The Utilization of Mnemonic Loci Method For Student's Academic Success in Science

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SCHOOL OF THE INFANT JESUS / EZEE
THE UTILIZATION OF MNEMONIC LOCI METHOD FOR STUDENT’S
ACADEMIC SUCCESS IN SCIENCE
A Thesis Presented to the Faculty of School of the Infant Jesus/ EZEE

Mabalacat City, Pampanga
In Partial Fulfillment of the Requirements for the Grade 10 Completers
by
JUSTIN P. DAVID
JOSEPH GABRIEL M. LACSON
ALDRIN JOHN C. LUCASAN
RASHEED KIAN EMMANUEL A. SAGAYA
GABRIEL M. SAMSON
CHRISTIAN ZANDRO T. SISON
May 2022
Fides… Virtus… Scientia… The Utilization of Mnemonic Loci Method for

Student’s Academic Success in Science
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APPROVAL SHEET
This thesis titled THE UTILIZATION OF MNEMONIC LOCI METHOD FOR
STUDENT’S ACADEMIC SUCCESS IN SCIENCE prepared and submitted by
JUSTIN P. DAVID, JOSEPH GABRIEL M. LACSON, ALDRIN JOHN C. LUCASAN,
RASHEED KIAN EMMANUEL A. SAGAYA, GABRIEL M. SAMSON and
CHRISTIAN ZANDRO T. SISON has been examined and recommended for Oral
Examination.
Mr. Arone B. Pineda

Adviser
Mr. Jason B. Donor
Chairperson
Mr. Ivan Miko R. Callueng Ms. Mylene D. Pineda

Member Member
Approved in partial fulfillment of the requirements for the Grade 10 Completers.
Date: __________________________ Mr. Jason B. Donor

School Principal
Date: __________________________ Ms. Joane A. Gomez

Research Instructor

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Acknowledgement
The researchers would like to acknowledge everyone who contributed
and assisted us with our study.
To the Almighty God, for advising and assisting us in overcoming the
difficulties of our studies.
To Family, Friends, loved ones, and Classmates, for their unwavering love,
moral support, help, and inspiration to finish the study.
To Mr. Arone B. Pineda, our thesis adviser, for assisting and supporting us in
carrying out our research.
To Mr. Jason B. Donor, our dear principal, for helping us in completing our
research.
To Ms. Eunika S. Lascanas-Toñacao, our thesis statistician, for assisting us
in organizing and tabulating the findings of our research.
To Ms. Joane A. Gomez, our thesis English critic, research instructor and
subject teacher, for helping us correct our incorrect grammar and support
throughout the study.
To Mr. Ivan Miko R. Callueng and Ms. Mylene D. Pineda, our members of
the Oral Examination Committee, for their helpful comments and suggestions
to improve the paper.
To the Participants, for volunteering their time to participate in the
experiment and assisting us in achieving the goal of this study.

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Dedication
The researchers dedicate this study to the god almighty, our family, and friends for their
wisdom and unwavering assistance in supporting us in conducting our research.

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Table of Contents
Page
Title Page i
Approval Sheet ii
Acknowledgement iii
Dedication iv
Table of Content v
Tables vi
Figures vii
Abstract viii
Chapter 1. The Problem and review of related Literature
Introduction 1
Review of Related Literature 3
Synthesis 8
Conceptual/ Theoretical Framework 8
Statement of the Problem 9
Hypothesis/ Assumption 10
Significance of the Study 10
Scope and Delimitation of the Study 11
Definition of Terms 13
Chapter 2. Methodology
Research Design 15
Participants 15
Instrument 16
Data Collection Procedure 17
Data/Statistical Analysis 18
Chapter 3. Results and Discussion
Results 19
Discussion ???
Statistical Results ???

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Chapter 4. Summary, Conclusion and Recommendations
Summary 27
Conclusion 27
Recommendations 29
References 30
Appendices ???
Appendix 1. ???
Appendix 2. ???
Appendix 3. ???
Appendix 4. ???

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Tables
This includes the title of the tables and their page number.

