EconPapers    
Economics at your fingertips  
 

The effect of using mnemonics on success in social studies†

Kerem Çolak and Rahman İbrahim Aydın

The Journal of Educational Research, 2022, vol. 115, issue 3, 223-233

Abstract: This study aims to reveal the effect of using mnemonic strategies on student success in the teaching of history components in social studies, the permanence of their knowledge, and the students’opinions about this practice. The nonequivalent pretest–posttest control group model based on the quasi-experimental method was used in the study. After the experimental process, focus group interviews were conducted with two groups selected from the experimental group. It can be said that mnemonic devices contribute to the students’ academic success and make the students’ knowledge more retentive in the teaching of history components in social studies. Furthermore, in the students’ views, it was seen that the course activities carried out with these strategies were especially fun and retentive, contributing to both increasing interest and better understanding of the course.

Date: 2022
References: Add references at CitEc
Citations:

Downloads: (external link)
http://hdl.handle.net/10.1080/00220671.2022.2100861 (text/html)
Access to full text is restricted to subscribers.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:taf:vjerxx:v:115:y:2022:i:3:p:223-233

Ordering information: This journal article can be ordered from
http://www.tandfonline.com/pricing/journal/vjer20

DOI: 10.1080/00220671.2022.2100861

Access Statistics for this article

The Journal of Educational Research is currently edited by Mary F. Heller

More articles in The Journal of Educational Research from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().

 
Page updated 2025-03-20
Handle: RePEc:taf:vjerxx:v:115:y:2022:i:3:p:223-233