Effectiveness of Self-Paced Learning using Mnemonic Devices, Spaced Repetition, and Brain Training on Memory Recall of Senior High School STEM Students
Effectiveness of Self-Paced Learning using Mnemonic Devices, Spaced Repetition, and Brain Training on Memory Recall of Senior High School STEM Students
EFFECTIVENESS OF SELF-PACED LEARNING USING MNEMONIC
DEVICES, SPACED REPETITION, AND BRAIN TRAINING ON
MEMORY RECALL OF SENIOR HIGH SCHOOL
STEM STUDENTS
PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL
Volume: 35
Issue 6
Pages: 655-666
Document ID: 2025PEMJ3390
DOI: 10.70838/pemj.350604
Manuscript Accepted: 03-25-2025
Psych Educ, 2025, 35(6): 655-666, Document ID:2025PEMJ3390, doi:10.70838/pemj.350604, ISSN 2822-4353
Research Article
Effectiveness of Self-Paced Learning using Mnemonic Devices, Spaced Repetition, and Brain Training
on Memory Recall of Senior High School STEM Students
Carla Kirstein Lj D. Melegrito,* Klythene Genosie R. Baclig, Kean Mari Balantac, Dianne Audrey P. Guzman,
Kych Kyna D. Vidal, Lady Valen Charon A. Dela Peña, Kristel Joy C. Dapiawen
For affiliations and correspondence, see the last page.
Abstract
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.
Keywords: memory retention, self-paced learning, General Biology, mnemonic devices, spaced repetition, brain
training, pre-test and post-test
Introduction
Senior high school students often encounter challenges related to information overload, and understanding technical terminology,
which can impede their learning process. This is particularly prevalent among students pursuing education in Science, Technology,
Engineering, and Mathematics (STEM). The challenges faced by senior high school students in dealing with information overload and
technical concepts underscore the significance of improving memory recall in STEM education. Such difficulties can lead students to
heavily rely on memorization as their primary learning strategy, often needing to grasp the underlying. The research fully underscores
the importance of enhancing memory recall concepts of their lessons.
Studies by Akpan et al. (2021) and Makau et al. (2019) suggest that the reliance on memorization among students is a consequence of
the overwhelming volume of information they encounter, coupled with the complexity of STEM subjects. In the realm of STEM
education, effective recall of information is critical for academic success. Voice and Stirton (2020) argue that students' ability to recall
and apply learned concepts is pivotal for their comprehension and mastery of STEM subjects. Additionally, Carpenter et al. (2022)
emphasize that improving memory recall can lead to better problem-solving skills and a deeper understanding of complex scientific
principles. The dynamic nature of the field further emphasizes the need to address memory recall in STEM education.
As discoveries and advancements continually reshape scientific knowledge, students must not only absorb information but also retain
it for future application (Akpan et al., 2021). Additionally, the study of Walton et al. (2018) found one study which showed limited and
inconclusive evidences, base in their study means that it cannot determine whether brain training is effective in working on brain
training functions such as attention, decision-making, and working memory functioning at optimal levels in stressful and demanding
environments.
Therefore, strategies aimed at enhancing memory recall play a vital role in preparing students for the evolving demands of STEM
disciplines. By adopting effective strategies to enhance memory recall, educators can better equip students to navigate the complexities
of STEM subjects and foster deeper understanding and proficiency.
Mnemonic Devices
Mnemonic devices, also referred to as memoria technica, are memory aids that facilitate the retention and recall of information (Nolen,
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2024). These tools leverage various techniques to encode complex or dissociated ideas into more manageable structures, making them
easier to remember and retrieve from long-term memory. Common mnemonic strategies include the method of loci, linking or chaining,
the peg- word system, rhyming, chunking, acronyms, and acrostics. These techniques help individuals create mental associations and
connections, improving their ability to remember important details effectively (Nolen, 2024).
According to local studies such as Padernal (2023) from the College of Maritime Education in Bacolod City, the majority of students
showed improvements in their scores, indicating that mnemonic-aided instruction effectively enhances academic performance.
However, a small number of students did not experience significant benefits due to difficulties with visual representations or mnemonic
techniques that depend on visual memory, such as charts, graphs, or loci-memory placement. This limitation may restrict the
effectiveness of mnemonic-aided instruction for this particular group of students, who may struggle to engage with or derive benefits
from mnemonic strategies reliant on visual stimuli. The research is consistent with constructivist theory, emphasizing the significance
of visual representations and abstract thinking in improving learning outcomes.
Additionally, in the study of Estonanto (2017) at Sorsogon State College, it was observed that the experimental group, exposed to
mnemonic devices, demonstrated a substantial improvement in academic performance compared to the control group. The device's
ability to improve recall, comprehension, and application of mathematical principles was evident, suggesting its potential for broader
implementation across STEM classes. Furthermore, in the study, conducted by Guzman (2023) in Bukal Sur National High School at
Quezon, dance mnemonics were developed for chemistry lessons such as different properties of metals and non- metals, involving
specific dance steps and chants. These mnemonic devices were designed to align with Edgar Dale's cone of experience and Maria
Montessori's concept of learning through multiple senses. The use of dance steps and chants created stronger connections in students'
minds, thereby aiding in better recall of the concepts (Guzman, 2023).
