PROCESS OF MNEMONIC DEVICE ON MEMORY RETENTION OF SECOND

YEAR COLLEGE STUDENTS IN CENTRO ESCOLAR UNIVERSITY MAKATI

S.Y. 2020– 2021

A Qualitative research
presented to
the School of Science and Technology
Centro Escolar University – Makati

In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Science in Psychology

Devara, Eunice Gabrielle B.

Dimaranan, Rozzen Ann B.
Dimayuga, Jessica Marie A.
Morada, Mary Elizabeth
Mozo, Jaylyn A.

September 2020
Abstract

This study examines the process of mnemonic devices on memory retention. This

study looks into selected second year college female psychology students’ perspectives

and experiences on using different types of mnemonic devices that would help them

retain pieces of information in their memory. The result received from the questionnaire

will be used to help in obtaining the data for the research. The aim of this study is to

know the process using mnemonic devices in retaining information in their memory as

well as the students’ response towards the device. This research will help to recommend

future researchers that would like to choose this kind of topic for their research study.

Introduction

College students have many school information to be retained in their minds.

Students feel overloaded and bombarded with lots of information and new terminologies,

it is very difficult to organize in a short period of time all of the information in their

minds. However, due to overwhelming things to be memorized, they already need some

strategies to store information. Thus, the mnemonic device could be the answer to their

problem, because mnemonic devices are one of the powerful memory tools (Kelly, 2019).

The use of mnemonic-type learning devices may facilitate recall and the retention span of

these students such as procedures helps them utilize their study-time efforts to be more

effective in recalling the materials learned.

Furthermore, Mnemonic devices are techniques of an individual that could help

them improve their ability to retain information (Psych Central, 2018). Moreover,
Memory assists an individual’s brain and remembers necessary data. Memory retention

is the ability of a person to recall or retain experiences based on the mental process of

recognition or retention of information. The use of a mnemonic device is an easy shortcut

that could help an individual connect the information that they would like to remember

with a picture, sentence, or a word. It also stated that the mnemonic devices are

introduced before, going back to Ancient Greek times. Just about everyone uses them,

even if they don’t recognize their name. Mnemonic device can be a simple way of

memorizing data in order that it sticks in the brain longer and may be recalled more in the

future.

Moreover, in this study the researchers used the different types of mnemonic

device which are the acronyms, acrostics, method of loci, keyword method, imagery, link

method, rhymes, peg word and chunking.

Thus, the researchers conducted an in depth analysis about the process of

mnemonic devices as a learning technique on the memory retention of selected second-

year female psychology college students in Centro Escolar University Makati and

answered the question: How does Mnemonic devices help in processing information for

Memory retention?

This study was supported by Information Processing Theory, which explains how

the word was processed and retained from the memory by simply using a mnemonic
device, which helps in memorization. Because students are having difficulty in retaining

information, mnemonic devices can make it easier for them to recall the words and

phrases that are needed for them to memorize. Thus, mnemonic devices are a great way

to enhance and restore memory.

Mnemonic devices function by using easy-to-remember clues with complicated or

unknown knowledge. Although mnemonics usually appear illogical and complicated,

their nonsensical wording is what can make them memorable. Teachers should apply

mnemonics to students once the task needs the acquisition of information rather than to

have a student understand an idea (Kelly 2019)

Mnemonic devices are strategies that a person uses to help improve their memory

on remembering information. It means that it is a technique applicable to enhance the

brain in encoding and retrieving important information. It is a shortcut to recall

information we need to remember by the use of an image, a sentence, or a word (Psych

Central, 2018).

A mnemonic is a device made to assist in improving memory regarding

information that is important. This technique bridges newly acquired information to prior

knowledge in the use of visual or acoustic cues. The easiest types of mnemonic devices

are the use of words, rhyming words, or acronyms. Mnemonic devices can be created by

anyone who wants to do so (Adlit, 2019).

There are different types of mnemonic devices to use such as method of loci,

chunking, acrostic, acronyms, and visual images. Method of loci uses imagination to

recall important details in a particular location. Chunking lets a person break down a big
group of words into small groups or chunks that become easier to remember. While the

acrostic mnemonic device uses the making up of sentences out of the first letter of the

words for it to become remarkable. Keyword method uses what a word sounds like to

visualize something memorable that will help them later recall the definition (Heerema,

2020). Acronym is the usage of first letters of the words and makes a new word from it.