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Figures
Figure 1.
Paradigm of the Study 8

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Abstract
The word
The abstract “Abstract”
is brief 3 SINGLE SPACES should be
summary of centered and
the paper, is typed in 12
allowing font Times
readers to New Roman.
quickly review Use ‘justify”
the main with no
points and indention on
purpose of the first
the paper. paragraph. All
other
The abstract paragraphs in
should be the paper
between 100- should be
120 words. indented. It
Abbreviations should be
and acronyms written in
used in the single space
paper should 3 SINGLE SPACES and “justify”
be defined in indention
the abstract. should be
used.
Keywords:
Keywords are
the basic
words that
appeared on
the title and
important
words
mentioned in
the study
should be
written in
italic form.

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Chapter 1
THE PROBLEM AND RELATED LITERATURE
Introduction
In Science Education, The body of information gained by observation and
experimentation is Science, and it's divided into three major branches: physical Science,
earth science, and life science. One of the intents of Science Education is to develop
scientific literacy. Science literacy is vital as it gives context for tackling societal
challenges. Moreover, a science-literate population can better cope with many of its
difficulties and make educated and informed decisions that influence the quality of their
lives and the lives of their children (Zen, E-an, 2018).In the Philippines, The Department
of Education provides an understanding of concepts and skills in science and its
application in real life situations.
In the Philippines, The Department of Education provides an understanding of
concepts and skills in Science and their application in real-life situations. The Department
of Education's prescribed topics in Junior High School include Earth Science, Biology,
Chemistry, and Physics, which are mind-boggling to most students. According to
(Ambion, De Leon, Mendoza, & Navarro, 2020)t learning topics in Science has been
arduous due to the difficulty in understanding and connecting such concepts, not only
while learning but also when studying for a Science assessment.

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Mnemonic devices are memory aids that provide an additional layer of meaning
to the information to make it easier to recall. It aids in better encoding and retrieval of
information. Items are retraced, often in a particular order. There are multiple devices
under Mnemonics where most uses but are unaware of: For example, the acronym
PEMDAS, which stands for the order of operations, and the popular ROYGBIV that
student uses for recalling the order of the colors of the rainbow. These are the following
examples of mnemonic devices: chunking, acronym, acrostic, memory palace, rhyming,
et cetera. However, in this study, the researcher chose the mind palace or memory palace
to assist students in learning and studying Science.
The "loci method," also known as "Mind Palace," is a popular mnemonic
technique that uses visualizations of a park, building, street, or any familiar place. In
addition, places are consist of each location. For example, the area could be a house, and
the locations within that house are kitchen, bedroom, living room, et cetera. The data is
encoded and retrieved throughout each room by a route.
This study focuses on the mnemonic technique as an inquiry-based strategy in the
study method of grade 7 Mozart and 7 Wagner in Science at The Infant Jesus School of
Dau Mabalacat, Pampanga. It also seeks if the mnemonic loci approach helps students
perform better in Science. Students will take an active role in this study and expand their
comprehension and recall concepts in Science.
According to (Gibson, Rankin, & York, 2015) Despite, and possibly because of,
its ambiguity, the phrase "academic success" is one of the most commonly used terms in

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educational research and assessment in higher education, and the term academic is
necessarily general and complex. However, in this study, the term academic success is
specifically defined as attainment in the learning objectives, gaining subject knowledge,
and a higher measurement in terms of evaluation grades.
Related Literature
Foreign Literature
Mnemonic devices are learning tools that can typically improves the learning
experience and later the recall of knowledge. Jurowski Kamil et al., (2015) stated that the
mnemonic systems are unique approaches or strategies that are intentionally utilized to
increase memory. They aid in the utilization of knowledge that are already stored in long-
term memory to make memorizing simpler. Mnemonic tactics are without a doubt one of
the most essential approaches and methodologies utilized in teaching. When these are the
only approaches utilized in classrooms, students with learning disabilities often fail to
retain topics, (Therrien et al., 2014).
According to Fulton & Campbell, (2014) science notebooks improve students'
experiences with inquiry by imitating the work of researchers and allowing them to
record and synthesize their thoughts on specific events. When asked if mnemonic
strategies were useful in learning and remembering information, both groups agreed.
Maghy's experiment (2015) demonstrated that mnemonic techniques helped students

