1.

INTRODUCTION

1.1. Background and Rationale

Inability to visualize, difficulty in remembering math facts, concepts, rules, formulas,

sequences, procedures and inability to integrate many mathematical concepts and skills are just

major factors of low achievement which is a significant problem affecting students mathematics

performance. These factors arise in Naawan National High School (NaNHS) for having no

strategy intervention such as mnemonics.

Mnemonic instruction is a way to help students remember information/vocabulary more

effectively and easily. It increases vocabulary through linking unfamiliar to be learned

information with familiar already known information through the use of a visual picture or

letter/word combinations. Using mnemonics in mathematics increases student’s vocabulary

about mathematical facts which is an integral component of mathematics comprehension (e.g.,

Aiken, 1972; Capraro & Joffrion, 2006; Gardner, 1992; Jackson &Phillips, 1983; Stahl &

Fairbanks, 1986). Such, keyword mnemonics not only improve the learning of specific

vocabulary terms but also improve comprehension as well (Mastropieri, Scruggs, McLoone, &

Levin, 1985; McLoone, Scruggs, Mastropieri, & Zucker, 1986).

In many researches, it was seen that Mnemonics have some positive non-memory side

effects, such as increasing motivation to study which plays a critical role in student’s academic

success. On the other hand, teaching mathematics with no techniques or devices, either verbal

or visual in nature that would serve to improve the storage of new information and the recall of

information contained in memory is a problem of the students’ performance in mathematics

especially in algebra.
 From these different views, the researcher would like to examine the significance in the

teaching strategy with mnemonics and traditional strategy in learning algebra in Naawan

National High School (NaNHS). The researcher believes that Naawan National High School

(NaNHS) students will improve their performance and learning in algebra through the use of

mnemonics instruction.

1.2. Statement of the problem

This study would like to determine the performance of Grade 7 in Algebra subject using

Teaching Strategy with Mnemonics and Traditional Methods.

Specifically, the study will answer the following;

1. What are the scores of students in algebra with Mnemonics in the pre- test and post-

test?

2. What are the scores of students in algebra using Traditional Method in the pre-test and

post-test?

3. Is there a significant difference between teaching with Mnemonics and Traditional

Method in terms of score in algebra?

1.3. Objectives of the study

1.3.1. General objective

To determine if there is a significant difference on the performance of Grade 7 students in

Algebra in terms of using Teaching Strategy with Mnemonics and Traditional Methods.
 1.3.2. Specific objectives

Specifically, the study aims to:

1. Compute the pre-test and post test scores in algebra of the learners using:

a. teaching strategy with mnemonics b. traditional method

2. Find out the significant difference on the pre-test and post test scores in algebra

of the learners using teaching strategy with mnemonics.

3. Calculate the significant difference on the pre-test and post test scores in

algebra of the learners using teaching strategy with traditional method.

1.4. Significance of the study

The results of this study were valuable and significant to the following:

To the students, the study will help them improve their performance in algebra.

To the teacher, the result of the study will give them an idea on how to increase students’

performance in algebra using mnemonics strategy.

To the school administration, this will serve as guide to use Mnemonics as learning strategy in

teaching algebra.
1.5. Scope and limitations of the study

This study determines the effectiveness of Mnemonics as learning strategy on the performance

in algebra of two section Grade 7 students. This study will be conducted in Naawan National

High School (NaNHS). The Grade 7 section 1 consist of 30 students enrolled during S.Y. 2017-

2018, are the participants. This study is focus on the results of pre-test and post-test scores of

the pupil’s in algebra. The study will be conducted during first grading period of the school year.

1.6. Definition of terms

MNEMONICS is a strategy or device that helps us to store information in the long term memory

and recall it when needed. A mnemonic device used by ancient Greek orators was the method

of loci, or the location method, first described by Greek poet Simonides of Coes in 477 BC. This

technique combines the principles of organization, visualization and association with something

familiar, such as land mark on a road or an object in one’s room or house.

Experimental Group is a group of students exposed to Mnemonics strategy.

Naawan National High School is a secondary school situated at Barangay san Naawan,

Misamis,Oriental where the study will be conducted.

Performance refers to the pre-test and post-test scores in algebra of the pupils.

Post-test is a test given to the students after the implementation of the tool.

Pre-test is a preliminary test given before the implementation of the tool.

 2. Review of Related Literature

Elaboration has emerged as an important component in academic success and

current research shows that high achieving students rely more than low achieving ones

on elaboration when learning mathematics (Fathi-Ashtiani, Hasani, Nabipoor-Ashrafi,

Ejei, & Azadfallah, 2007).