Lastly, visual imagery is the usage of images to help people remember words by

associating them to the visual images (Friedman, 2016).

Bortle (2015) stated a qualitative grounded theory study that investigates the role

of mnemonic acronyms in clinical emergency to inform educational leaders who use

mnemonic acronyms in their educational programs. An electronically conveyed survey

on mnemonic acronyms gave data which was enhanced by an analysis of data from

surveys and participant diaries 

In addition to that, a grounded theory of mnemonic acronym used the frequency

of use, usage patterns, mnemonic acronym types, and the lifespan of mnemonic acronyms

that prompted a progression of suggestions for educational leaders, educators, and

learners. Approximately 20% of learners do not utilize the use of mnemonic acronyms,

60% utilize few of it, and 20% frequently used mnemonic acronyms. For data to be

stored in the memory, a Mnemonic device should be employed because in this way it can

help people remember information much longer and in the process will also be teaching

people a particular type of learning strategy.

Moreover, a mnemonic device as a memory aid can possibly lessen stress and will

enable more time for cognitive assets for higher order of thinking (Mocko, 2017). In

addition to that, mnemonic devices are considered to be strategies for encoding new
information in memory in such a way that they can be more easily retrieved. Among the

most studied devices are those involving imagery or verbal mnemonics such as using the

first letters of a set of words to form an acronym or phrase or using the words to make up

a story. Since some of the students or individuals may find studying or memorizing a

stressful thing to do, most especially when the words are not familiar, it makes

memorizing tiring and hard to accomplish. Therefore, with the help of a mnemonic

device acquiring new knowledge can be attained without any stress and time can be used

strategically, for mnemonic devices can lessen the time consumed for retaining

information in the memory lane to go into the long -term memory.

Furthermore, the ability of a Mnemonic Device is to help students in improving

their poor memory retention by following a process and a learning technique, it is an easy

way to recall and retrieve information. The developed card game and use of mnemonics

successfully helped students’ in their academic performance because it was used as

teaching support for students learning. (Buayan & Balbuena, 2017)

In addition to that, students must be exposed to learning strategies in order to

stimulate their memory and academic performance. A mnemonic device was introduced

to provide students a new meaningful experience in their interest and memory-

stimulating curricular tasks. (Estonanto, 2017)

Moreover, teaching elementary students to use a mnemonic device is not only a

helpful way but also a playful way because they are learning and still having a good time.

They can continue using this learning technique throughout their lives to expand and

develop new skills and knowledge. (Manalo, 2016).

 Instructors that teach students mnemonic devices contain two major benefits. First

one, it shows the students their capability to acquire knowledge and to retain large pieces

of information in their memory. Second, is that it can easily improve the memory of the

students when it comes to memorizing terms for their assessment or practical tests.

(Enoch, 2018).

Human Memory.net (2019) states that there are two sorts of memory that are

generally concluded, (1) the “natural memory” ; and (2) the “artificial memory”. Natural

memory as its definition is the inborn sort of memory or what a person uses to remember

things without trying . On the other hand, artificial memory can be trained through

learning and practicing a variety of mnemonic devices.

In addition, mnemonic devices significantly improve the three aspects of short-

term memory; it greatly affects the students’ language learning because retaining

information in the short term will then be able to be stored in the long term memory

(Czekala, 2019).

Likewise, Carpenter (2019) in her study "Boost your memory with Mnemonic

devices'' revealed that a lot of students use different types of mnemonics in order to

memorize and learn a certain group of vocabulary. It significantly affects their academic

performance in terms of retaining information. The students were also able to recall

information from past lessons brought back to the present as mnemonic devices improved

their capability to store information in immediate and delayed recall. Although, there is a

specific type of mnemonics that students mostly use in their way of reviewing and

memorizing and it is an acronym. For instance it is easier to use first letter strategies
other than other mnemonic devices because it is easier to remember and memorize. It

also takes up only a little amount of time especially for students who are busy with other

school work (Soler, 2016). Also supporting this claim of using first-letter word acronym,

students were able to get higher grades when using mnemonic devices specifically

acronym (Krikke, 2018). It shows that acronym as a mnemonic device significantly helps

students to cope up with their academic performances. On the other hand, rhyme as

another type of mnemonic device is an easier technique to retain the information in our

memory, because the words can be restored by acoustic encoding in the brain (Psych

