RQ1

POST_GRADE

Cumulative
Frequency Percent Valid Percent Percent

Valid A 12 25.5 25.5 25.5

B 19 40.4 40.4 66.0

C 13 27.7 27.7 93.6

D 1 2.1 2.1 95.7

E 2 4.3 4.3 100.0

Total 47 100.0 100.0

Descriptive Statistics – Control + Treatment

N Minimum Maximum Mean Std. Deviation
POST-TEST 47 30.00 100.00 69.8085 15.80952
Valid N (listwise) 47

Descriptive Statistics - Control

N Minimum Maximum Mean Std. Deviation
POST-TEST 20 30.00 85.00 57.4000 13.09238
Valid N (listwise) 20

Descriptive Statistics - Treatment

N Minimum Maximum Mean Std. Deviation
POST-TEST 27 60.00 100.00 79.0000 10.52470
Valid N (listwise) 27

RQ2 - Adakah kaedah mnemonik dapat meningkatkan pencapaian murid tahun 4 bagi
matapelajaran Sains?
 Group Statistics – Pre-Post Score Differences
GROUP N Mean Std. Deviation Std. Error Mean
DIFFERENCE CONTROL GROUP 20 1.8000 4.32374 .96682
TREATMENT GROUP 27 19.4444 10.73934 2.06679

Independent Samples Test

Levene's Test
for Equality of
Variances t-test for Equality of Means
95% Confidence
Sig. Interval of the
(2- Mean Std. Error Difference
F Sig. t df tailed) Difference Difference Lower Upper
DIFFERENCE Equal 10.189 .003 - 45 .000 -17.64444 2.54694 - -
variances 6.928 22.77424 12.51464
assumed
Equal - 36.249 .000 -17.64444 2.28174 - -
variances not 7.733 22.27093 13.01796
assumed

How to interprate independent Spample T-Test = https://youtu.be/quZAwDmcEbE

Result- there is significant different between students in treatment group to that of a control
group in terms of their achievement in Science measure using differences between their pre-test
and post-test score.
Mean anlysis indicate that students in the treatment group achievement in science is much better
(M = 19.44, SD = 10.7) thank the control group (M = 1.8, SD = 4.32).

Detail analysis
The difference between pre-test and post-test score were recoded based on the following scale:
4 Very Much improve (>15)
3 Much Improve (11 – 15)
2 Improve (6 – 10)
1 Slightly Improve (1 – 5)
0 No Change (-4 – 0)
-1 Worse (<-5)

PERFORMANCE
Cumulative
Frequency Percent Valid Percent Percent
Valid No Change 1 3.7 3.7 3.7
Slightly Improve 3 11.1 11.1 14.8
Improve 2 7.4 7.4 22.2
Much Improve 4 14.8 14.8 37.0
Very Much Improve 17 63.0 63.0 100.0
Total 27 100.0 100.0

Detail anlysis of the Treatment Group achievemt score reveal that the majority of them (85.2%)
has improved with 17 (63%) of them improved significantly.

RQ3
Adakah kesan kaedah mnemonic pelajar dipengaruhi oleh prestasi pencapaian mereka?

Dependent Variable - Markah TOV tukar jadi Letter Grade,

Factor - Diff.Score (Pre – Post)

Analise hanya Treatment group shj

Test-
Is there a difference in students’ achievement in learning science using mnemonic approach
based on their academic ability?

TOV_GRADE
Cumulative
Frequency Percent Valid Percent Percent
Valid A 6 22.2 22.2 22.2
B 10 37.0 37.0 59.3
C 10 37.0 37.0 96.3
 D 1 3.7 3.7 100.0
Total 27 100.0 100.0

Analyse hanya yang dapat A, B dan C sahaja sebab bilangan yang dapat D hanya seorang.

TOV_GRADE
Cumulative
Frequency Percent Valid Percent Percent
Valid A 6 22.2 23.1 23.1
B 10 37.0 38.5 61.5
C 10 37.0 38.5 100.0
Total 26 96.3 100.0
Missing System 1 3.7
Total 27 100.0

ANOVA
DIFFERENCE
Sum of Squares df Mean Square F Sig.
Between Groups 6.000 2 3.000 .025 .975
Within Groups 2776.000 23 120.696
Total 2782.000 25

A one-way between subjects ANOVA was conducted to compare the effect of student’s
academic ability in science on the effect of using mnemonic method in learning Science towards
students’ achievement. The analysis revealed that there was no significant effect between
student academic ability in science towards their achievement in science based on mnemonic
method used [F(2, 23) = 0.25, p > 0.05]
In other words, their achievement in science using mnemonic method is not influence by students
academic ability in science.