The Effect of Using Mnemonic Strategies in Science Education on Students’ Academic Achievement and Retention

The aim of this study is to investigate the effect of using mnemonic strategies in science education on students' academic achievement and retention. In the study where a quasi-experimental research model was used, the 6th grade science unit was taught to the experimental group using mnemonic strategies and to the control group using the normal curriculum without any intervention. The science achievement test developed as a data collection tool was implemented as a pre-test, post-test, and retention test. According to the analysis, it was determined that there was a statistically significant difference between the groups in terms of both academic achievement and retention in favor of the experimental group to which mnemonic strategies were implemented. It was concluded that the impact of using mnemonic strategies in science education on academic achievement and retention was higher than the method used within the normal curriculum.