Central, 2018). Moreover, a rhyme mnemonic device stores information in the form of a

poem, and it is commonly used to remember the number of days in each month and to

know the difference of similar words by giving another word that sounds like it. For

example, Cyanate "I ate" and Cyanide "I died (Mastin, 2019). Another technique of

Mnemonic devices is Imagery, it can also help store smaller pieces of information and it

is usually used to recall pairs of words such as (green grass, yellow sun, blue water, etc.)

(Psych Central, 2018).

Mnemonic Devices have been proven to help students retain pieces of information

in their memory by making it easier to remember, meaningful and more concrete

(Bakken, 2017). Recall of memory means that we re-get information from a long time

ago, and is previously stored in the brain. In the recall process, the mind "replays"

activities that are recently done because of an event (Mastin, 2019). On the other hand,

retrieval is defined as getting and bringing something back. Studies demonstrate that

retrieving information after acquiring it improves learning and retention. Information

retrieval introduced at intervals after some time, or “spaced repetition,” ought to be

delayed after the initial learning, making the data less accessible in one’s memory than if

the review were immediately following after learning. While there is discussion about the

optimal repetition schedule for retrieving knowledge that achieves maximum capacity in

retaining information, researchers agree that effective repetition typically incorporates

information retrieval scattered in the days, weeks, and months following initial learning

(Hughes, 2018).

According to (Alcala et. al 2016), memory retention is evident throughout the life

of an individual where they were able to retain memory for either a short amount of time

or longer. Memory retention aids the individual to perform efficiently through their

academic endeavors.

The color perception that gives a sense of emphasis is found to efficiently

improve memory retention as it mainly attracts attention. In terms of the level of

attention, the concept would eventually help co-create a new and healthy learning

environment where an efficient and effective visual learning strategy benefits every

student’s memory retention (Santos, 2019).

The use of mnemonic devices can also have limitations. A common limitation of

mnemonic devices is that it only uplifts rote memorization and it does not help thinking

skills at the higher level, such as comprehension. These limitations can be addressed with

two responses. First, a lot of researchers who make use of mnemonic devices argue that

mnemonic devices were designed to develop retained information and it does not

improve the higher-order thinking skills of an individual (Bower, 2018). Moreover,

Mnemonic Devices are also the tools that are difficult to understand, it was used as a
definitive answer for different kinds of learning problems that does not seem to be true.

Furthermore, the purpose of a Mnemonic device is to “inflate” the short-term memory of

an individual for some time (Czekala, 2019).

Design

The following researchers used the qualitative method and utilized the descriptive

strategy. Qualitative method of research relies on the answers based on the experiences

and perceptions of the participants. Moreover, the Descriptive strategy describes a single

variable or obtains separate descriptions on each variable. This design was used since the

main purpose of the study was to have an in-depth understanding on the process of

Mnemonic Devices on the memory retention of the selected second-year college students.

Selection and Study site

The researchers used the simple random sampling to select the participants of the

study. Upon having only limited time, the researchers selected participants from the

previous study and determined ten (10) participants in this study. Moreover, the

participants were the second year female college students, ages 19-21years old, from the

Psychology department in Centro Escolar University – Makati.

Data Measure

Due to limited time and online class, the researchers used a closed-ended

questionnaire to collect the insights of the respondents about the process of using

mnemonic devices on memory retention. Close-ended questions made it easier for both
respondents and the participants to push through the study. The information gathered was

then analyzed and interpreted.

Data Collection Procedure

The researchers used an online questionnaire composed of 10 respondents with

the use of Google form and determined the Process of Mnemonic Device on Memory

Retention of Second Year College Students in Centro Escolar University – Makati.

Simple Random Sampling was used to determine the 10 respondents of the study and was

selected from previous study. The participants were asked to once participate and were

willingly engaged. The following procedures for data collecting were: First, the

participants were given a consent letter and further instruction. Second, the participants

were asked to answer the given questions through Google Form. Lastly, after the

responses were collected, the data gathered are analyzed and interpreted thoroughly.