Recent international studies such as Di Santo et al. (2020) from the University of Trieste in Italy, have revealed that participants who
were taught mnemonic techniques performed significantly better than those who relied on traditional 'complex memory span' methods
across a range of tasks. However, it is worth noting that the control subjects also demonstrated remarkable performance, especially in
tasks where items were presented in a grid format. This suggests that the grid presentation itself offers a straightforward and useful
spatial organization of the material, aiding in its retention in working memory (Di Santo et al., 2020).
Furthermore, there's a correlation between interactive mnemonic visualizations and creativity in managing complex data. These
findings highlight the potential of visual mnemonic devices not only for memory enhancement but also for fostering creative thinking,
particularly in educational contexts (Cioca & Nerisanu, 2020).
Similarly, the study conducted by Atimi et al. (2024) from Universitas Tanjungpura in Indonesia, found that the use of mnemonic
techniques led to significant improvements in average learning outcome scores before and after their application. The results indicated
a notable increase in average scores, demonstrating a positive effect on student learning outcomes. Furthermore, mnemonics were
reported to reduce test anxiety, statistics students from the University of Florida, indicated that they used mnemonics during exams and
credited them with helping them answer exam questions correctly (Mocko et al., 2017).
Moreover, the study conducted by Olu-Ajayi (2022) at Bamidele Olumilua University of Education, Science, and Technology found
that the Mnemonics strategy had a significant positive impact on Biology students' performance, interest, and attitude, regardless of
gender. It was concluded that Mnemonics is effective in improving learning outcomes and creating a positive learning environment
(Olu- Ajayi, 2022). This underscores the importance of engaging teaching methodologies like Mnemonics for enhancing student
learning experiences in Biology classrooms.
However, according to a study by Akpan et al. (2021) at Jacksonville State University, it was found that there are several cautions
about the use of mnemonics. Firstly, the keyword method, a mnemonic technique, is noted as being inferior to rote learning in terms
of long-term retention. This is attributed to participants' lack of training in creating vivid mental images and elaborate stories associated
with keywords. Furthermore, the initial stages of mnemonic use can be time-consuming and require more effort compared to other
learning methods. It is also emphasized that while mnemonics aid in memorization, they do not ensure a deep understanding of the
material. Moreover, the lack of contextual learning when solely relying on mnemonics highlights the need to combine mnemonic
techniques within a wider educational setting. A study by Ravish et al. (2016) in Bangalore and New Delhi at India across multiple
medical institutions contributes to this by stating that while mnemonics can assess a wide range of material, students in this study
mainly applied mnemonics to a limited set of concepts, potentially limiting their overall understanding.
Spaced Repetition
Spaced repetition is an effective learning method used for memorization. Spaced repetition helps to retain the information by reviewing
the material before it is forgotten. Spaced repetition requires it to be properly placed to slow down the forgetting curve (Teninbaum,
2017) at Suffolk University Law School in Boston. It uses systematic intervals in learning to improve long-term memory recall. At the
beginning of the learning process, the intervals are short, but the intervals will gradually increase as the material is reviewed.
In retrieval-based learning, students of Washington State University engage in activities that require them to repeatedly recall
previously studied information (e.g., answering a teacher’s questions or self-created flashcards) once study materials are set aside.
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Importantly, it has been shown that retrieval practice may lead to better student performance (the so-called “testing effect”) on
subsequent learning tests than other traditional learning activities such as rereading or concept mapping (Adesope et al., 2017).
According to Teninbaum (2017) in Suffolk University Law School, recalling the information at just the right time allows learners to
not only keep the memory active but to identify the information that has already been forgotten so it can be targeted for restudying.
Moreover, repeating an item potentially reminds the learner of its prior occurrence, which prompts retrieving the previous presentation
of the item, a process that enhances memory.
Studies conducted by Karpicke (2017) at Purdue University, Moreira et al. (2019) at Universidade Federal de Minas Gerais, and Yang
et al. (2021) show that retrieval-based study activities can be highly effective in promoting long-term learning across learner
characteristics, materials, and contexts. Retrieval practice typically improved subsequent unit and end-of-semester exam scores by a
full letter grade (approximately 10%). Similar results have been reported for the use of retrieval practice in Government Sivagangai
Medical College in biochemistry subject (Bobby & Meiyappan, 2018).
In a study conducted by Samani and Pan (2021), undergraduate physics students at the University of California completed three weekly
homework assignments in which questions on a given topic appeared either all in the same or spread out across the three assignments
and completed on different days. Spacing out the homework problems improved students' recall of the appropriate formulas along with
the use of correct problem-solving strategies. According to theories of the spacing effect, the extra time between learning sessions
could promote learning by providing a mental break that encourages more effective attention.
