Enhancing Students Achievement: The Impact of Hologram Models and Mnemonics

This study was conducted to determine the effectiveness of teaching aids, hologram models and mnemonic methods for 60 Form 4 Biology students from the Gombak district, Selangor Malaysia. The effectiveness of the use of hologram models and mnemonic methods is seen in the achievement of students in the Form 4 Biology subject. Comparison of conventional teaching methods with the use of hologram models and mnemonic methods was carried out through Wilcoxon Signed Ranks Test Analysis and Mann-Whitney analysis. The instruments used for this study were in the form of pre-tests and post-tests. This study was conducted using a quasi-experimental design that uses quantitative analysis methods. This study used cluster random sampling techniques. Respondents were divided into two groups, 30 students for the control group and 30 students for the treatment group. The control group underwent conventional teaching and learning sessions while the treatment group used hologram models and mnemonic methods. Since the data obtained were not normally distributed, the data were analyzed using the Wilcoxon Signed Rank Test and the Mann-Whitney U Test. The results of the analysis found that there was no significant difference between the post-test achievement of the control group (M=29.45) and the treatment group (M=31.55) with a significant p-value obtained of p=0.633 which shows that the method of using hologram models and mnemonic methods in teaching and learning Biology can provide positive and equivalent results as conventional teaching with teachers. Implications and several suggestions for further research are also discussed in this study. The findings of this study suggest that the use of hologram and mnemonic methods can be used in teaching and learning sessions by teachers to be more creative and innovative towards student learning, especially for Biology subjects.