Ethical Consideration

Ethical consideration has been raised across different research communities. It has

greatly affected the ability of the respondents to be aware of the study that they

participate with, nonetheless, there has been enhanced concern for the responsible

behavior during the study.

In particular, the study assessed the participants’ opinion on mnemonic devices

that gradually helped them in their memory retention. Thus, the researchers avoided any

inappropriate and irrelevant questions. The researchers made sure that all of the personal

information of the participants remained confidential by anonymity. The sincerity of the

researchers to find appropriate participants were also observed especially in answering

the google form. Moreover, the participants are free to decline to answer the google form

if they do not approve to take part of the study. No harm was done to the respondents

especially when the survey is answerable for a maximum of 10-15 minutes. Not only

taking only a small amount of time but also the participants answered the questionnaire

during their free time. Hence, the research observed an extensive ethical consideration for

the recent study.

Findings

Based on the findings, most of the responses of the selected second year college

students from the psychology department, mnemonic devices were introduced to them by

their academic peers which are their classmates or friends. Moreover, the majority of the

participants use Mnemonic Devices as a learning aid because they use it whenever they

have difficulty in memorizing terminologies. Based on the answers of the participants,

the commonly used mnemonic devices for them are Acronyms, Rhymes, and Keywords

because they are easy to use and practice and easier for them to recall words and visualize

images. Furthermore, most of the participants practice using mnemonic devices through

self-testing in order for them to easily retrieve the pieces of information in their memory

and they usually practice using it whenever there is an upcoming exam and quizzes.

Mnemonic devices are an effective learning aid and words can be easily retained in their

long- term memory because it helps them organize and recall words and terminologies

that are complex.

In addition, there are four (4) themes that emerged from the research namely;

Learning Aid, Usefulness, Functionality and Recollection.

 For the first theme, the participants experienced having a hard time to recall or

remember information. In order to help them academically and improve their memory

retention, they use a mnemonic device as a learning aid because this way it is much

easier to recall and retain information. Most of the respondents practiced using Acronym,

Rhymes, and Keyword as their mnemonic device.

In connection to the findings, mnemonic devices as a memory aid can possibly

lessen stress and will enable more time for cognitive assets for higher order of thinking

(Mocko, 2017). In addition to that, mnemonic devices are considered to be strategies for

encoding new information in memory in such a way that they can be more easily

retrieved. Moreover, the ability of mnemonic devices is to improve their poor memory

retention by organizing the pieces of information to make it easier to retain in the long-

term memory. Furthermore, mnemonic devices were introduced to provide students a

new meaningful experience in their interest and memory- stimulating curricular tasks.

(Estonanto, 2017).

Acronym as a mnemonic device significantly helps students to cope up with their

academic performances. With the use of the first word letter and creating a new word

from it (Friedman, 2016). Moreover, a lot of students especially in the college level learn

a lot of new terminologies and it is very overwhelming for them to retain complex words

and other school information that’s why acronym is the most useful device for them to

organize the list of words. On the other hand, rhyme as another type of mnemonic device

is also an easier device to retain the information in our memory, because the words can

be restored by acoustic encoding in the brain (Psych Central, 2018). Moreover, a rhyme

mnemonic device stores information in the form of a poem, and it is commonly used to
remember the number of days in each month and to know the difference of similar words

by giving another word that sounds like it. For example, Cyanate "I ate" and Cyanide "I

died (Mastin, 2019). In order for the second year college students to easily memorize and

familiarize the words they use other words that have a similar sound. Besides acronym

and rhyme, the respondents also use the keyword method. Keyword method is a valuable

device wherein students easily memorize the definition behind terminologies a person

uses what a word sounds like to visualize something memorable that will help them later

recall the definition (Heerema, 2020).

For the second theme, the participants emphasized that mnemonic devices are

useful in terms of educational settings. According to the findings, mnemonic devices are

specifically useful in scholastic related assessment such as exam and quizes. It is

effective most especially when there are enumeration types. The participants were using

mnemonics that are more on visual and few words which for them are easier to intake. In

addition, mnemonic devices are proven to help students retain pieces of an information

successfully by making it undemanding to remember and more concrete (Bakken,2017).

