ASSESSMENT OF THE IMPACT OF MNEMONIC INSTRUCTIONAL STRATEGY ON PUPILS’ ACHIEVEMENT IN MATHEMATICS; A CASE FOR SUSTAINABLE DEVELOPMENT
Dr. Okoro Ifeyinwa Felicity
Department of Curriculum and Instruction
Alvan Ikoku University of Education
And
Unamba, Eugene Chukwu Emeka
Department of Primary Education Studies
Alvan Ikoku University of Education, Owerri
And
Dr James Akaraonye
Department of Curriculum and Instruction
Alvan Ikoku University of Education, Owerri
Abstract
The study assessed the impact of Mnemonic Instructional Strategy on pupils’ achievement in Mathematics. The study was conducted in Owerri Municipal Council of Imo State. Population of the study consists of 3266 primary six pupils in the nine primary schools in Owerri Municipal council Area of Imo State. A sample of 205 pupils from two randomly selected schools was used for the study. The study was a quasi-experimental type adopting the pre-test post test non equivalent design. The instrument for data collection was a researcher made objective test question titled Mathematics Achievement Test (MAT) it has reliability coefficient of 0.83 determined using Pearson’s Product Moment Correlation Coefficient. The data generated was analyzed using mean and standard deviation to answer research questions while the hypotheses were analyzed using ANCOVA tested at 0.05 level of significance. The result of the study revealed that, mnemonic instructional strategy was an effective instructional strategy had better achievement than those in the conventional strategy group. Gender and ability levels were not barriers to achievement among pupils in Mnemonic instructional strategy group. Based on the result, it was recommended that, teachers should adopt mnemonic instructional strategy in teaching Mathematics at primary school level.
Keyword: Assessment, Mnemonic Instructional Strategy, Achievement, Mathematics and Sustainable Development.