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score higher than a standard lecture approach.
Kordjazi (2014) explained that Iranian university students Individuals were
mnemonically instructed scored much higher both statistically and practically. It is said
that the reading comprehension exam, the students in the control group performed better
than the students in the experimental group. Their evidence was reported in this study, it
was positive in terms of the use of visual mnemonics and its two sub techniques (images
and visualization) in developing students' strategic and independent reading abilities. To
address their issue, they taught people who were distressed, how to create an accessible
mental repository for a preselected collection of positive, self-affirming memories by
employing an old mnemonic technique known as the method-of-loci (Dalgleish et al,
2013).
Local Literature
Abarro and Asuncion (2021) stated that a student who is visually oriented, on the
other hand, may utilize concept maps to grasp and recall significant information, while a
student who struggles to remember long lists of names may use mnemonics.
According to Magulod Jr. (2019), they investigated the learning style preferences,
study habits, and level of academic achievement of students enrolled in applied science
courses. They discovered significant relationships between learning styles, study habits,
and academic performance of students enrolled in applied science courses. The study's
findings can help instructors design and provide appropriate instructional interventions.
Science-Related Attitudes and Academic Achievements have a significant

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relationship. This implies that Science-Related Attitudes, along with its seven scales,
have a considerable impact on students' academic progress, (Babaylo, 2021).
As explained by Bermejo (2016) that the students in the experimental and control
groups was performed fair, there is no significant difference in the pretest mean scores of
the control and experimental groups and there is also a significant difference in the
pretest and post-test scores of the experimental and control groups and Mnemonic
Devices are effective techniques for improving and developing vocabulary recall.
Foreign Study
According to Twomey & Kroneisen, (2021) The "loci method," also known as
"Mind Palace," is a famous mnemonic technique that entails seeing to-be-remembered
items at certain points along a familiar route, then mentally retracing the envisioned
items—as they appear on the route—during recall. Furthermore, according to (Twomey
& Kroneisen, 2021), the five processes in encoding information in the mind palace are as
follows. The loci method consists of five visualization steps: (1) imagining a familiar
route/journey (e.g., a commute or a walk around one's house); (2) choosing several
memorable landmarks along the route (e.g., specific buildings, trees, or rooms); (3)
creating imagery for each to-be-remembered item (e.g., a person); (4) linking each item
to one of the landmarks; and (5) for recall, imagining the journey.
According to Qureshi et al. (2014), may be divided into three categories: student
performance on MCQs, the MOL scale, and open-ended questions. Performance of
students on multiple-choice questions. Students completed a single objective test in the
form of MCQs at the end of the course. session. The test was made up of 10 questions.

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Students' performance was graded based on the number of right answers they submitted.
McCabe (2015) conducted a study titled "Location, Location, Location!
Demonstrating the Mnemonic Benefit of the Method of Loci" that classroom
demonstrations of scientifically verified learning and memory approaches may boost
students' comprehension of their own memory and encourage them to change their
approach to memory difficulties both in and out of the classroom. Students in a Human
Learning and Memory course studied about the Strategy of Loci mnemonic method
before building and executing their own Memory Palaces to recall a grocery list based on
campus locations.
Based on the study of Hagström and Winman (2018), memory research and
historical mnemonic approaches (e.g., method of loci) have pushed for the importance of
contextual information for memory structure, but it is still ignored in most current study
scenarios.
As explained by Kroneisen and Makerud (2017) in their study, various studies
have shown that surviving processing improves memory performance more than other
memory boosting strategies. The loci method is an old mnemonic tactic used to improve
serial recall. This strategy is mentally exploring a familiar scene and arranging to-be-
remembered things in specified spots.
However, they also concluded that building the mind palace and practicing it
takes a long time. People who are new to mind palace will take a long time, to encode
information and build the location in the mind palace. According to Twomey &
Kroneisen, The Effectiveness of the Loci Method as a Mnemonic Device: Meta-Analysis,