The participants were able to successfully use mnemonic devices by their liking and

adjustment through a technique that they felt suited for their need to retain information.

For the third theme, most of the participants answered that the advantage of using

Mnemonic Device is that lots of information can be stored in the long-term memory

because it would be easier for them to recall words and can be used for academic

purposes. However, the disadvantage of mnemonic devices for the participants is that it

only applies to certain/Specific memory retention.

 Memory retention is evident throughout the life of an individual where they were

able to retain memory for either a short amount of time or longer. Memory retention aids

the individual to perform efficiently through their academic endeavors. (Alcala, 2019)

In a study "boost your memory with Mnemonic devices'' it was revealed that a lot

of students use different types of mnemonics in order to memorize and learn a certain

group of vocabulary. It significantly affects their academic performance in terms of

retaining information. The students were also able to recall information from past lessons

brought back to the present as mnemonic devices improved their capability to store

information in immediate and delayed recall. Recall of memory means that we re-get

information from a long time ago, and is previously stored in the brain. In the recall

process, the mind "replays" activities that are recently done because of an event (Mastin,

2019). However, the use of mnemonic devices can also have limitations, a lot of

researchers who make use of mnemonic devices argue that mnemonic devices were

designed to develop retained information and it does not improve the higher-order

thinking skills of an individual (Bower, 2018).

Lastly for the fourth theme, in using a mnemonic device the participants were able

to recall information through assessing their memory. In order to determine if the

information is already in their memory and/or if the mnemonic devices have already been

absorbed in the memory they simply use self-testing, usage of flashcards and outlining to

better prove it. Mnemonic devices have been very effective for the participants but were

not as confident that the information was already taken in, thus they make sure that

details are already digestible. Moreover, the usage of more validation material can be a

teaching support for the students learning (Buayan & Balbuena, 2017). Correspondingly,
students who maintain a sense of awareness of the information that was taken in are

individuals who were able to use mnemonic devices effectively (Bower, 2018). Also,

with the help of mnemonic devices, those information acquired can be retained and could

possibly be recalled in the future.

Process was the central theme for this study because mnemonic devices are

evidently useful when it comes to recalling pieces of information such as, steps, stages,

phases, and parts of a system and it also helped the students to organize information for

encoding. For example, when a student creates a list of words using an acronym, by

listing the first letter and creating a new word from it, the students can easily encode,

store, and retrieve the information they need in their memory. The ability of a Mnemonic

Device is to help students improve their memory retention by following a process and a

learning technique and in fact, it is an easy way to recall and retrieve information.

Discussion

Since the method used in the study was Qualitative, the responses were all in

descriptive form. The researchers gathered 10 respondents from the previous study to

once again participate using a simple random sampling. Due to limited time in

conducting this study, the researchers gathered data from a close ended questionnaire

through Google Form. The interaction between the participants and researchers went

smoothly because of the accessibility of the questionnaire that consists of 10 close-ended

questions. The information collected from the respondents are then interpreted into

multiple themes: Learning Aid, Usefulness, Functionality and Recollection.

 Accordingly the study aimed to generate whether the mnemonic devices are

indeed helpful to the processing of information for memory retention. Based on the

results, the participants used mnemonic devices to train their brain to memorize and

retain information whether in long term or short term. In relation, the participants

emphasized that only a few hints of words are enough to recall the information when they

use mnemonic devices. Likewise, Carpenter (2019) in her study "Boost your memory

with Mnemonic devices'' revealed that a lot of students use different types of mnemonics

in order to memorize and learn a certain group of vocabulary. It significantly affected

their academic performance in terms of retaining information. The students were also

able to recall information from past lessons brought back to the present as mnemonic

devices improved their capability to store information in immediate and delayed recall.

Moreover, with a close-ended question the researchers easily found out that although it

helps with the memory retention, it must be kept in mind that mnemonic devices also had

limitations depending on the type of mnemonic device that was acquired by an

individual. The use of mnemonic devices can also have limitations. A common limitation

of mnemonic devices was that it only uplifts rote memorization and it does not help

thinking skills at the higher level, such as comprehension. These limitations can be

addressed with two responses. First, a lot of researchers who make use of mnemonic

devices argue that mnemonic devices were designed to develop retained information and

it does not improve the higher order thinking skills of an individual (Bower, 2018).