Spaced study sessions increase the need for learners at Washington University in St. Louis, Missouri to retrieve information from
earlier sessions, engaging the benefits of retrieval practice (Carpenter et al., 2022). However, according to a study conducted at the
University of Zielona Góra, Poland by Kruk and Zawodniak (2020), it states that repetition tends to induce boredom. Furthermore,
research conducted on L2 classroom instruction indicates that, when learners perceive L2 learning activities in their courses to be
similar and repetitive, they frequently become bored and less motivated to focus (Kruk & Zawodniak, 2020; Pawlak et al., 2020).
Additionally, Ahmadian et al. (2017) interviewed eight L2 teachers at University in Leeds, England, and examined their perceptions
of task repetition practice. Although almost all teachers recognized the importance of task repetition practice for improving speaking
skills, they also considered task repetition to be boring and believed that it decreased learners’ engagement. Ellis et al. (2019) conducted
a study at the University of Cambridge, England stating that “exact repetition, which requires learners to repeat the same task multiple
times, is not the ideal option” (p. 231).
A local study conducted by Casem & Ceremonia (2022) said that the performances of students in Don Mariano Marcos Memorial State
University exposed to repetitive teaching attained high scores compared with students exposed to nonrepetitive teaching as well as
their attitude towards the learning content becoming responsive. Another local study conducted by Piche (2019) states that not all
materials are rehearsed equally in spaced repetition, and items that receive more rehearsal are frequently recalled better than those that
receive less.
Brain Training
The third memory recall method is Brain training also called Cognitive Training (CT), which refers to interventions using cognitive
tasks or intellectually demanding activities, the goal of which is to enhance general cognitive ability (Sala & Gobet, 2017). In addition,
brain training is a highly researched method of enhancing cognitive skills through repetitive and targeted exercises (Walton et al.,
2018). Some cognitive activities that can be used in review are considered brain training are: flashcards, sequences, concept mapping,
mental imagery, etc…(Sala & Gobet, 2019).
STEM students may have trouble solving mathematical problems that involve a series of steps. In the field of STEM, the use of brain
training helps the students to solve those problems, they need to access information about math facts from long- term memory while
remembering what they have just finished and what they need to do (Comighud, 2022) or they may use brain-training to enhance their
memory recall on mathematical formulas. The more students can memorize or retain information from a learning process, the greater
the possibility students can perform better in their learning (Vanichvasin, 2020) and get a higher grade.
Brain training enhances children’s educational achievements (Gobet & Sala, 2022). In STEM education, the cultivation of knowledge
and skills plays an important part, and teamwork and problem-solving abilities are critical soft skills for future talent (Lu & Lin, 2018).
Therefore, Brain training plays an important role in the academic life of students stated by Comighud (2022) from Foundation
University.
This knowledge helps the students to supervise the progress of learning and its efficacy, retrieve the information in their memory, and
promote their recitation based on the study of Asgari & Rafiee (2018) at Khazar University. Moreover, the learners’ writing
performance is related to the teaching method the lecturer applies in the teaching-learning process. It also confirms that the learners’
cognitive style of field independence plays an essential role as well, from a study conducted by Oakley (2018) at Hamline University.
Additionally, the Journal entitled ‘A Study on the Effect of Cognitive Style in the Field of STEM on Collaborative Learning Outcome’
stated that integrating simulated learning tools on the Internet with collaborative problem- solving strategies can assist students in
learning networks and other relevant knowledge, it was found that learners with different cognitive styles had different performances
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in the present study (Lu & Lin, 2018). This contradicts earlier claims that brain training could enhance general cognitive abilities and
research-based outcomes exist focusing on psychological skills for performance (e.g., imagery).
According to a local study by Bernardo F. Ramos (2022) in the Philippines Constitution, research has shown that keeping the mind
active can prolong healthy brain performance and that it increases fundamental skills needed in everyday basic tasks which include
memory recall, concentration, and problem-solving. A study from Veronique M. Maranan (2017) from Laguna State Polytechnic
University, stated that learners who think positively about their activities can perform better and improve their academic performance.
Although Maranan mentioned in his study that most learners improved their academic performance and skills, some learners still need
to improve their skills and performance. Moreover, according to Sontillano (2018), a local study, states that brain training is effective
for algebra subjects where students' scores improved significantly.
However, it is important to note certain limitations of the existing studies on mnemonic devices, spaced repetition, and brain training.
The existing studies in mnemonics, the majority of participants are focused on English majors and students specializing in linguistics
and vocabulary studies. Moreover, there is a need to explore whether mnemonic devices, spaced repetition, and brain training are
equally effective in the STEM 12 subject General Biology.
To address these limitations, this study aims to conduct a thorough empirical analysis to explore the effectiveness of various memory
recall techniques for Senior High School STEM students, specifically in the subject of General Biology. This study evaluates the
effectiveness of mnemonic devices, spaced repetition, and brain training both individually and in combination, providing a more
comprehensive assessment of their impact on memory recall for STEM students. educational outcomes.
