VP180

THE EFFECTIVENESS OF FLEMONIC TO IMPROVE STUDENTS’ DECLARATIVE MEMORY FOR

THE ELECTROLYSIS OF WATER
BYRON MC MICHAEL KADUM, IVY JOCELYN JOANES & RENNY LEE
DEPARTMENT OF SCIENCE, LABUAN MATRICULATION COLLEGE

❏ The FLEMONIC innovation was developed in December 2019 and implemented in January 2020.
❏ Positivist experimental design was administered in investigating its effectiveness in helping students to memorise the chemical components of H2O (l) electrolysis
❏ Sampling: 34 students were selected based on their pre-test scores in which 17 students were assigned as the control group and 17 students were treated as the
experimental group.
❏ The p-value < 0.05 denoting a significant effect of FLEMONIC toward students’ information retention ability (declarative memory).
❏ FLEMONIC is now ready to be purchased by students and teachers for RM1.00.

PROBLEM STATEMENT & OBJECTIVE • Our chemistry students were having difficulty in information
Recurring
Problem
retention (weak declarative memory).

Students’ Teachers’ Problem

• Recalling the correct chemical components of the
Area of
Reflections Reflections Statement
Concern
discharging of H2O (l) in electrolytic cell.

• To enhance students’ ability to recall the correct chemical

The project’s problem statement was developed by considering the students’ Objective components of the discharging of H2O (l) in electrolytic cell.
reflections (Design Thinking Process: Emphatise) and teachers’ reflections on the
topic of H2O (l) dischargement in electrolytic cell.

METHODOLOGY RESULT / DISCUSSION

Two (2) key underlying teaching and learning principles were embedded in the • Homogeneity of Groups Before Post-Test: The control group’s pre-test mean score was 3.65%
research project:
Based on the Bloom’s Taxonomy and (min = 0%, max = 23.0%, standard deviation = 6.71). The experimental group’s pre-test mean score
Geib’s (2006) assertion; the research was 8.18% (min = 0%, max = 23.0%, standard deviation = 8.73). Mean difference of 4.53% was
project wanted to address the learning
issue that was hampering the insignificant as the t-test revealed t = 1.696 and p = 0.100 which was bigger than 0.05.
students’ ability to learn due to
weak lower order thinking skills
(LOTS).

The project focused on helping the

students to remember chemical
components better so that they would
be able to move up to higher taxon
when solving complex electrolysis
problems.
• Learning and memorising are concepts arisen from NEURONAL ACTIVITIES
(Leamnson, 2000; Kandel, 2001).
• Activation at the brain’s MEDIAL TEMPORAL LOBE DIENCEPHALON
for this purpose.
• MEMORISING is associated with the THICKENING OF MYELIN
SHEATHS (Fields, 2008).
• Positivist experimental method was employed to investigate the effectiveness of
FLEMONIC in improving students’ retention ability for the selected topic.
• Initial stage: 83 students took the 15-minute pre-test. They had completed the
lecture & tutorial series on Electrolysis.
• Sampling: 34 students were selected. They had pre-test marks lower than 50%.
• Sampling: 17 students (control) & 17 students (experimental). Sample’s
homogeneity was verified by using paired sample t-test analysis.
• Post-test: 15-minute test by using the same material as pre-test.
• The mean score differences of both groups were significantly different as the p-value for the
FLEMONIC investigation is 0.003 < 0.05 for the post-test. Proven heterogeneity in the means of
both groups.
• Control Group: Three (3) students obtained negative ∆score (two -8.0’s and one -15.0). Five (5)
students obtained ∆score = 0.0 (pre-test score = post-test score). Nine (9) students obtained positive
∆score.
• Experimental Group: One (1) students obtained negative ∆score (-7.0). One (1) student obtained
∆score = 0.0 (pre-test score = post-test score). Fifteen (15) students obtained positive ∆score.
CONCLUSION
Due to its nature as a classroom research, the investigation was conducted within the boundary of
limitations. Firstly, the research was limited to the scope of chemistry students from the Matriculation
Programme of the Malaysia Ministry of Education. Secondly, it was limited to the scope of studying the
effectiveness of FLEMONIC to enhance students’ memory on the discharging of H2O (l) for an
electrolytic cell. Ergo, it did not go beyond the lowest “remembering” cognitive domain. “FLEMONIC:
Discharging of H2O (l)” has been verified to be a good T&L tool to improve the teacher-researcher’s
chemistry students’ information retention ability. The project spurred an inspiration to revamp note
taking. Some of the students had created their own FLEMONIC for other subjects such as biology,
computer science, physics, and mathematics
AWARD & MyIPO COPYRIGHT
• Gold Medal: Pre-University Malaysia Innovation Competition (PIITRAM 2021). 7 – 9 & 15 March 2021
• MyIPO Copyright Notification Number: CRLY2021E00327 (26 May 2020)