Furthermore, the types of mnemonic devices that are usually common to students

are Methods of Loci, Acronym and Rhymes. The three types of mnemonic devices

mentioned above are easily understood and can be applied to most of the academic
assessment. To further explain, rhyme mnemonic devices store information in the form of

a poem on the other hand, keyword method uses what a word sounds like to visualize

something memorable that will help them later recall the definition (Heerema, 2020).

Acronym is the usage of first letters of the words and makes a new word from it.

(Friedman, 2016). It was introduced to them by a friend and teacher which are all part of

academic peers. The instigation of mnemonic devices opened their ability to maintain and

retain information but does not only limit to mnemonic devices as some of the

participants are still using other techniques to which they did not specify.

However, Mnemonic Devices is undeniably successful in terms of assisting in

memory recollection. Evidently, the participants claimed that mnemonic devices not only

help them in practical exams and/or assessments like quizzes and recitation with

identification and enumeration but also it enhanced their ability to recall important things.

Mnemonic devices are strategies that a person uses to help improve their memory on

remembering information. It means that it is a technique applicable to enhance the brain

in encoding and retrieving important information. It is a shortcut to recall information we

need to remember by the use of an image, a sentence, or a word (Psych Central, 2018).

Moreover, it is easier for the participants to recall the information if they used mnemonic

devices as a way to study for an upcoming exam or other academic activities. Instructors

that teach students mnemonic devices contain two major benefits. First one, it shows the

students their capability to acquire knowledge and to retain large pieces of information in

their memory. Second, is that it can easily improve the memory of the students when it

comes to memorizing terms for their assessment or practical tests (Enoch, 2018). They

also perceived mnemonic devices as a tool for retaining information even after a while.
 Hence, the themes that were developed in the study are all appropriate to describe

mnemonic devices as something that could enhance the memory retention, if not improve

performance of the brain to recall every detail. Mnemonic Device is a Learning Aid for

2nd year Female Psychology Students for it accommodates techniques to easily learn a

certain topic and/or lesson. As well as useful because of its convenience and prioritization

of academic performances to make use of it. Also functionality, for it serves its purpose

to the students to assimilate information and apply it to their academic performance

through memory retention. Lastly, it helps the students recollect information in a way that

they must test it on to themselves like self-testing, flashcards and/or outlines to be able to

know if the information is absorbed.

Thus, mnemonic devices are one of the techniques that can be used in retaining

information, and the study proved that there are many ways to determine whether

mnemonic devices are processed in the memory. The study is supported with the

Information Processing Theory, which emphasizes that with the help of mnemonics the

students will be able to easily process the information and retrieve it as soon as needed.

In addition, mnemonic devices significantly can improve the three aspects of short-term

memory; it greatly affects the students’ language learning because retaining information

in the short term will then be able to be stored in the long term memory (Czekala, 2019).

Conclusion

The researchers have concluded that Mnemonic Device was useful in helping

students recall and retrieve information. It helps to improve the memory retention of an

individual for the usage of mnemonic devices; it affects the human brain to enhance by

the means of encoding, storing, retrieving and simplifying the complexity of words. This
in turn helped increase the students’ cognition and improve their study habits. Most of the

participants used acronyms, rhymes, and keywords because these types of mnemonic

devices were common and are easy to practice and organize and most of them usually

used mnemonic devices when they have difficulty memorizing terms that are complex to

them. It is evident that Mnemonic devices are also useful especially for academic

purposes because it helps the students store pieces of information in their long term

memory and make memorization an easier task. Lastly, the process of using Mnemonic

devices became convenient as a learning aid to the students because they can easily

absorb and recall the pieces of information that are necessary for their academic subjects.

Process was the central theme of this study for the reason that there are steps and stages

in order for a mnemonic device to be used effectively.

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Appendices
Research Questions Participants’ Responses Theme Central Theme

What are the factors that P1- My

Influence you to use a friend/classmate Learning Aid Process
Mnemonic device as a introduced it to me.
technique to recall words, P2 - My
phrases, and concepts? friend/classmate
introduced it to me.
P5 - My
friend/classmate
introduced it to me.
P7 - My
friend/classmate
introduced it to me.
P8 - My
friend/classmate
introduced it to me
P9 - My
friend/classmate
introduced it to me.
P10- My
friend/classmate
introduced it to me.

