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

Caner Çabuk; Cengiz Özyürek

doi:10.18009/jcer.1715324

EN TR

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

Abstract

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.

Keywords

Acronym, acrostic, linking, loci, snapshot

Ethical Statement

Ethical Committee Permission Information Name of the board that carries out ethical assessment: Ordu University Social and Humanities Scientific Research Ethics Board The date of the ethical assessment decision: 04.10.2021 The number of the ethical assessment decision: 2021-160

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Details

Primary Language

English

Subjects

Science Education

Journal Section

Research Article

Authors

Caner Çabuk ^*
0000-0002-9439-0876
Türkiye

Cengiz Özyürek
0000-0002-9740-9667
Türkiye

Publication Date

February 15, 2026

Submission Date

June 6, 2025

Acceptance Date

November 5, 2025

Published in Issue

Year 2026 Volume: 14

DOI

https://doi.org/10.18009/jcer.1715324

IZ

https://izlik.org/JA74AT47CZ

APA

Çabuk, C., & Özyürek, C. (2026). The Effect of Using Mnemonic Strategies in Science Education on Students’ Academic Achievement and Retention. Journal of Computer and Education Research, 14. https://doi.org/10.18009/jcer.1715324

AMA

1.Çabuk C, Özyürek C. The Effect of Using Mnemonic Strategies in Science Education on Students’ Academic Achievement and Retention. JCER. 2026;14. doi:10.18009/jcer.1715324

Chicago

Çabuk, Caner, and Cengiz Özyürek. 2026. “The Effect of Using Mnemonic Strategies in Science Education on Students’ Academic Achievement and Retention”. Journal of Computer and Education Research 14 (February). https://doi.org/10.18009/jcer.1715324.

EndNote

Çabuk C, Özyürek C (February 1, 2026) The Effect of Using Mnemonic Strategies in Science Education on Students’ Academic Achievement and Retention. Journal of Computer and Education Research 14

IEEE

[1]C. Çabuk and C. Özyürek, “The Effect of Using Mnemonic Strategies in Science Education on Students’ Academic Achievement and Retention”, JCER, vol. 14, Feb. 2026, doi: 10.18009/jcer.1715324.

ISNAD

Çabuk, Caner - Özyürek, Cengiz. “The Effect of Using Mnemonic Strategies in Science Education on Students’ Academic Achievement and Retention”. Journal of Computer and Education Research 14 (February 1, 2026). https://doi.org/10.18009/jcer.1715324.

JAMA

1.Çabuk C, Özyürek C. The Effect of Using Mnemonic Strategies in Science Education on Students’ Academic Achievement and Retention. JCER. 2026;14. doi:10.18009/jcer.1715324.

MLA

Çabuk, Caner, and Cengiz Özyürek. “The Effect of Using Mnemonic Strategies in Science Education on Students’ Academic Achievement and Retention”. Journal of Computer and Education Research, vol. 14, Feb. 2026, doi:10.18009/jcer.1715324.

Vancouver

1.Caner Çabuk, Cengiz Özyürek. The Effect of Using Mnemonic Strategies in Science Education on Students’ Academic Achievement and Retention. JCER. 2026 Feb. 1;14. doi:10.18009/jcer.1715324