Students’ Perceptions of Teacher-Implemented Mnemonic Strategies and Their Self-Reported Learning in Science

Abstract

Learners in rural public secondary schools often struggle to recall scientific terms and understand concept-heavy lessons, making Science a challenging subject for many. Strengthening their ability to remember and make sense of key ideas is essential for improving comprehension and confidence. However, limited research has examined how students perceive teacher-implemented mnemonic strategies and how these perceptions relate to their self-reported learning, particularly in rural school contexts with limited instructional resources.
This study explored students' perceptions of teacher-implemented mnemonic strategies and their relationship with self-reported learning in Science. A quantitative descriptive-correlational research design was employed involving forty-two (42) Grades 9 and 10 students of Sto. Domingo Integrated School in Quezon, Bukidnon, Philippines. Data were collected using an adopted Likert-scale questionnaire that underwent pilot testing to establish reliability. The findings revealed favorable perceptions of mnemonic strategies (M = 3.88, SD = 0.56) and a high level of self-reported learning in Science (M = 4.04, SD = 0.48). Pearson Product-Moment Correlation analysis indicated a moderate positive and statistically significant relationship between students' perceptions of mnemonic strategies and their self-reported learning (r = 0.564, p < .001). Students who reported more favorable perceptions of mnemonic strategies also tended to report higher levels of self-reported learning in Science. The findings suggest that positive perceptions of teacher-implemented mnemonic strategies are associated with higher levels of self-reported learning in Science. However, the correlational nature of the study does not establish causal relationships, and self-reported learning should not be interpreted as a direct measure of academic achievement. The study highlights the potential value of mnemonic strategies as instructional tools that may support students' learning experiences and engagement in rural Science classrooms.