P3 - I learned it from
other subjects that has
lot of memorizations.
P4 - I learned it from
other subjects that has
lot of memorizations.
P6 - I learned it from
other subjects that has
lot of memorizations.

How often do you use P3 - When I only have

Mnemonic devices in your difficulty memorizing
learning? the terms.
P4 - When I only have
difficulty memorizing
the terms.
P6 - When I only have
 difficulty memorizing
the terms.
P7 - When I only have
difficulty memorizing
the terms.
P9 - When I only have
difficulty memorizing
the terms.

P1 - I always use it as a
learning method.
P2 - I always use it as a
learning method.
P5 - I always used it as
a learning method.

P8 - Not at all, because

I use other techniques to
recall or memorize
information.
P10 - Not at all, because
I use other techniques to
recall or memorize
information.

What type of Mnemonic P1 - Method of Loci,

device that helps you Acronyms, Rhymes.
retain words/phrases/ P2 - Method of Loci,
concepts? Acronyms, Rhymes.
P3 - Acronyms,
Acrostics, Keyword.
P4 - Acronyms,
Rhymes, Acrostics,
Visual imagery.
P5 - Acronyms,
Rhymes.
P6 - Acronyms,
Chunking, Key word.
P7 - Acronyms,
Rhymes, Acrostics, Key
word.
P8 - Link method.
P9 - Acronyms,
Rhymes, Key word.
P10 - Key word.
What factors contribute to P4 - There is a lot of
the decision to use new terminology to
mnemonics when learn for the subject
studying? P6 - There is a lot of
new terminology to
learn for the subject.
P9 - There is a lot of
new terminology to
learn for the subject

P5 - The course
material requires rote
memorization.

P7 - The course
material requires rote
memorization.
P10 - The course
material requires rote
memorization.

P1 - The instructor of
the course uses them.
P2 - The instructor of
the course uses them.

P3 - There is an
upcoming quiz, exam
and recitation.
P8 - There is an
upcoming quiz, exam Usefulness
and recitation.
Research Questions Participants’ Responses Theme Central Theme

Can you share the P1 - Quiz,

instances where Identification,
mnemonic devices are Enumeration type of
evidently useful in test.
retaining memory? (Ex. P2 - Quiz,
Exam, Quiz, Recitation, Identification,
etc.) why? Enumeration type of
test.
P3 - Exam, Quiz,
Recitation,
Identification,
Enumeration type of
test.
P4 - Exam, Quiz,
Identification,
Enumeration type of
test.
P5 - Quiz, Recitation,
Enumeration type of
test.
P6 - Exam, Quiz,
Identification,
Enumeration type of
test.
P7 - Exam, Quiz,
Identification,
Enumeration type of
test.
P8 - Enumeration type
of test.
P9 - Exam, Quiz,
Enumeration type of
test.
P10 - Exam.
Research Questions Participants’ Responses Theme Central Theme

Do you find using P1 - Yes, because it

mnemonic devices helped me especially
effective to retain when I try to study for
information? Why? an upcoming exam
and/or quiz.
P2 - Yes, because it
helped me especially
when I try to study for
an upcoming exam
and/or quiz.
P3 - Yes, because it
helped me especially
when I try to study for
an upcoming exam
and/or quiz.
P4 - Yes, because it
helped me especially
when I try to study for
an upcoming exam
and/or quiz.
P5 - Yes, because it
helped me especially
when I try to study for
an upcoming exam
and/or quiz.
P6 - Yes, because it
helped me especially
when I try to study for
an upcoming exam
and/or quiz.
P7 - Yes, because it
helped me especially
when I try to study for
an upcoming exam
and/or quiz.
P9 - Yes, because it
helped me especially
when I try to study for
an upcoming exam
and/or quiz.

P8 - Yes, it aids me
whenever a new lesson
is introduced and I can
Research Questions Participants’ Responses Theme Central Theme

recall what I previously

studied using mnemonic
devices.