Research Questions
This study aimed to look into the effectiveness of different memory recall methods like mnemonic devices, spaced repetition, and
cognitive training in reviewing or studying. Specifically, it aimed to answer the following question:
1. What is the participants’ level of performance on memory recall before and after utilizing the following techniques:
1.1. mnemonics;
1.2. spaced repetition; and
1.3. brain training?
2. Is there a significant difference in the quiz scores before and after utilizing the following techniques:
2.1. mnemonic devices;
2.2. spaced repetition;
2.3. brain training; and
2.4. control?
Methodology
Research Design
This study utilized quantitative methods. The quantitative approach was employed to measure the effectiveness of memory recall
methods for STEM 12 students. This allowed the researchers to collect numerical data to assess whether mnemonic devices, spaced
repetition, and brain training improved STEM 12 information recall on General Biology 1. The process involved administering tests to
students before and after applying the strategies and then comparing the results using statistical analysis to determine if there was a
significant difference in effectiveness.
The research used a quasi-experimental design with a pretest-posttest approach. The researchers compared two groups: one utilizing
self-paced learning strategies and the other using a traditional approach. Both the experimental and control groups took a memory
recall test (pretest) on the topic of General Biology in STEM 12 before starting their assigned learning methods. After applying the
memory recall methods, both groups took the same memory recall test again (post-test). By comparing the pretest and posttest results
of each group, the researchers assessed whether there was a difference in memory recall improvement between those using self-paced
learning strategies and those using traditional methods.
Respondents
The participants of this study were the Grade 12 Senior High School STEM students studying General Biology for the academic year
2024-2025 from Saint Mary’s University. The students with the same general weighted average of (88-91) were needed to participate
in this study and were divided into four groups. The groups were: (1) Mnemonic Devices, (2) Spaced Repetition, (3) Brain Training,
and (4) Control (where no technique was implemented in a review session). In total, there were 75 participants: 19 in the mnemonic
devices group, 18 in the spaced repetition group, 19 in the brain training group, and 19 in the control group. The participants of this
study were selected through purposive sampling to assess the effectiveness of each technique such as Mnemonic Devices, Spaced
Repetition, and Brain Training, as well as through observation of memory recall performance during reviewing sessions. Before their
involvement, selected students at Saint Mary’s University provided their consent to participate in this research. To ensure
confidentiality and privacy, the participants’ identities were kept confidential, and the data were anonymized throughout the study.
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Instrument
In this study, a pre-test and post-test were used. The pre-test and post-test, contained the same test items focused on General Biology,
a STEM subject in Grade 12. Moreover, Ms. Arcelle May P. Novida, a General Biology teacher created the quiz that served as the
assessment for evaluating the student's ability to recall information on a particular topic in General Biology to determine the
effectiveness of the three memory recall techniques when applied as a learning strategy. Additionally, she acted as the content validator
in conducting the quiz to ensure both content and context validation.
Procedure
The first phase involved pilot testing of the initial test materials created by Ms. Arcelle May P. Novida. This pilot test was administered
to the entire Senior High School Grade 12 STEM class at Saint Giuseppe. The reliability test conducted on the pilot data revealed a
reliability score below the recommended threshold. As a result, the General Biology teacher revised the test by removing or modifying
certain questions to improve its reliability before the final pre-test and post-test administration. The study's participants were selected
from the Grade 12 STEM students based on their general weighted averages (GWA), ensuring they had similar academic backgrounds.
Additionally, students were required to express their willingness to participate in the study. Prior to the intervention, participants were
thoroughly informed about the three different review techniques—Mnemonics, Spaced Repetition, and Brain Training—along with
clear explanations and examples for each method. This ensured that the participants understood how each technique would be applied
throughout the study. Following this, participants were grouped according to the interventions that were to take place after the pre-test.
Once the participants were informed, they were randomly grouped into four categories: one for each of the three review techniques and
one for the Control group.
The validated pre-test was administered to all participants by the student researchers, with the subject teacher present to facilitate the
process. The pre-test was designed to establish baseline memory recall scores for each participant. The pre-test consisted of questions
that were designed to assess their initial understanding of the material to ensure that any changes in performance could be attributed to
the interventions. Following the administration of the pre-test, the student researchers monitored the application of the interventions.
Consistency and standardization were key aspects of the intervention phase. The student researchers ensured that participants were
correctly following the assigned review techniques by checking in with them regularly during vacant hours, where updates on their
progress were gathered. This was essential to maintain the integrity of the study and to address any deviations from the prescribed
methods. Over the course of 2–4 weeks, the participants continued with their assigned interventions. After this period, the post-test was
administered, which was identical to the pre-test to assess any changes in memory recall. Additionally, quiz scores were collected
during this time to further evaluate the effectiveness of the interventions. The post-test was conducted with the same rigor and oversight
as the pre-test, ensuring that all groups were treated equally in terms of test conditions. Once the post-test was completed, both the pre-
test and post-test data were collected and analyzed using appropriate statistical methods. This analysis was conducted to determine
whether there were significant differences in memory recall between the intervention groups and the control group, allowing for the
evaluation of the effectiveness of each technique.
