Efficacy Of Mnemonic Techniques In Enhancing History Achievement Among IX Standard Students

Abstract

To improve history achievement among ninth-standard students, the researcher introduced mnemonic techniques as an innovative practice in history education. Employing a non-randomized single-group quasi-experimental design, the researcher utilized purposive sampling to select a government higher secondary school, enrolling 40 ninth-grade students, as the study sample. The researcher then developed and standardized an achievement test. Various mnemonic strategies such as acronyms, image associations, loci method, chunking, rhymes, and concept mapping were employed for the selected content. The researcher personally conducted seven teaching sessions based on mnemonic techniques. Pre-test and post-test scores were compared, revealing a significant improvement in history performance among ninth-grade students compared to the pre-test. Thus, mnemonic approaches prove beneficial when students possess some understanding of the information to be learned and need to organize it for efficient access.