Effects of New Mnemonic - CAMR Together with the Inquiry Learning Cycle Model in Biology Classes of Senior High School Students Focusing on a Single Eastern Province in Thailand
Keywords:
Mnemonic strategy, Inquiry learning cycle, Working memory, Learning retentionAbstract
The study employed the new Mnemonic - CAMR together with the inquiry learning cycle as a developing model. The participants of an experiment group and a control group were selected using the cluster random sampling technique. The research instruments were a lesson plan using this new strategy, a lesson plan using only the inquiry learning cycle, a learning achievement test, and a working memory test. The data were analyzed by using a t-test for an independent sample. The finding showed that the learning retention and the experiment group's working memory were higher than the control group at the .05 levels of significance. Moreover, the effects of this new potential strategy were discussed. Thus, the model is suitable for the biology teachers in the teaching and learning process of biodiversity topics, while the students can utilize this model to improve their understanding of the topic and enhance learning retention and working memory.
References
Adams, J. A. (1967). Human memory. New York: McGrew-Hill Book Company.
Adom, D., Yeboah, A., & Ankrah, A. K. (2016). Constructivism philosophical paradigm: implication for research, teaching and learning. Global Journal of Arts Humanities and Social Sciences. 4(10), 1-9.
Agra, G., Formiga, N. S., Oliveira, P. S., Costa, M. M. L., Fernandes, M. G. M., & Nobrega, M. M. L. (2019). Analysis of the concept of meaningful learning in light of the Ausubel’s theory. Revista Brasileira de Enfermagem, 72(1), 248-55.
AL-Shammari, S. K. S., Elgazzar, A. E., & Nouby, A. M. (2015) Designing an E-Game program in mathematics for 5th grade Saudi female pupils: Does Gagne’s theory have any effectiveness in developing their achievement of mathematics?. Open Journal of Social Sciences, 3, 40-48.
Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., & Wittrock, M. C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives complete. New York: Pearson, Allyn & Bacon.
Azmi, M. N. L., Najmi, M. H. S. M., & Rouya, N. M. (2016). A case study on the effects of mnemonics on english vocabulary. International Journal of Applied Linguistics & English Literature, 5(7), 178-185.
Bakken, J. P., & Simpson, C. G. (2011). Mnemonic strategies: Success for the young-adult learner. The Journal of Human Resource and Adult Learning, 7(2), 79-85.
Bakken, J. P. (2017). Mnemonic strategies: Helping students with intellectual and developmental disabilities remember important information. Global Journal of Intellectual & Developmental Disabilities, 2(3), 1-4.
Behr, N. (2012). Mnemonic Techniques in L2 Vocabulary Acquisition. School of Education, Culture and Communication. Malardalen University of Sweden.
Best, J. R., Miller, P. H., & Neglieri J. A. (2011). Relations between executive function and academic achievement from ages 5-17 in a large, representative national sample. Learning and Individual Differences. 21(4): 327-336.
Bloom, B. S. (Ed.). Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives, Handbook I: The cognitive domain. New York: David McKay Co Inc.
Borai, A., Aly, H. Y., & Ibrahim, H. K. (2020). Executive functions assessment in adult patients with idiopathic epilepsy. Journal of Behavioral and Brain Science, 10, 1-17.
Bormanaki, H. B., & Khoshhal, Y. (2017). The role of equilibration in Piaget’s theory of cognitive development and its implication for receptive skills: A theoretical study. Journal of Language Teaching and Research, 8(5), 996-1005.
Bybee, R. W., Taylor, J. A., Gardner, A., Scotter, P. V., Powell, J. C., Westbrook, A., & Landes, N. (2006). The BSCS 5E Instructional Model: Origin and Effectiveness. Colorado Springs: BSCS.
Choudhary, P., & Choudhary, V. (2016). Use of Mnemonic Methodology for Teaching Technical Content in Object Oriented Programming. International Journal of Core Engineering & Management (IJCEM), 3(3), 48-61.
Dehn, M. J. (2008). Working memory and academic learning: Assessment and intervention. Hoboken, New Jersey: John Wiley & Sons, Inc.
Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135-68.
Guilford, J. P. (1950). Creativity. American Psychologist, 5, 444–454.
Gurbin, T. (2015). Enlivening the machinist perspective: Humanising the information processing theory with social and cultural influences. Social and Behavioral Sciences, 197, 2331- 2338.
