文章基本信息

标题：Appropriateness of Mnemonic Techniques on Mathematics and Social Studies Learning Outcomes in Public Primary School in Machakos Sub-County, Kenya
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作者：Patricia Mwikali Makau ; James Matee Muola ; Wycliffe Amukowa 等
期刊名称：International Journal of Academic Research in Business and Social Sciences
电子版ISSN：2222-6990
出版年度：2019
卷号：9
期号：9
页码：990-999
DOI：10.6007/IJARBSS/v9-i9/6386
语种：English
出版社：Human Resource Management Academic Research Society
摘要：The purpose of this study was to investigate the appropriateness of Mnemonic techniques on mathematics and social studies learning outcomes in primary schools in Machakos sub-county, Kenya. A 4x2 Factorial research design was used to test the appropriateness of three Mnemonic techniques on learning outcomes of mathematics and social studies. Stratified sampling technique was used to categorize schools into three educational zones in Machakos Sub-County. Four schools were then purposefully selected which had similar mean grades in KCPE exams from the three zones. Random sampling was used to assign experimental and control groups. A sample size of 317 class 7 pupils were selected for the study. The following instruments were: Tests which were used to measure learning outcomes of mathematics and social studies. Observation schedule which were as a monitoring tool during Mnemonic techniques intervention process. Questionnaires which were used to measure reported enjoyment and satisfaction among learners during Mnemonic techniques intervention process. Piloting was done in Kathiani Sub-County. Validity and reliability of the research instruments was determined by the split-half correlation method. One-way ANOVA was used to analyse the data. Post-hoc pairwise comparison (LSD) was performed to establish which groups were responsible for the differences. The main findings of the study were: No significant differences (F(3,147)= 0.052, P< 0.05) were found in mathematics learning outcomes between learners using the three Mnemonic techniques. Hence none of the three Mnemonic techniques was found to be more appropriate for mathematics. In social studies, significant differences (F(3,146) = 4.25, P< 0.05) were found between learners using the three Mnemonic techniques. Music Mnemonic technique was most appropriate for social studies, pegword, keyword and control group were second, third and fourth respectively. Recommendations of this study was; The findings of this study were based on mathematics and social studies, in order to further contribute to the understanding of the relationship(s) between Mnemonic techniques and learning outcomes a similar study should be replicated in other subjects.