Mnemonic techniques, considered elaboration strategies, facilitate knowledge by

assisting in the encoding process. New material is connected then encoded to familiar

material through both direct and indirect paths, aiding in the retrieval of the information

Mathematics Vocabulary Instruction at a later time (Levin & Levin, 1990). This process is

especially effective when the student has little or no prior knowledge of the material

essentially creating new connections for it. As an elaboration strategy, keyword

mnemonics relies on associative mnemonic techniques referred to as the three Rs:

recoding, relating, and retrieving (Levin, 1983).

The new, unfamiliar information is recoded into something familiar and concrete.

These concrete substitutes are then represented by a picture, which forms a retrieval

mechanism in the learner. In other words, students are taught the definitions of new

vocabulary terminology by linking an acoustically similar word with the new word to be

learned and then using a picture of this similar sounding word as a retrieval cue to

connect to the essential information (Atkinson, 1975; Kavale & Forness, 1999;

Mastropieri & Scruggs, 1989).

It is important to remember mnemonic strategies are encoding and retrieval

strategies. The fact that students perform better on comprehension assessments when
using mnemonics merely attests to the effectiveness of the strategy in helping students

remember more information. The basic understanding and concept development of the

terms must still be facilitated by the teacher, although research has shown that

mnemonic strategies do not inhibit this comprehension development (Mastropieri,

McLoone, Levin, & Morrison, 1987; Mastropieri, Scruggs & Fulk, 1990). It is also

important to remember that two elements critical to this instruction are sufficient

repetition and the use of practice-application activities (Mastropieri, Sweda, & Scruggs,

2000).

Rick Brigham (2007) drew attention to "the use of the Mnemonic instruction to

improve student learning". In his work Mnemonics is a memory - enhancing instructional

strategy that involves teaching students to link new information that is taught to the

information they already know. It is designed to improve memory of key information.

Mnemonic instruction facilitates access to curriculum by giving students the tools they

need to better encode information so that it will be much easier to retrieve it from

memory at later points. The use of Mnemonic strategies helps students significantly

improve their academic achievement. Mnemonics can be used in all academic subjects,

and it does not require a wealth of additional materials or extensive planning and

preparation time. Through these strategies, students learn to connect new information

with knowledge they already possess through visual and acoustic clues (Mastropieri &

Scruggs, 1998; Mastropieri, Sweda, & Scruggs, 2000). Mnemonic strategies fall into

three common categories: pegword, keyword, and letter strategies. Pegword strategies

are used for remembering numbered or ordered information. Students learn to

associate a number with a rhyming word (e.g., one-bun, two-shoe). Keyword strategies

use familiar words that sound similar to the new words to be learned and sometimes use
pictures to link the words. Letter strategies are used to remember steps or lists (Scruggs

et al., 2010).

Traditional method relies mainly on textbooks while the modern method relies on

hands-on materials approach. In traditional method, presentation of materials starts with

the parts, then moves on to the whole while in the modern approach, presentation of

materials starts with the whole, then moves to the parts. Traditional method emphasizes

on basis skills while modern method emphasizes on big ideas. With traditional method of

teaching, assessment is seen as a separate activity and occurs through testing while

with modern method of teaching, assessment is seen as an activity integrated with

teaching and learning, and occurs through portfolios and observation (Brooks and

Brooks, 1999).

Basically, the teacher controls the instructional process, the content is delivered

to the entire class and the teacher tends to emphasize factual knowledge. In other

words, the teacher delivers the lecture content and the students listen to the lecture.

Thus, the learning mode tends to be passive and the learners play little part in their

learning process (Orlich et al., 1998). It has been found in most universities by many

teachers and students that the conventional lecture approach in classroom is of limited

effectiveness in both teaching and learning. In such a lecture students assume a purely

passive role and their concentration fades off after 15-20 minutes.

Low achievement is a significant problem in mathematics education. It has been

an ongoing cause for concern and a major factor in mathematics education reform. In

the Philippines, Lapid (2007) stated that in the field of mathematics, high school

students’ ability to manipulate numbers and equations (e.g. algebra) is weak. Problem

solving using mathematical concepts and established logic and equations is poor.
Furthermore, Cruz (2008) cited the report of Science, Mathematics and Education Panel

of Congressional Commission on Science, Technology, and Engineering (COMSTE) that

the competitiveness of the Philippines has slid down from 47 in 2001 to 77 in 2007 out of

117 countries that were evaluated. This was due to the poor quality of the country’s

basic education, which has been described by critics as being in a worrisome condition.

