From this pool, a sample of 127 biology students was
selected, comprising 71 males and 56 females. These students were drawn
from intact co-educational classes within senior secondary schools in
Gombe metropolis, utilizing a simple random sampling technique. The data
collection instruments comprised a genetics achievement test (GAT) and a
genetics interest rating scale (GIRS), both designed and validated by the
researcher with input from three experts. The reliability of GAT and GIRS
was assessed using Kuder-Richardson formula 20 (K-R20), yielding
reliability coefficients of 0.75 and 0.71, respectively. The experimental
group received instruction through the mnemonics strategy, while the
control group was taught using lecture-based methods. The study was
guided by two research questions and two null hypotheses. Research
questions were addressed through mean and standard deviation scores,
while the hypotheses were tested at a significance level of 0.05 using
Analysis of Covariance (ANCOVA). The findings unveiled that students
taught genetics using the mnemonics instructional strategy achieved
significantly better results compared to those taught using lecture-based
methods. The results also indicated a noteworthy difference in mean achievement scores between the control and experimental groups in the
post-test [F (1,124) = 74.820, P=0.000< 0.05, partial η2 = 0.673].
Conversely, no significant difference was found in interest mean scores
between male and female students when taught genetics using the
mnemonics strategy [F (1,62) = 8.212, p = 0.312, P-value 0.312> α = 0.05].
Based on these findings, the researcher recommends the integration of
mnemonics strategy by biology teachers at the secondary school level. This
strategy proves to be gender-inclusive, fostering engagement from both male
and female students in the learning process, thereby augmenting their
interest and achievement in genetics biology.