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(2021), one possible explanation for the loci method’s limited practical uses is a scarcity
of high-quality research. Directly investigating its effectiveness and a cumulative picture
of high risk of bias was indicated across the included studies, and this should be
considered. Their investigation focused on the effectiveness of the loci approach by
reviewing various studies, and they discovered that various researchers were biased and
lacked sufficient evidence to claim that the loci method is effective. More specifically,
while all of the included studies had good data completeness, the vast majority of studies
did not report procedures to minimize biases.
Local Study
As stated in the study of Campo and Moro (2014), that mnemonic devices at
CLSU is one crucial skill that students need nowadays, the ability to mnemonic, which is
a learning approach that assists with knowledge retention. To learn lessons and proceed,
most, if not all, courses require students to recall concepts, ideas, theories, formula, and
so on. Also, some of the pupils may have been utilizing well-known memorizing
strategies unwittingly, while the others may have modified their own way. This sparked
the thought that pupils may be acquainted with a certain mnemonic device. Many
researchers have been conducted to investigate the usefulness of mnemonic devices on
memory and information retrieval.
According to Cordeta et. al (2019), they concluded that using a personally
developed mnemonic device is an effective method of retaining or remembering
information, particularly information with a large number of terminologies. As a result, it
may be inferred that developing a mnemonic device for learning is more likely to be

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beneficial.
Based on the study of Estonanto (2017), MnemoPow, a mnemonics device, is
recommended for use in teaching Limit Theorems in more STEM schools. Solomon's
Experimental Design should be utilized in another investigation to strengthen the results'
validity.
Synthesis
The difference of this research to those that has been mentioned above is that it
focuses with the effectiveness of the Mnemonic Loci Method for Students' Academic
Success in Science and provides a randomization and allocation concealment to minimize
bias in the study and contribute to the research on the effectiveness of the mnemonic loci
method in academic setting. Whereas, the previous studies focused on how the method
was executed and used. This study was carried out among SIJ/EZEE S.Y. 2021-2022
students.
Conceptual Framework
After a careful review of studies and literatures, the researcher proposed an
original model of paradigm. This paradigm illustrates the flow of the study, where two
groups are being tested: the non-experimental group and experimental group. This model
of paradigm also reflects the statement of the problem.
CONTROL GROUP EXPERIMENTAL GROUP
PRETEST PRETEST
WITHOUT WITH INTERVENTION

INTERVENTION
POSTTEST POSTTEST
RECOMMENDATION
Figure 1. Paradigm
Prior to the experiment, the researcher will gather the participants, and someone
from outside will generate a randomization sequence and then randomly assign the
participants to the Experimental Group and the Control Group, with the randomization
sequence kept concealed from the researchers. The pretest will be administered to both
the control and experimental groups at the start of the experiment. Afterwards, the
intervention will then be offered to the experimental group, while control conditions will
be offered to the control group. Then, both groups will take the post-test to find the effect
of the intervention to the participants.
Statement of the Problem
The study aims see whether the Mnemonic Loci Method is effective for Grade 7
Mozart and Grade 7 Wagner students’ academic success in Science at the School of The
Infant Jesus of Dau Mabalacat, Pampanga.
Specifically, it is intended to answer the following questions:
1. What are the pretest scores of the two groups?
2. What is the significant difference between the pretest scores of two groups?

3. What is the post test scores of the two groups?
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4. What is the significant difference between the post-test scores of two groups?
5. What is the significant difference between the pretest and post-test scores of two
groups?
6. What recommendation could the researcher give based of the result of the study?
Statement of the Hypothesis
Null Hypothesis
𝐻01 : There is no significant difference between the pretest scores of the 2 Groups.
𝐻02 : There is no significant difference between the post-test scores of the 2 Groups.
𝐻03 : There is no significant difference between the pretest and post-test scores of the two
groups.
Alternate Hypothesis
𝐻1 : There is significant difference between the pretest scores of the 2 Groups.
𝐻2 : There is significant difference between the post-test scores of the 2 Groups.
𝐻3 : There is significant difference between the pretest and post-test scores of the two
groups.
Significance of the Study

