Enhancing Electrochemistry Concepts Learning Outcomes Using Mnemonics Instructional Strategy: The Moderating Role of Gender

Abstract This study aims to enhance electrochemistry concepts’ learning outcomes (academic achievement, knowledge retention and perception shift), using mnemonics instructional strategy. The study specifically analyses the moderating role of gender in each of the variables among students of science secondary school in Kano-Nigeria. Non-equivalent pretest-posttest control group quasi-experimental design was engaged for the study. A total of 270-students of SS2, consisting 141-girls and 129-boys in the four intact classes selected served as the study sample size. The students were categorized into Experimental Group (EG) and Control Groups (CG). The EG was taught using Mnemonics Instructional Strategies while the CG was taught using the conventional lecture method. The ‘‘Electrochemistry Achievement Test (EAT)’’ and the ‘‘Students’ Perception of Electrochemistry Questionnaires (SPEQ)’’ with the reliability indices of 0.99 and 0.93 respectively were the two instrument of data collection used. The statistical tools used for data analyses include; Mean, Standard deviation, Analysis of Covariance (ANCOVA) and Mann Whitney u-test. The results of the study, revealed a non-statistically significant gender difference in academic achievement, knowledge retention and perception shift of students in electrochemistry concepts learning. The study recommends the use of Mnemonics devices for designing learning resources for chemistry teaching and to enhance knowledge retention, perception and academic achievement in Chemistry. Keywords: Electrochemistry, Gender; Mnemonics Strategy; Academic Achievement; Knowledge Retention, Perception Shift.