Wong (1999) stated that an overdependence of the chalk-and-talk method has

resulted in unsatisfactory performance in and poor attitude towards school mathematics

for many students. Math anxiety may have something to do with the classroom

experience. Yara (2009) mentioned that students’ outlook can be directly influenced by

the teachers’ outlook and teaching approaches.

Mnemonics have some positive non-memory side effects, such as increasing

motivation to study. In one study students reported on a survey that having acronyms on

a review sheet made it easier for them to remember course content and made them start

studying earlier (Stalder, 2005). Other studies show that students think that some

mnemonics are easier, faster, more enjoyable, and more useful than rote rehearsal (Fritz

et al., 2007), and that mnemonics can reduce test anxiety (Stalder & Olson, 2011).

Although preliminary (and certainly worthy of future research) these results mesh with

anecdotal reports about students enjoying the use of mnemonics (e.g., VanVoorhis,

2002), and suggest that mnemonics may have some additional motivational benefits that

could increase their utility in educational contexts.

Storey (et al 1993) conducted a study using a mnemonics design to examine the

effectiveness of a peer-mediated intervention conducted by classroom assistants on the

social behavior of socially withdrawn and socially skilled preschoolers in public school

classrooms. Two socially skilled students were matched with one socially withdrawn
student, and the group of three became the unit of study. The results demonstrated that

all of the withdrawn preschoolers increased their social interactions with peers during the

instructional triads studied. Social validation findings also indicated improvement in the

students' behaviour.

Others have noted positive student attitudes toward learning and school. For

example, Mclntyre (1999) found that 9th and 10th grade students had improved attitudes

and self-concept regarding math because of readily available assistance from a teaching

assistant. The inference that may be drawn from these studies is that improved student

achievements is related to the presence of mnemonics because improved student

behavior, positive attitudes toward subjects, and better self-concept are all known to be

highly correlated with student achievement. Although none of the research on the impact

of mnemonics on attitudinal factors, or on social or academic engagement factors

compared the data to student-achievement data, one might extrapolate that increased

student engagement and independence, as well as a higher adult-to-student ratio would

be associated with increased academic achievement, given the ell-established findings

about the positive effects of student engagement (Marzano, 2003) and small class size

(Glass and Smith 1979): Shavelson and Towne, 2002). Yet, such extrapolation remains

unconfirmed by empirical information.

Harrington and Mitchelson (1986. 1987) interviewed teachers who worked with

mnemonics. The teachers reported improved morale, reduce stress, and improved

school-home-community relations. French and Chopra (1999), from interviews with

parents similarly reported improved school home relations. The parents reported that

mnemonics served as connectors between the schools and themselves and that the

most frequent contact with the school came through the mnemonics. Parents spoke of
many ways in which mnemonics connect their children and created connections

between their children and teachers.

Mastropieri, Scruggs, and Levin (1985) used a combined keyword-pegword

strategy to teach mineral hardness levels to two groups of students. The first group

consisted of ninth-grade students with learning disabilities. The second group consisted

of non-disabled students in the seventh grade. Participants were randomly assigned to

one of three treatment groups: free study, questioning, and mnemonic instruction.

Students in the mnemonic treatment group were first taught the pegwords for numbers

(“one is bun, two is shoe,” etc.). Next students were taught a keyword for each mineral

to be learned. Finally students were taught the minerals and their hardness level using

the keyword for the mineral and the pegword for its corresponding number.

Students who received mnemonic instruction recalled more minerals and their

hardness levels both on an immediate recall test and a delayed test twenty-four hours

later (Mastropieri et al., 1985).

More recently, Fontana, Scruggs, and Mastropieri (2007) studied the effects of

mnemonic strategy instruction with a group of 59 secondary students in four inclusive

world history classes.

In each class, the teacher used direct instruction methods that would typically be

used in their classes to teach content material for one unit. A second unit was taught

using keyword mnemonic strategies that used words that sounded like or rhymed with

key content words or that used a part of the word under study (balance of trade), both

combined with an illustration. For example, to teach the term anarchist, students were

shown a picture of ants pushing over the capital building. Students in two classes

received mnemonic instruction for the first unit and direct instruction for unit two, while
students in the other two classes received direct instruction for unit one and mnemonic

instruction for unit two. Both classes obtained higher scores on tests of information they

learned through mnemonic strategy instruction. In addition, students exhibited improved

time on task during the mnemonic strategy intervention (Fontana et al.2007).

