Effectiveness of Self-Paced Learning using Mnemonic Devices, Spaced Repetition, and Brain Training on Memory Recall of Senior High School STEM Students

Senior High School learners from the Science, Technology, Engineering, and Mathematics Track often rely on mass practice and cramming as their study strategy without using any learning strategies, resulting in a short-term memory retention span. This paper examines the effectiveness of different memory recall methods, utilizing the following techniques: mnemonic devices, a mental association learning technique; spaced repetition that uses systematic intervals; and brain training, repetitive and targeted exercises to enhance memory recall for senior high school STEM students in General Biology 1. A quasi-experimental design was used for the pre-test and post-test conducted at Saint Mary’s University, Antonio Tanchoco Building, involving Grade 12 STEM students who had an average score ranging from 88 to 91. The participants were grouped based on the memory recall techniques they utilized. First, to determine the differences in quiz scores before using the techniques, a frequency count was employed. Second, to assess the differences in quiz scores after utilizing the techniques, a paired sample t-test was conducted. The research found that students' performance levels significantly improved, shifting from predominantly low to a higher frequency in the medium to high levels. This indicates that the use of mnemonic devices, spaced repetition, and brain training all led to notable improvements in quiz scores compared to pre-test results. The results also revealed significant differences in quiz scores before and after applying mnemonic devices, spaced repetition, and brain training techniques, indicating that these methods effectively enhanced memory recall among the participants. Future research should explore the long-term effects of these techniques, advocate for a combined approach, and promote their integration into STEM curricula through teacher training and personalized learning strategies. Moreover, a larger sample size, longer intervention duration, and a standardized facilitation technique should be used in this study. Additionally, constant feedback in STEM education can enhance students’ metacognitive awareness and improve retention techniques providing a more comprehensive understanding of the effects of these techniques.