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This study was carried out to establish data for developing activity plans to use
the mnemonic loci method. It will also identify some recommendations from the
particpants who took part in the experiment.
The following people might benefit from the results of this study:
To the school administration, this study can provide administrators with information
about the students to help them improve their learning capacities.
To the school principal, this study may provide insight into what procedures are useful
to enable teachers in orienting both students and teachers to the mnemonic loci method.
To the teachers, it will help the teachers in more effectively use and guiding students
about the method in the future.
To the students, this study may motivate and assist them in learning the technique in
class. It can be used as a guide for students who are having trouble memorizing and can
benefit them in learning more.
To the future researchers, this study will serve as a foundation and beneficial reference
for future researchers who want to do mnemonic loci method-related research.
Scope and Delimitation of the Study
The scope of this study is to determine whether the loci method is effective in
improving students' academic performance in their previous science lesson during 3rd
Quarter. The primary participants in this study will be students from the Grade 7 Wagner
and Grade 7 Mozart, who will be enrolled in the academic year 2021-2022 at the School

SCHOOL OF THE INFANT JESUS / EZEE 12
of The Infant Jesus of Dau Mabalacat, Pampanga.
Furthermore, participants will be chosen based on their willingness to participate
and parental permission to participate in the experiment. The researchers will employ an
allocation concealment to reduce bias of the study, and the researchers will be the one
who instructs the loci method to the experimental group while non-experimental group
does not receive the treatment. Both groups will study the same Science topics and take a
post-test to assess their academic performance.

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Definition of Terms
The following terms were defined according to how they are being used in the study:
Difficulty of Learning-
(Conceptual)- A brain condition that can cause difficulty interpreting or processing
information
(Operational)- The student that can’t keep up with the discussions.
Knowledge-
(Conceptual)- Understanding or comprehension of ideas, principles, theories, models,
categories, and so on.
(Operational)- Gathered by observation of a thing or situation.
Memory-
(Conceptual)- The faculty of encode, store, and retrieve information.
(Operational)- This is the ability to recognize or recall information.
Mind Place/Memory Palace-
(Conceptual)- A memory device that combines visual and spatial memory to store a vast
quantity of information.
(Operational)- Memorizing a presentation that you are about to give.
Mnemonic-

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(Conceptual)- Any learning technique that helps in the retention or remembering of
information in the human memory for greater comprehension.
(Operational)- A word, symbol, or name that defines or specifies a computational
function.
Science-
(Conceptual)- The natural and social worlds using an evidence-based systematic
methodology.
(Operational)- Enables researchers to define what they mean when they use a given term
in a specific way.
Strategies-
(Conceptual)- An action taken by management to achieve one or more of the
organization's goals.
(Operational)- Course of action or policy intended to attain a significant or overall goal.

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Chapter 2
METHODOLOGY
Research Design
The researchers employ a true experimental research and qualitative research
design that is suited for accomplishing the study's purpose and objectives.
Sue and Mendelson (2012) explain that this strategy uses focus groups and in-
depth interviews within randomized stimulus conditions typically associated with
experimental research. This mixed methods research draws on the advantages of
qualitative inquiry to better understand meaning construction and gain a more holistic
reading of response differences between varied groupings of mediated content.
According to Loewen & Plonsky, (2016) they define True-Experimental research
approaches look for a causal link between independent and dependent variables. The
variable that influences is known as the independent variable, while the variable that is
influenced is known as the dependent variable.
Participants
The research will be conducted to the Grade 7 Students of SIJ/EZEE S.Y 2021-
2022. The total Participants that were able to participate on the study are (7) Grade 7
students. (4 out of 27) students from Grade 7 Wagner, and (3 out of 27) students from
Grade 7 Mozart.

Sampling Design
Non-Probability Design involves a non-random sample selection based on
convenience or other criteria. Convenience sampling is a non-probability design strategy
that selects the participants based on their availability and willingness to participate.
Since the participants are minors, the researcher will employ a non-probability
convenience sampling. The researcher must consider ethical considerations such as
voluntary participation and parental consent. Therefore, only students who are willing
and have parental permission will be able to participate in the experiment.
Instrument
In this study, the following instrument are utilized by the researchers to gather all
the data needed to answer the specific problems in the study.
Pre-test and Post-test
The researchers will use a pre-test and post-test to measure the students’ academic
performance in science before and after applying the mnemonic loci method to the
experimental group and control group.
Construction
Before the construction of the instrument, the researcher asked the science adviser about
the current lesson of the grade 7 students in science. After which, the science advisor
replied that the topic of the grade 7 students was Matter.

