Effect of Mnemonic Techniques on Learning Acquisition in Relation to Cognitive Styles and Self Concept
Abstract:
The study was conducted on the sample of 500 students of Secondary School Students, as per the requirements of 3 * 2 * 2 factorial design in which the independent variables of Mnemonic Techniques (M), Cognitive Styles (C) and Self Concept (S) were studied. Learning Acquisition on some concepts of Social Studies was taken as dependent variable. There were three levels of Mnemonic Techniques and two levels each of the variables of Cognitive Styles and Self Concept. The study was experimental in nature in which Mnemonic Techniques were studied with Illustrations (M1), without Illustrations (M2) and the third group consisted of the control group (Mo). The results showed that F ratios were significant for the main effects of Mnemonic Techniques, Cognitive Styles and Self Concept as also for the double interaction effects of M*C, C*S and M*S. However, the triple interaction effect of M * C * S was not significant even at .05 level of confidence.
Author(s):
Avanish Kumar, Assistant Professor, S.R.M. College of Education, Vill. Dandrawal, Tehsil Raipur Rani, Distt Panchkula, Haryana-201204, India
DOI:
Keywords:
References:
Ahmad, J. & Ghazali, M. (2011). The relationship between Self Concept and response towards Students’ Academic Achievement among Students Leaders in University Putra Malaysia (ED522690). International Journal of Instruction. 4, 23-38. retrieved from http.//www.eric.ed.gov
Carney, R., & Levin, J. (2012). Facing Facts: Can the Face-Name mnemonic Strategy Accommodate Additional Factual Information? (EJ975937). Journal of Experimental Education. 80, 4, 386-404. retrieved from: http.//www.eric.ed.gov/search. http://dx.doi.org/10.1080/00220973.2011.630431
Deo, P. (1971). Personality Word List (PWL revised). Department of Education. Chandigarh: Panjab University.
Dewitt, K.C. (2010). Keyword mnemonic Strategy: A Study of SAT Vocabulary in High School English (ED519623). Pro-Quest L.L.C, PhD Dissertation, George Mason University.
Graham, D. M. (2009). Examining the relationship between Selected Variables and the Academic Achievement of African American High School Students, (ED513773). Pro-Quest L.L.C, PhD Dissertation, Charlotte: University of North Carolina.
Griffin, R. & Franklin, G. (2010). Can College Academic Performance Be Predicted using a measure of Cognitive Style? (EJ5263442). Journal of Educational Technology Systems. 24, 4, 375-79. http://dx.doi.org/10.2190/Pmum-N6LT-97N8-2YWV
Hall, C. S., & Lindzey, G. (1957). Theories of personality. New York: Holt, Rinehart and Winston Company Ltd. http://dx.doi.org/10.1037/10910-000
John, D. (2000). Self-concept.International Review of Education. 58, 209. retrieved from http://www.cbt.wiu.edu.
Nicolaou, A. A. & Xistouri, X. (2011). Field Dependence and Independence Cognitive Style and Problem Posing, An Investigation with Sixth Grade Students. (EJ932921). Educational Psychology. 31, 5, 611 627.http://dx.doi.org/10.1080/01443410.2011.586126
Rogers, A. (2003). What is the Difference? A New Critique of Adult Learning and Teaching, Leicester NIACE. 85, XIV, retrieved from http.//www.eric.ed.gov/search
Scruggs, T.E., Mastropieri, K., Margo, A., & Marshak, L. (2010). mnemonic Strategies: Evidence-Based Practice and Practice-Based Evidence (EJ9021). Intervention in School and Clinic. 46, 2, 79. http://dx.doi.org/10.1177/1053451210374985
Shuell, T.J. (1981). Dimensions of Individual Difference. Psychology and Education. 65, 2, 57. retrieved from http.//www.eric.ed.gov
Stalder, D.R., Olson, T. & Elizabeth, A. (2011). Technique for Two: using mnemonics to Teach Statistics (EJ952630). Journal Articles, Teaching of Psychology. 38, 4, 247-250. http://dx.doi.org/10.1177/0098628311421321
Tinajero, C. & Paramo, M.F. (2010). Field Dependence-Independence Cognitive Style and Academic Achievement. A review of research and Theory. (EJ586811). 3, 249-269. retrieved from http.//www.eric.ed.gov.
Wei, L.T. & Sazilah, S. (2012). The Effects of Visual Cues and Learners’ Field Dependence in multiple External representations Environment for Novice Program Comprehension. (EJ979123). Journal of Interactive Learning research. 23, 2, 165-189. retrieved from http.//www.eric.ed.gov
Witkin, H.A., Moore, C.A., Goodenough, D.M., & Cox, P.W. (1977). Field Dependent and Field Independent Cognitive Styles and their Educational Implications. review of Educational research .47, 1, 1–64. http://dx.doi.org/10.3102/00346543047001001
Witkins, H.A., Ottman, P.K., Raskin. E. and Karp, S.A. (1971). A manual for the Embedded Figures Tests. California : Consulting Psychologist Press. Inc.
Yoshino, M. (2012). The relationship between Self-Concept and Achievement in TImSS 2007, A Comparison between American and Japanese Students. (EJ962458). International review of Education. 58, 2, 199-219.http://dx.doi.org/10.1007/s11159-012-9283-7