 3. THEORETICAL AND CONCEPTUAL FRAMEWORK

3.1 Theoretical Framework

The study is anchored on the following principles and theories of Psychology and

learning: Piaget’s Theory of Cognition, Theory of Multiple Intelligences by Gardner and

Meaningful Learning Theory of Ausubel.

Piaget viewed learning as a process that happens in accordance to the

developmental stages of a person. To this theorist, learning, which is defined as any

change in the behavior of an individual, occurs if the new schemata to be learned is can

be absorbed by the ability of the individual to understand depending on his own level of

maturity. Only those students who have reached the level of Formal Operation Stage

can understand abstract concepts. In other words, students whose pace of mental

maturity is slower will tend to find the concept of Limits in Calculus difficult due to its

abstract nature as a subject. In addition, Gardner’s Theory of Multiple Intelligence held

that each learner has his own intelligences. The use of mnemonics device would be of

great help to both Auditory and visually - smart learners since it was supposed that

majority of Filipino pupils are in this type of learner.

Finally, the insistences of Ausubel on the use of innovative strategies and

learning tasks that will make the learning experience meaningful to the learners support

this strategy being discussed in this paper. According to his Meaningful Learning Theory,

retention of concept in the mind of the learners can only be attained if the learning

experience leaves a personal “touch” or “meaning” to the learners. The use of

mnemonics device will help the students form new schema.

 3.2 Conceptual Framework

Figure 1 shows the relationship of the independent variable (Teaching Strategies) to the

dependent variable (Performance in Algebra).

Teaching Strategies
 Mnemonics
vv Performance in Algebra
 Traditional Method

Pre –Test

Figure 1. Conceptual framework of the study

 4. MATERIALS AND METHODS

4.1 Research design

This study will use a true experimental research design. The randomized pre-test and

post-test control group design. Two sections are used; with one section will be exposing

Mnemonics strategy and other section with traditional method.

Random assignment is used to form the groupings. The performance of learners is

measured through giving of pre-test and post-test before and after the implementation of the

topics chosen by the researcher. A diagram of this design follows.

Experimental group R O (1) X O (2)

(Mnemonics strategy)

Control group R O (3) C O (4)

(Traditional method)

Where:
 R is the randomized assignments

O1 is the observation in the pre-test scores of the experimental group

O2 is the observation in the post-test scores of the experimental group

O3 is the observation in the pre-test scores of the control group

O4 is the observation in the post-test scores of the control group

X is the mnemonics strategy, a treatment to be used in experimental group

C is the traditional method to be used in the control group

4.2 Subject of the study

The subject of the study will be the Grade 7 learner’s section ____consisting ___ and

section____consisting____students enrolled during S.Y. 2018-2019 will be the respondents.

The one section serves as the experimental group and the other section serves as the control

group.

This will be conducted at Naawan National High School (NaNHS), located in Naawan,

Misamis Oriental. The said school was being surrounded by the Municipality of Naawan and

Municipality of Manticao (figure 2). The Grade 7 learners in Naawan National High School are

responsible, obedient, and honest and behave learners.

Figure 2 Map showing the location of Naawan National High School, Naawan, Misamis Oriental

4.3 Data gathering procedure

The researcher selected a school which is Naawan National High School and will ask

permission from the, school principal, and teachers of section __ and section __ to conduct and

gather data. Section __ consists of __ students and Section __consists of __students for a total

of __ respondents. Section __ will be the treatment group which will be taught using Mnemonics

strategy and section__ will be the control group which will to be taught with traditional method

alone. The first step of the gathering procedure is the conduct of the pre-test to both groups and

the determining of the pre-test scores .This will be followed by the implementation of the study

for three consecutive topics in Mathematics among the two sections: section __using

Mnemonics strategy and section__ using traditional method. After which is the conduct of the

post-test and the determining of the post-test scores. Next to the gathering of data will be the

organization of data, analysis and finally the concept development. (Fig. 3).
 Identification of the Grade 7 learners in
Naawan National High School

Grade 7 learners

N=

Grade 7 Section Grade 7 Section

Mnemonics strategy Traditional method

(Experimental Group) (Control Group)
N= N=

Retrieval of the pre-test scores

Implementation of the study

Conduct of post test

Retrieval of the post-test scores

Conduct of pre-test
Organization of data

Data analysis

 Percentage
 t-test
 Paired t-test

Concept development

Figure 1. Flow chart of the methods to be used in the study

4.4. Instrument used in Study

A pre-test questionnaire will be given before the implementation of the study and a post-

test questionnaire is given after the implementation of the study. Both pre-test and post-test

composed of 30 item multiple choice taken from the mathematics algebra books and the others

are from the internet. There are 6 lesson plans which indicate 6 sessions. The 3 sessions are

for the experimental group while the other 3 sessions are for control group. There is also Table

of specification that will be used in the study. The Table of Specification (TOS) describes each

item in multiple choices. The table of specification also contains the 6 levels of Bloom’s

taxonomy which is the remembering level, understanding level, analyzing level, applying level,

evaluating level and creating level.