Therefore, the researchers created a 20-item multiple-choice which covers the science
matter lessons under the 3rd grading period. The researchers formulated the questions
based on their knowledge gained from exploring and studying the topics via online
webliographies. The pretest and post-test instrument covers the following topics: Types
of Matter, Physical and Chemical Change in Matter, Pure Substances, and Mixtures.
Validation
The researchers asked for help and assistance from their adviser to check the
appropriateness and coherence of the test. It has also gone through checking by some
three experts.
Data Collection Procedure
The researchers will secure permission to perform an experiment from the school
administrator and the participants' adviser. The experiment will require at least 5-6 days
of sessions with the selected students, with each session lasting 15-40 minutes on Google
Meet after the students' online class. The researchers will begin preparing for the
experiment once permission has been acquired. The researchers will conduct a pre-test, a
week-long intervention, introduce them the technique, and then conduct a post-test.
Ethical considerations
To ensure that this study will be conducted by complying to ethical standards,
confidentiality, voluntary participation, and parental consent will be assured. Information

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directly appertaining to the particpants will be kept confidential. Names and other
personal information will not be mentioned or will be coded using aliases. Voluntary
participation will be ensured by indicating to the participants that they may refuse to join
if they wish to. Since the participants are minors, parental consent shall also be sought.
Data Analysis
The weighted mean will be used to analyze the data for this study. According to
Nieuwenhuis et al. (2017), the weighted mean equals the arithmetic mean or sample
mean, which is the sum of all scores divided by the number of observations. As they will
show, weighted effect coding has considerable advantages over regular effect coding
when imbalanced data are employed (i.e., categories with differing amounts of
observations), which is typical in observational data analysis.
Σ = Summation
w = The Weights
x = The Value

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Chapter 3
RESULTS AND DISCUSSIONS
This chapter presents the study's findings, discussion, and statistical findings.
Pretest Scores of the Experimental Group and Control Group
After assigning the participants to the groups, each group took a pretest to obtain
a baseline measure of student knowledge about the Matter under the third quarter of
grade 7 science.
Table 1 presents the pretest scores of the Control Group and Experimental Group
Table 1. Pretest Scores of the Control Group and Experimental Group
Control Group
Student 1 2 3 4 5
Pretest Scores 12 12 11 11 10
Experimental Group
Student 5 6
Pretest Scores 18 5

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As shown in Table 1, the Control group had 5 participants who took the pretest. In the
Control group, Student 1 scored Twelve (12) out of (20), Student 2 also scored Twelve
(12) out of (20), Student 3 scored Eleven (11) out of (20), and Student 4 also scored
Eleven (11) out of (20), and Student 5 scored Ten (10) out of (20). Whereas in the
Experimental Group, they were 2 participants, Student 5 scored Eighteen (18) out of (20),
and Student 6 scored Five (5) out of (20).
Comparability of Performance of the Two Groups based on the Pretest
After the pretest, the researcher compared the pretest scores to prove that the
selected groups had the same level of proficiency. To strengthen the result, t-test for
Independent assuming unequal variances was utilize by the researcher. Since, the two
samples in this study are independent of one another.
2. What is the significant difference between the pretest scores of the two
groups?
Table 2 presents the comparison between the pretest scores of the experimental group and
the Control group.
Table 2: Test of Significant difference between the Pretest Score Results of the
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Experimental Group and Control Group
2-Tailed test (df=1, 𝛼 = 0.05)

Standard
Groups n Mean (M) t Critical Value
Deviation (SD) p-value
(CV)
Experimental Group 2 11.50 9.19