Data Analysis
Descriptive and inferential statistics were used to analyze the data. The participants were classified, grouped, and described according
to the memory recall technique that was utilized. The following statistical treatment was used:
Frequency count was used to determine how many students achieved different levels of performance on memory recall before and after
utilizing the following techniques: Mnemonic Devices, Spaced Repetition, Brain Training, and the combined techniques. The level of
performance was interpreted using the following:
Table 1. Bloom’s Cut Off Point
Category Scores (%)
High Level 16-20 (80-100%)
Moderate Level 12-15 (60-79%)
Low Level <12 (<60%)
Paired-samples T-test was used to determine the significant difference in the quiz scores before and after utilizing the following
techniques: Mnemonic Devices, Spaced Repetition, Brain Training Control
Results and Discussion
This section provides a detailed analysis of the data gathered from the experimental research. This chapter presents the level of
performance on memory recall before and after utilizing various techniques, namely mnemonic devices, spaced repetition, and brain
training. It also discusses the significant differences in quiz scores before and after applying these review techniques, including
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mnemonic devices, spaced repetition, brain training, and the control group (no review technique).
Section 1: Level of Performance on Memory Recall Before and After Utilizing Various Techniques
Table 2. Level of Performance on Memory Recall Before And After Utilizing Mnemonic Devices
Level of Performance Pre-test (Before Utilizing Mnemonic Devices) Post-test (After Utilizing Mnemonic Devices)
Frequency Percentage Frequency Percentage
High Level 0 0% 2 10.52%
Moderate Level 1 5.26% 8 42.11%
Low Level 18 94.74% 9 47.37%
Total 19 100% 19 100%
*Significant (p<0.05)
Table 2 shows the level of performance on memory recall before and after applying mnemonic devices. Prior to using mnemonic
devices, 94.74% of participants (18 out of 19) demonstrated low performance, with only one participant (5.26%) at a moderate level
and none at a high level. After applying mnemonic devices, performance improved significantly. The number of high performers
increased to 2 (10.52%), moderate performers increased to 8 (42.11%), and low performers decreased to 9 (47.37%).
The data suggests that the improvement in performance levels may be attributed to the use of mnemonic devices, highlighting their
potential as an effective learning strategy, particularly within the context of STEM education. Mnemonic devices provide learners with
structured techniques for encoding and retrieving information, possibly making the memorization process more efficient and engaging.
By creating mental associations and connections, mnemonics might help students transform complex and abstract concepts into more
manageable and memorable units of information. This approach appears to lead to an improvement in memoryrecall, potentially
allowing students to transition from lower levels of performance to higher ones. This could also imply that integrating mnemonic
devices into STEM curricula might enhance students' ability to retain and recall information, possibly contributing to better
comprehension, easier memory recall, and overall academic performance.
The positive impact of mnemonic devices on memory recall and academic performance is consistent with findings from Olu-Ajayi
(2022), which indicate that mnemonic techniques may improve learners' ability to organize and retrieve complex information, leading
to improved academic performance. This finding appears to support the results where the intervention using mnemonic devices led to
an improvement in participants' quiz scores. Studies on mnemonic-based instructional methods have also demonstrated their
effectiveness in improving performance in other STEM-related subjects. Babalola (2023) highlighted how mnemonic-enhanced
tutorials significantly improved chemistry students' post-test scores, demonstrating a clear increase in their academic performance.
Similarly, Shivolo (2024) showed that mnemonic-aided instruction led to a noticeable improvement in maritime students' calculus
performance, elevating their performance level from low to average. Both studies underscore the positive impact of mnemonic
techniques on students’ performance in academic settings. These converging results suggest that mnemonic devices could serve as a
valuable tool for educators seeking to enhance students' learning and retention, particularly in challenging subjects.
Table 3. Level of Performance on Memory Recall Before And After Utilizing Spaced Repetition
Level of Performance Pre-test (Before Utilizing Spaced Repetition) Post-test (After Utilizing Spaced Repetition)
Frequency Percentage Frequency Percentage
High Level 0 0% 4 22.22%
Moderate Level 1 5.56% 4 22.22%
Low Level 17 94.44% 10 55.56%
Total 18 100% 18 100%
*Significant (p<0.05)
Table 3 presents the level of performance on memory recall before and after using the spaced repetition technique. Before using spaced
repetition, only 1 out of 18 students (5.56%) achieved a moderate performance level, while the remaining 17 students (94.44%)
demonstrated a low level of performance. After applying the spaced repetition technique, the participants showed an improvement in
4 out of 18 students (22.22%) reached a high level of performance, another 4 out of 18 students (22.22%) achieved a moderate level,
and 10 students (55.56%) still exhibits a low level of performance. It implies that despite the clear improvements observed in memory
recall after applying spaced repetition, a significant portion of participants (55.56%) remained at the low-performance level by the end
of the study.
