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The effect of using mnemonics on success in social studies†

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  • Kerem Çolak
  • Rahman İbrahim Aydın

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.

Suggested Citation

  • Kerem Çolak & Rahman İbrahim Aydın, 2022. "The effect of using mnemonics on success in social studies†," The Journal of Educational Research, Taylor & Francis Journals, vol. 115(3), pages 223-233, May.
    • Handle: RePEc:taf:vjerxx:v:115:y:2022:i:3:p:223-233
    DOI: 10.1080/00220671.2022.2100861
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    1. Ida Rahayu Mahat & Nasihah Naimat & Mimi Sofiah Ahmad Mustafa & Marziana Abdul Malib & Yuhanza Binti Othman & Ekmil Krisnawati Erlen Joni, 2025. "Communicating Business Law through Innovative Pedagogies: Gamification, Microlearning, and Mnemonics for Non-Law Students," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(3s), pages 7632-7642, September.

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