0.05 12.71 0.97
Control Group 5 11.20 0.84

The pretest scores of the two students in the Experimental Group have a slightly higher
mean score (M = 11.50, SD = 9.19) compared to the mean score (M = 11.20, SD = 0.84)
of the five students in the Control group. Since, t(1) = 0.05, p(0.97) > 0.05, the null
hypothesis is not rejected. Therefore, there is no significant difference between the pretest
scores of the experimental group and the control group. It proves that the two groups
exhibited almost the same level of academic performance in science before the researcher
experimented.
Post-test Scores of the Experimental Group and Control Group
Both groups took a common post-test after the Experimental group had undergone
instruction on the mnemonic loci. While control conditions in the Control group. In
addition, post-tests were used to measure the effectiveness of the intervention and the
non-intervention for the two groups.
3. What are the post test scores of the two groups?
Table 3 presents the post-test scores of the Control Group and Experimental Group.
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Table 3. Post-test Scores of the Control Group and Experimental Group
Control Group
Student 1 2 3 4 5
Post test Scores 14 9 16 16 13
Experimental Group
Student 5 6
Post test Scores 20 8

As can be seen in Table 3, In the Control group, Student 1 scored Two (2) out of (20),
Student 2 scored Nine (9) out of (20), Student 3 scored Sixteen (16) out of (20), Student 4
scored Sixteen (16) out of (20), and Student 5 scored Thirteen (13) out of (20). Whereas
in the Experimental group, Student 5 scored Twenty (20) out of (20), and Student 6
scored Eight (8) out of (20). According to Qureshi (2014) they hypothesized that using
MOL leads to increased understanding of the topic among students, as seen by improved
student performance on examinations.
4. What is the significant difference between the post-test scores of the two
groups?
Table 4 presents the comparison between the post-test scores of the Experimental
Group and Control Group.
Table 4: Test of Significant Difference between the Post test Score Results of the
Experimental Group and Control Group

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2-Tailed test (df=1, 𝛼 = 0.05)

Standard
Groups n Mean (M) t Critical Value
Deviation (SD) p-value
(CV)
Experimental Group 2 14.00 8.49 0.07

12.71 0.96
Control Group 5 13.60 2.88

The post-test scores of the two students in the Experimental group have a greater mean
score of (M = 14.00, SD = 8.49) compared to the mean score of the five students in the
Control Group (M = 13.60, SD = 2.88). This difference is not significant. Therefore, the
null hypothesis is not rejected, t(1) = 0.07, p(0.96) > 0.05. It implies that the
Experimental group did not outperform the Control group even though the Experimental
group was exposed to the mnemonic loci method before the post-test had administered.
Hence, this reveals that both groups had the same level of academic achievement in their
post-test. According to Gull (2015), the results revealed a substantial difference in post-
test scores between the control and experimental groups. A paired sample t-test was used
to compare the effect of intervention on experimental group achievement results. The
findings revealed a substantial difference in experimental group ratings before and after
intervention.
Significant difference between the Pretest and Post-test of the Two Groups
The researchers used the dependent t-test for the data comparison in the pretest
and post-test of each group.

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5. What is the significant difference between the Pretest and Post-test scores of
the two groups?
Table 5 indicates the mean, standard deviation, degrees of freedom, level of

significance, t value, t critical value, and the p-value of the pretest and post-test of the
Experimental group.
Table 6: shows the comparison between the two tests undertaken by the Control group. It
also presents the mean, standard deviation, degrees of freedom, alpha level, t value, t
critical value, and the p-value.
Table 5: Test of Significant Difference between the Pretest and Post-test Score Results of
the Experimental Group.

2-Tailed test (df=1, 𝛼 =
Standard 0.05)
Experimental Group n Mean (M) t
Deviation (SD) Critical Value
p-value
(CV)
Pretest 2 11.50 9.19 -5.00