Spaced repetition provides learners with an organized approach that helps reinforce learning by spacing out the review of information
over time, leading to better retention and long-term memory recall. By regularly revisiting and practicing the material, spaced repetition
promotes more efficient learning and retention of complex information. The results of Table 3 show that spaced repetition may still
lead to improvement in memory retention, allowing students to improve in academic performance. This denotes that integrating spaced
repetition into the STEM curriculum may enhance the ability to retain information improving the student's academic performances.
According to Hanson et al. (2019), space repetition has a positive effect on memory retention regardless, It states that there are factors
that can affect the results when using spaced repetition in algorithms, If the learners aims to to maximize recall probability of the
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content to be learned subject to a cost on the reviewing frequency designed to adapt to the learner’s performance. Additionally,
according to Voice and Stirton (2020) the way people learn, their cognitive skills, and their ability to focus can all impact their response
to spaced repetition. Students who have a solid base of knowledge usually see faster improvements, whereas those starting from a
weaker position may require extra assistance. This leads to variations in results even among students in the same group. These findings
may show why there are a significant number of students at low levels of performance after utilizing spaced repetition.
Table 4. Level of Performance on Memory Recall Before and After Utilizing Brain Training
Level of Performance Pre-test (Before Utilizing Spaced Repetition) Post-test (After Utilizing Spaced Repetition)
Frequency Percentage Frequency Percentage
High Level 0 0% 5 26.32%
Moderate Level 0 0% 7 36.84%
Low Level 19 100% 7 36.84%
Total 19 100% 19 100%
*Significant (p<0.05)
Table 4 reveals the level of performance of the students before and after using brain training on memory recall. Based on the pre-test
of participants who were included in the brain training group, 19 out of 19 participants (100%) obtained a low level of performance.
After completing the brain training program, 36.84% of participants exhibited either low or moderate levels of memory recall, with 7
participants in each category. Meanwhile, 5 out of 19 participants (26.32%) showed a high level of performance after applying brain
training on the learning technique of the learners.
The result indicates that the improvement of performance of the learners may be attained through frequent use of brain training strategy
as a learning technique. This suggests that by constantly using this learning technique can effectively enhance the memory retention
span of the learners. This statement is supported by a study of Asgari and Rafiee (2018). According to their study, learners who applied
meta- cognitive strategy, including brain training, have effectively increased their memorization span and enhanced their academic
performance, particularly in reciting, and reading comprehension in Biology subjects. Similarly, findings from a local study of
Sontillano (2018), indicates that the students have shown a significant difference within their performance in Algebra after applying
Whole brain teaching (WBT) techniques. Likewise, Al-Balushi and Al-Balushi (2018) found that the Grade eight students from their
experimental group also showed significant improvement in Science after engaging on the tests. This correlates with the results obtained
after the post test, revealing that utilizing this strategy enhances the memory retention of the learners. By learning thoroughly and
utilizing this learning strategy can lead to the improvement of the learners level of performance and enhances their memory retention
span on large amounts of information.
Section 2: Significant Differences in Quiz Scores Before and After Applying Review Techniques
Table 5. Significant Differences in Quiz Scores Before and After Applying
Mnemonic Devices
Pre-test Post-test t p
Quiz Scores M SD M SD 2.10* 0.000071
6.26 2.56 11.57 3.53
*Significant (p<0.05)
Table 5 reveals significant differences in quiz scores after applying mnemonic devices. The mean quiz score increased from 6.26 (pre-
test) to 11.57 (post-test), with standard deviations of 2.53 and 3.53 respectively. A paired t-test yielded a t-value of 2.10 and a highly
significant p-value of 0.000071 (p < 0.05), indicating a statistically significant difference in self-paced reviewing using mnemonic
devices.
The results suggest a potential improvement in quiz scores after students used mnemonic devices, supporting the idea that these
techniques may enhance memory recall for General Biology content among Senior High School STEM students. The average quiz
score increased significantly, indicating a possible positive impact of mnemonic devices on learning outcomes. This demonstrates the
practical benefits of incorporating mnemonic strategies into teaching practices. Moreover, it highlights the importance of connecting
new information to prior knowledge for effective learning. Mnemonic devices help students create memorable associations, making
general biology concepts more concrete and accessible. The improvement in quiz scores suggests that mnemonic devices could be a
valuable tool for enhancing learning and academic performance in STEM subjects.