The pupils’ performance in algebra will be determined based on the scoring scale designed

by the Department of Education (2015). In this type of evaluation, the students’ result can be

categorized into outstanding, very satisfactory, satisfactory, fairly satisfactory, and did not meet

expectation. The minimum competency, which will be considered as passing score in this study,

is 50 %. Students have to be able to answer 50 % from the whole material before they can be

categorized into fairly satisfactory level. The grading system of students’ performance in science

can be seen in the following table.

RAW SCORE DESCRIPTORS

24-30 Outstanding
21-23 Very Satisfactory
18-20 Satisfactory
15-17 Fairly Satisfactory
Below 14 Did not meet the Expectation

The criteria above mean: Outstanding – the performance of the students who are able to
answer 90% -100% correctly. Very Satisfactory – the performance level of the students who are
able to answer 85% -89% correctly. Satisfactory – the performance level of the students who
are able to answer 80% -84% correctly. Fairly Satisfactory – the performance level of the
students who are able to answer 75%-79% correctly. Did Not Meet the Expectation– the
performance level of the students who are able to answer less than 75% correctly.

APPENDICES

Appendix 1. Letter of request to the Principal of Naawan National High School Grade VII
 Mindanao State University at Naawan
College of Education and Social Sciences
DEPARTMENT OF SECONDARY AND ELEMENTARY EDUCATION
9023 Naawan, Misamis Oriental

June 2018
__________________
Principal I
Naawan National High School
Naawan, Misamis Oriental

Dear Madame:

Greetings of peace!

The undersigned will be conducting a study entitled “TEACHING STRATEGY USING

MNEMONICS, TRADITIONAL METHOD AND THE PERFORMANCE IN ALGEBRA” in partial
fulfillment of the subject EdSc 198 (Methods of Research). In this connection, I would like to ask
permission to conduct the said study in Grade 7 section ___ on June, 2018.

Your approval will contribute a lot to the success of this research.

Thank you very much!

Truly yours,

Wilbert Tublayan
Annarose Bongcayao
Jean Mary Geraldez
Noted by:

Wenceslao A. Coronado Ph.D

Adviser

Approved by:

BELLA S. AMARGA
Chairperson, DSEE

Appendix 2. Letter of request to the Teacher of Grade 7 Section ____.

 Mindanao State University at Naawan
College of Education and Social Science
DEPARTMENT OF SECONDARY AND ELEMENTARY EDUCATION
9023 Naawan, Misamis Oriental

June 2018
________________
Adviser Grade 7
Naawan National High School
Naawan, Misamis Oriental

Dear Madame:

Greetings of peace!

The undersigned will be conducting a study entitled “TEACHING STRATEGY USING

MNEMONICS, TRADITIONAL METHOD AND THE PERFORMANCE IN ALGEBRA” in partial
fulfillment of the subject EdSc 198 (Methods of Research). In this connection, I would like to ask
permission to conduct the said study in Grade 7 section ___ on June, 2018.

Your approval will contribute a lot to the success of this research.

Thank you very much!

Truly yours,

Wilbert Tublayan
Annarose Bongcayao
Jean Mary Geraldez
Noted by:

Wenceslao A. Coronado Ph.D

Adviser

Approved by:

BELLA S. AMARGA
Chairperson, DSEE

Appendix 3. Table of Specification (TOS)

 OBJEC No. of Item Remem- Understan Analyzing Applying Evaluat Creating Total
TIVES Items No. bering -ding -ing

Topic

Total

Appendix 4. Questionnaire that will be used for the conduct of pre-test and post test
TEACHING STRATEGY USING MNEMONICS, TRADITIONAL METHOD AND THE
PERFORMANCE IN ALGEBRA
 Wilbert Tublayan
Annarose S. Bongcayao
Jean Mary O. Geraldez

An Undergraduate Proposal
Submitted to the Faculty of the
College of Education and Social Sciences
Mindanao State University at Naawan
9023 Naawan, Misamis Oriental
in Partial Fulfillment of the
Requirements for the
Degree of

Bachelor of Secondary Education major in Mathematics

MAY 2018