P10 - Not at all

Research Questions Participants’ Responses Theme Central Theme

In relation to your answer P3 - It is easier to recall

to the types of mnemonic words or visualize
devices Why is it helpful images using that type
to you? of mnemonic device
than other types.
P4 - It is easier to recall
words or visualize
images using that type
of mnemonic device
than other types.
P5 - It is easier to recall
words or visualize
images using that type
of mnemonic device
than other types.
P6 - It is easier to recall
words or visualize
images using that type
of mnemonic device
than other types.
P7 - It is easier to recall
words or visualize
images using that type
of mnemonic device
than other types.
P8 - It is easier to recall
words or visualize
images using that type
of mnemonic device
than other types.
P9- It is easier to recall
words or visualize
images using that type
of mnemonic device
than other types.

P1 - It is less time-
consuming.
P2 - It is less time-
consuming.
P10 - It is less time-
consuming

What do you think are the P3 - (Long Term) Can Functionality

Research Questions Participants’ Responses Theme Central Theme

advantages of Mnemonic recall easier for

Devices in the short term? academic purposes
Long term? P4 - (Long Term) Can
recall easier for
academic purposes
P5 - (Long Term) Can
recall easier for
academic purposes
P6 - Long Term) Can
recall easier for
academic purposes.
P9 - (Long Term) Can
recall easier for
academic purposes

P1 - (Long Term) Can

be used whenever need
to be retained
P2 - (Long Term) Can
be used whenever need
to be retained

P7 - (Long Term) Can

recall with just a few
words that could relate
the word and spend less
time retrieving the
information

P8 - (Long Term) Can

recall with just a few
words that could relate
the word and spend less
time retrieving the
information

P10 - (Short Term) Can

only be retained after
retaining it for a short
amount of time
Research Questions Participants’ Responses Theme Central Theme

What do you think are the P4 - Only applies to

disadvantages of using certain/Specific
Mnemonic devices on memory retention.
memorizing words, P5 - Only applies to
phrases, and concepts? certain/Specific
memory retention.
P9 - Only applies to
certain/Specific
memory retention.
P10 - Only applies to
certain/Specific
memory retention.

P1 - Can only be used

for short term.
P2 - Can only be used
for short term.
P3 - Can only be used
for short term.

P7 - Only a few can be

retained through
memorization.
P8 - Only a few can be
retained through
memorization.

P6 - It requires time to
create, learn and
practice
Research Questions Participants’ Responses Theme Central Theme

What are the practices you P1 - Self-testing, Recollection

use to be able to recall Making use of
words using mnemonic flashcards, Doing
devices? practice problems.
P2 - Self-testing,
Making use of
flashcards, Doing
practice problems.
P10 - Self-testing,
Making outlines or
study guides, Doing
practice problems.

P5 - Making outlines or
study guides, Making
use of flashcards.

P9 - Self-testing,
Making outlines or
study guides, Making
use of flashcards.
P7 - Self-testing,
Making outlines or
study guides, Making
use of flashcards.

P4 - Self-testing,
Making
outlines or study guides.
P6 - Self-testing,
Making outlines or
study guides.

P3 - Self-testing.
P8 - Self-testing.
 CENTRO ESCOLAR UNIVERSITY – MAKATI
PSYCHOLOGY DEPARTMENT
INFORMED CONSENT

To the respondent/s,
A pleasant day!

We are the researchers from BS Psychology 3A conducting a study entitled

“Process of Using Mnemonic Device on Memory Retention of Second Year College
students in Centro Escolar University Makati S.Y. 2020-2021” With a Ten (10) needed
participants of 2nd year Psychology College Students, we humbly ask you to take part in
this qualitative research paper. Rest assured that the information that will be collected
will not be disclosed to the public and will solely be used for research purposes only.
We hope that you will take this into consideration.

Thank you and God Bless You!

Respectfully yours,
Devara, Eunice Gabrielle B.
Dimaranan, Rozzen Ann B.
Dimayuga, Jessica Marie A.
Morada, Mary Elizabeth
Mozo, Jaylyn A.

“I have read and understand the provided information and have had the opportunity to ask
questions. I voluntarily agree to take part in this study.”

Participant’s Signature _____________________ Date: ________________

Researcher’s Signature _____________________ Date: ________________