This research is in line with the study by Atimi et al. (2022), which found a significant difference in academic performance when using
mnemonic devices compared to traditional study methods. Their study suggests that mnemonic devices may enhance students’ ability
to organize and retrieve complex information, making it easier to remember and apply during assessments. Studies on mnemonic-based
instructional methods have demonstrated their effectiveness in improving quiz scores in various STEM-related subjects. Padernal
(2023) found that mnemonic strategies significantly enhanced students' memory retention and conceptual understanding of wave
properties, leading to improved quiz scores. The study also highlighted how these strategies addressed educational gaps and increased
students' confidence through collaborative learning. Similarly, Estonanto (2017) investigated the use of the Mnemonic Devices in
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teaching Limit Theorems in Basic Calculus for Senior High School students. The study revealed that the MnemoPow device notably
improved students' quiz scores by enhancing their ability to recall and solve Limit Theorem problems. Mnemonics may be an effective
teaching strategy for improving student performance in quizzes and recommended its broader implementation in STEM classrooms.
These findings suggest that incorporating mnemonic strategies into educational practices might facilitate better retention and
understanding of complex material, potentially leading to improved memory retention and academic performance.
Table 6. Significant Differences in Quiz Scores Before and After Applying
Spaced Repetition
Pre-test Post-test t p
Quiz Scores M SD M SD 2.10* 0.00039
7.39 2.73 11.56 3.99
*Significant (p<0.05)
Table 6 illustrates the significant differences in quiz scores before and after utilizing spaced repetition. As illustrated, the mean score
(M) before the utilization of spaced repetition (pre-test) was 7.39 with a standard deviation (SD) of 2.73. After utilizing spaced
repetition (post-test), the mean score (M) increased to 11.56, with an increased standard deviation (SD) of 3.99. A paired t-test was
conducted, resulting in a t-value of 2.10 and a p-value of 0.00039 (p < 0.05).
The results indicate that there are improvements, although a significant portion of students still showed a low performance after students
used spaced repetition, supporting the idea that somehow spaced repetition helps enhance memory retention for General Biology among
STEM 12 Senior High School students. The average quiz scores of the participants somehow increased leading to a portion of students
performing better than the previous quiz. This may suggest that utilizing spaced repetition as a learning strategy may help keep the
memory active and retain information from learning materials, leading to improved outcomes in student performance.
Samani and Pan's (2021) research with physics students demonstrated that spacing out homework problems enhanced the students
recall and problem-solving strategies, while the studies conducted by Karpicke (2017), Moreira et al. (2019), and Yang et al. (2021)
revealed that there is a significant difference in the end-of-semester exam scores when using spaced repetition compared to mass
practice and traditional learning practices. Moreover, Bobby and Meiyappan (2018) research using spaced repetition in biochemistry
showed improvements on the students' scores. Their results suggest that spaced repetition enhances students' ability to retain
information and improve long-term memory recall, resulting in higher scores and improved outcomes of students' performance. The
current research finding does not coincide with this, for the current findings showed that there are not much improvement.
Table 7. Significant Differences in Quiz Scores Before and After Applying
Brain Training
Pre-test Post-test t p
Quiz Scores M SD M SD 2.10* 0.00000012
5.63 1.64 12.74 3.72
*Significant (p<0.05)
Table 7 shows the significant differences before and after applying the brain training technique. According to the table above, the mean
quiz score (M) of students before using brain training (pre-test) was 5.63 with a standard deviation (SD) of 1.64. After applying brain
training (post-test), the mean quiz score increased to 12.74, with a higher standard deviation of 3.72. A paired t-test was conducted,
resulting in a t- value of 2.10 and a highly significant p-value of 0.00000012(p<0.05). It implies that there is a significant difference in
self-paced review and influences the memorization of students in general biology after using brain training, as the p-value of
0.00000012 is significantly lower than p=0.05.
The results suggest that integrating the brain training technique and learning strategy on a regular basis may help the learners enhance
their performance. The learner's ability to retain information longer can be effectively increased by regularly utilizing this learning
strategy, as it can improve memorization and concentration in improving outcomes in quiz scores.
This research has been supported by the study of Asgari and Rafiee (2018), learners who applied brain training have effectively
increased their memorization span and enhanced their academic performance, particularly in reciting, and reading comprehension in
Biology subjects.It is also stated that brain training helps the student's ability to think and supervise the progress of learning and its
efficacy. It also helps the students to combine fresh and old information and restore it in their memory. In addition, Lu & Lin (2018)
study found that their experimental group demonstrated notable enhancement in the tests. This aligns with the outcomes from the post-
test, indicating that implementing this strategy boosts the memory retention of the learners. Likewise, students who learn algebra and
used brain training performed positively Sontillano (2018).
Table 8. Significant Differences in Quiz Scores of the Control Group
Pre-test Post-test t p
Quiz Scores M SD M SD 2.10* 0.0000032
5.89 1.20 12.33 4.95
*Significant (p<0.05)
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Table 8 presents the significant differences in quiz scores of the control group between the pre-test and post-test. The mean quiz score
for the pre-test was 5.89 with a standard deviation of 1.20. After the intervention, the post-test mean score increased to 12.33 with a
higher standard deviation of 4.95. The paired t-test value was 2.11, and the p-value was 0.0000032, indicating a statistically significant
difference (p < 0.05).