Hamble, S., & Dixon, P. (2017). The effects of schooling, family and poverty on children’s attainment, potential and confidence- evidence from Kinondoni, Dar es Salaam, Tanzania. International Journal of Educational Research, 83, 94-106.
Hancock, J. (2016). Brilliant Memory Training: Stop worrying about your memory and start using it - to the full! (Brilliant (Prentice Hall)). Harlow: Pearson Education Limited.
Huizinga, M., Baeyens, D., & Burack, J. A. (2018). Editorial: Executive function and education. Front. Psychol. 9, 1357.
Ibe, E., & Abamuche, J. (2019). Effects of audiovisual technological aids on students' achievement and interest in secondary school biology in Nigeria. Heliyon, 5(6), 1-6.
Kamper, G. D., & Mampuru, M. E. (2007). School success against high poverty: Some key considerations. Journal for New Generation Science, 5(1), 44-58.
Kamuche, F.U. (2005). Relationship of time and learning retention. Journal of College Teaching & Learning, 2(8), 25-28.
Karadut, A. P. (2012). Effects of E. L. Thorndike’s theory of connectionism rudiments on developing cello playing skills for beginners. Social and Behavioral Sciences, 69, 298-305.
Ketabi, S. (2011). Mnemonic instruction: A way to boost vocabulary learning and recall. Journal of Language Teaching and Research, 2(1), 178-182.
Khaemmanee, T. (2012). Teaching Science: Knowledge for organizing learning processes that are efficiency (15th ed.). Bangkok: Publisher of Chulalongkorn University.
Klausmeier, H. J. (1985) Educational psychology. 5th ed. New York: Harper & Row.
Kurtzberg, T. R. & Amabile, T. M. (2001). From Guilford to creative synergy: Opening the black box of team-level creativity. Creativity Research Journal, 13(3), 285-294.
Lo, C. F. (2018). Critically discuss the effects of sleep on long-term memory. Psychology, 9, 561- 569.
Mandell, A. (1975). The language of science. Washington D.C.: National Science Teachers Association.
Nelson, D. L., & Vu, K. P. L. (2009). Effects of a mnemonic technique on subsequent recall of assigned and self-generated passwords. Lecture Notes in Computer Science, 693-701.
Patrick, O. A., & Urhievwejire, O. E. (2012). Effects of 5E learning cycle on students’ achievement in biology and chemistry. Cypriot Journal of Educational Sciences, 7(3), 244-262.
Pungsamrong, R., Chauvatcharin, N. & Panprueksa, K. (2018). Effects of inquiry learning cycle (5Es) together with Mnemonic “CAMR” for enhancing learning achievement and attitude towards biology of 10th grade students. Veridian E-Journal, Silpakorn University, 11(3).
Redmond, M. V. (2015). Symbolic interactionism. English Technical Reports and White Papers,4.
Rull, V. (2014). The most important application of science. Botanic Institute of Barcelona, 15(9).
Safa, M.A. & Hamzavi, R. (2013). The effect of mnemonic key word method on vocabulary learning and longterm retention. Journal of English Language Teaching and Learning, 12, 1-15.
Sweatt, J. D. (2010). Epigenetics and cognitive aging. Science, 328(5979), 701-702.
Tuna, A., & Kacar, A. (2013). The effect of 5E Learning Cycle Model in teaching trigonometry on students’ academic achievement and the permanence of their knowledge. International Journal on New Trends in Education and Their
Implications, 4(1), 73-87.
Urdiales-Ibarra, M. E., Lopez-Ramirez, E. O., Castro-Campos, C., Villarreal-Trevino, M. G., & Carrillo-Colon, J. E. (2018). Biology schemata knowledge organization and meaning formation due to learning: A constructive-chronometric approach to concept mapping usability. Creative Education, 9, 2693-2706.
Wen, P. (2018). Application of Bruner's learning theory in mathematics studies. Advances in Social Science, Education and Humanities Research, 283, 234-237.
Zorn, D., & Noga, J. (2004). Family poverty and its implications for school success issues facing Cincinnati’s families: Executive summary. Cincinnati, OH: University of Cincinnati Evaluation Services Center.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Department of International Graduate Studies in Human Resource Development, Faculty of Education, Burapha University
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright@HRD Journal, Burapha University