12.71 0.06 25
Post test 2 14.00 8.49
As seen in table 5, the post-test mean (M = 14.00, SD = 8.49) of the two students in
Experimental group is greater than their pretest mean (M = 11.50, SD = 9.19). It reveals
that with t(1) = -5.00, p(0.06) > 0.05. Thus, the null hypothesis is not rejected. It implies
that there is no significant difference between the pretest and post-test of the
Experimental group. Therefore, the Experimental group did not improve their academic
performance in science.
Table 6: Test of Significant Difference between the Pretest and Post-test Score Results of
the Control Group.
2-Tailed test (df=4, 𝛼 =
Standard 0.05)
Experimental Group n Mean (M) t
Deviation (SD) Critical Value
p-value
(CV)
Pretest 5 11.20 0.84 Student’s
-1.63 Academic Success in Science
2.78 0.18
Post test 5 13.60 2.88
As shown in Table 6, the post-test mean (M = 13.60, SD = 2.88) of the two students in
the Experimental group is higher than their pretest mean (M = 11.20, SD = 0.84). It is
supported with the t(4) = -1.63, p(0.18) > 0.05, and therefore the null hypothesis is
rejected. It implies that there is no significant difference between the pretest and post-test
of the Control group. Therefore, there is no improvement in the student’s academic
performance in science. According to Bahrami et al. (2019), there was no significant
difference between the pretest and post-test of experimental group received songs,
according to the results. However, the results from the picture group revealed a
substantial difference in participant scores between the pretest and post-test.
6. What recommendations could the researcher give based on the result of the
26
study?
The researchers advise using their own technique based on their own expertise
and improving it. This can motivate students to improve their academic performance
while also helping in the expansion of working memory and access to long term
memory. Another recommendation is to have someone else help you memorize so
that you can demonstrate greater comprehension and knowledge retention than
students who merely re-study. The purpose of this study is to look at a different
memorization technique that may help them improve their academic performance.
According to Marra et al. (2014), We can remember concepts that others have shared

with us, but actively seeking to make sense of phenomena includes some dissonance
between what we know and what we want or need to know.

27
Chapter 4
SUMMARY, CONCLUSION AND RECOMMENDATION
Summary
The study, titled "The Utilization of Mnemonic Loci Method for Student’s
Academic Success in Science," is made up of Grade 7 students from School of the Infant
Jesus the Empowered Zone for Excellence in Education. The researchers employed a
convenience sampling strategy on the (7 out of 54) SIJ/EZEE Grade 7 students and
collected qualitative data using a pre-test and post-test form with 20 items that was
evaluated using the independent and dependent t-test. The researchers' goal is to
determine whether the technique is effective. The interpretation of the results shows that
the student's academic performance in science has not improved.
Conclusions
After conducting the experiment, the researchers discovered that the student's
academic performance in science had not improved.
Based on the result, the researchers compared the pretest scores to demonstrate
that the selected groups had the same degree of proficiency. T test is used to improve the
outcome.
2. What is the significant difference between the pretest scores of the two
groups?

28

Based on the result, there is no statistically significant difference between the
Experimental and Control groups' pretest scores. This demonstrates that the two groups
had nearly identical levels of academic proficiency in science prior to the researcher
conducting the experiment.
3. What are the post-test scores of the two groups?
Based on the result, it shows the post-test scores of the Control Group and
Experimental Group.
4. What is the significant difference between the post-test scores of the two
groups?
Based on the result, it appears that the Experimental group did not outperform the
Control group, despite being exposed to the mnemonic loci method prior to the
administration of the post-test. As a result, both groups demonstrated the same degree of
academic achievement in their post-test.
5. What is the significant difference between the pretest and post-test scores
of the two groups?
Based on the result, there is no statistically significant difference between the
Experimental and Control groups' pretest and post-test. This clearly demonstrates that the
student's academic performance in science has not improved.
6. What recommendations could the researcher give based on the result of
the study?

29

The researchers would like to recommend using and improving their own
technique based on their own knowledge. This can encourage students to enhance their
academic performance while also increasing working memory and access to
remembering.
Recommendations
In this section, the researchers provide recommendations to the following based
on the data received in the results and discussion backed by the study's literature:
o The researchers suggest the principal to give a motivational speech to encourage
students to attempt different memorizing approaches.
o The researchers advise the teachers to teach the students a variety of memorizing
techniques that they might apply to enhance their academic achievement.
o The researchers suggest students to explore several techniques in order to
improve their learnings.
o The researchers recommend that future researchers use this study as a guidance
in doing their own research relating to their study.

30
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APPENDICES


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