It implies that there is a significant difference within the scores of learners between the pretest and posttest, highlighting that
improvement still exists in the control group despite learners not utilizing any of the three techniques as their learning strategy in
preparation for the summative assessment. The results between the scores of participants in their pre-test and post-test denote that using
other learning strategies or not utilizing any memory recall techniques, improvement still exists within learners' learning outcomes
without utilizing mnemonic devices, spaced repetition, and brain training strategy.
According to the study by Di Santo et al. (2020), where they conducted a test where a comparison between mnemonic group and the
control group showed training significantly improved performance, even the control group achieved notable results due to using spatial
organization. Also according to Hanson and Brown (2019), students can benefit from traditional study habits, such as re reading
material for short-term performance. This highlights that many learners, despite not using learning strategies , often rely on methods
such as cramming which can improve test performance in the short term. Lastly, this corroborates with the study of Walton et al. (2018),
they suggest that traditional learning methods, such as consistent practice in a particular area, can still lead to significant performance
gains. Despite not using mnemonic devices, spaced repetition, and brain training, this highlights how the control group may have
improved their scores through repeated practice and focused study, as reflected in the post-test scores of the control group.
Conclusions
By investigating the effectiveness of mnemonic devices, spaced repetition, and brain training in enhancing memory recall and academic
performance among STEM students, this study demonstrated that each technique led to significant improvements in quiz scores and
performance levels compared to pre-test results. However, the study acknowledges that several factors affected its outcome such as the
time allotted for implementing the techniques was limited due to sudden changes in the academic schedule, and the facilitation of
students using the techniques may have varied, potentially influencing the results. This study makes notable contributions to the field
by specifically examining the effectiveness of mnemonic devices, spaced repetition, and brain training in enhancing memory recall
among Senior High School STEM students in the context of General Biology. While the study demonstrates the positive impact of
mnemonic devices, spaced repetition, and brain training on memory recall using a pretest-posttest design, it highlights the need for a
more comprehensive evaluation to assess long-term efficacy. Regular assessments and feedback during the intervention phase could
better monitor progress, identify effective techniques, and optimize learning. The study's direct comparison of these three techniques,
along with a control group, allows for a more robust evaluation of their individual effectiveness within a single study. Future research
on these techniques should explore the combined approach, recognizing the potential for synergistic effects when these techniques are
used together. Furthermore, this should be conducted with a larger sample size, a more extended intervention period, and a standardized
approach to facilitation. Additionally, consistent feedback would also foster metacognitive awareness, encouraging students to adapt
their strategies for improved retention. This would provide a more comprehensive understanding of the effects of these techniques in
STEM education contexts.
This study aimed to investigate the effectiveness of mnemonic devices, spaced repetition, and brain training as memory recall
techniques for Senior High School STEM students studying General Biology. The results suggested that all three techniques contributed
to significant improvements in quiz scores and performance levels compared to pre-test results. Among the three techniques, brain
training appeared to be the most effective.
To potentially enhance memory recall and academic performance in STEM subjects, the researchers propose the following:
For Brain training: Integrating targeted exercises into STEM curricula may help enhance cognitive skills relevant to scientific thinking.
Developing subject-specific brain training activities for STEM topics might support the acquisition and application of complex
knowledge.
For Mnemonic Devices: Incorporating mnemonic techniques into STEM lesson plans, particularly focusing on complex terminology
and concepts, could facilitate better retention. Tailoring mnemonic strategies to specific STEM subjects might help in retaining
challenging scientific and mathematical concepts.
For Spaced repetition: Implementing structured schedules in STEM course designs may optimize retention. The use of digital tools and
applications could make spaced repetition practices more accessible and engaging for students.
Further research is suggested to explore the long-term effects of these techniques, particularly in STEM education contexts.
Investigating the combined use of multiple techniques for a more comprehensive approach to learning may yield insights, as this could
leverage the strengths of each method. Additionally, future studies might consider adjusting the general average requirement to include
students with lower academic performance, which would provide a broader context for assessing the effectiveness of the techniques.
To support the successful integration of these techniques into classrooms, it may be beneficial to provide thorough teacher training on
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implementing these strategies effectively. Educators might also take individual learning styles into account when applying these
techniques, aiming to meet diverse student needs and maximize potential benefits for all learners.
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Affiliations and Corresponding Information
Carla Kirstein Lj D. Melegrito
Saint Mary’s University – Philippines
Klythene Genosie R. Baclig
Saint Mary’s University – Philippines
Kean Mari Balantac
Saint Mary’s University – Philippines
Dianne Audrey P. Guzman
Saint Mary’s University – Philippines
Kych Kyna D. Vidal
Saint Mary’s University – Philippines
Lady Valen Charon A. Dela Peña
Saint Mary’s University – Philippines
Kristel Joy C. Dapiawen
Saint Mary’s University – Philippines
