ACTION RESEARCH

ON

THE EFFECT OF MNEMONIC INSTRUCTION STRATEGY (MIS)

ON GRADE V PUPILS’ RECALL OF CONCEPTS IN MUSIC 5

FOR THE FIRST QUARTER

Submitted by:

CHARLENE M. YPIL-LICAY-LICAY

Subject Teacher

Noted by:

GEMMA H. TANGOAN

School Head
TITLE

The Effect of Mnemonic Instruction Strategy (MIS)

on Grade V Pupils’ recall of concepts in Music for the 1st quarter

Charlene M. Ypil
Pagsabungan Elementary School
charlene.ypil@deped.gov.ph

Abstract

With the desire to motivate the pupils and understand the Music concepts in the first
quarter, this study looked into the effect of Mnemonic Instruction Strategy (MIS) in
the learning process. The conducted pre-test and posttest were used to compare the
effectiveness of the method. Before the intervention was done, the pupils were given
a pretest based on the music concepts in the first quarter. At the start of the
intervention, the pupils were then exposed to varied mnemonic instruction strategies
like rhyme mnemonics, music mnemonics and the like. The “Students Perspectives
Sheet” and Interview are also used to gather students’ perceptions about how the
mnemonic instruction strategy motivated them and how much learning was retained.
Results revealed that there is an increased rate in the posttest conducted. Likewise,
pupils were eager to attend the Music class and thus increased their interaction. The
findings suggest that mnemonic instruction strategy is effective as it can help increase
the performance of the grade five pupils in MAPEH-Music.

Keywords: Mnemonic Instruction Strategy (MIS), Recall of Concept, MAPEH-Music

5 , Elementary Pupils

I. INTRODUCTION

The K-12 MAPEH Curriculum specifically Music necessitates the importance of

the understanding and appreciation of key concepts and skills involving
reading/analyzing, listening/observing, performing, (singing, using musical
instruments, movement, acting, and playing, responding, composing, and creating as
applied using appropriate technology and methods.

There are many strategies that can help develop the understanding of the key
concepts and skill in Music. One of the strategies is Mnemonics.

The study of Solso,1995 & Pillia,2007 applied the Mnemonic Association

activities. As a result, it helps the learners develop better ways to take information
and easier to remember and retrieve information. Based on the study of Anjomafrouz
and Tajalli (2012), the use of mnemonic associations led to significantly better
performance of adults and students.
 Dennis Congos of the University of Central Florida, there are nine types of
mnemonics. They are music mnemonics, name mnemonics, expression or word
mnemonics, model mnemonics, ode or rhyme mnemonics, note organization
mnemonics, image mnemonics, connection mnemonics, and spelling mnemonics.

In MAPEH (Music, Art, Physical Education and Health) under the K-12
curriculum, learners are expected to develop the necessary competencies which will
enable them to easily understand the topics and use in real setting. Since there are
varied topics, learners are sensed to better gain knowledge and skills with the use of
mnemonic association activities.

Thus, the teacher decided to include mnemonic association for her students to
increase retention in concepts/lessons taught. These students do not belong to the
pilot class, hence the subject teacher has to deal with the subject the way students
better remember and learn.

It is in this premise that the study is conceptualized. It seeks to investigate the

effectiveness of Mnemonic Instruction Strategy (MIS) as a method in teaching to
develop the necessary skill in concept recall in MAPEH-Music.

II. STATEMENT OF THE PROBLEM

This action research seeks to improve the achievement rate of the grade five pupils in
learning the musical symbols and concepts in MAPEH subject through the
Mnemonic Association activities. Specifically, the researcher would have the
following queries answered:
1. What is the pre-test result of the grade five pupils in learning musical
symbols and concepts in MAPEH before the intervention was implemented?
2. What is the posttest result of the grade five pupils in learning musical
symbols and concepts after the intervention is implemented?
3. Is mnemonics effective in increasing the concepts of musical symbols and
concepts of the Grade 5 learners in MAPEH-Music?

III. SIGNIFICANCE OF THE STUDY

Firstly, the study helps learners deal with the MAPEH concepts with ease since
there are various ways to recall concepts for better learning. Apart from that, they
will find excitement as to the different ways concepts will be taught in a manner that
considers their learning status. With better recall and then improved learning, the
passing rate of the subject will be beyond 50%.

Secondly, the study gives the teacher the opportunity to be more creative and
sensitive to the needs of the learners as she devises mnemonics for easy recall of
students. In addition, she will find enjoyment from students who got to enjoy the
concepts by singing, reciting, memorizing, and even imagining.

Thirdly, the parents will have the opportunity to view students’ performances
through their students’ portfolios where memory cups will be stuck as proofs of their
level of recall and learning.

Lastly, the school becomes a strong ground for students to intellectually enjoy as
students feel that it is child-friendly.

IV. METHODOLOGY

This is a quanti-quali study which aims to develop the necessary skill in concept
recall in MAPEH-Music of the grade 5 pupils for the 1 st grading period. The action
research is conducted at Pagsabungan Elementary School, Pagsabungan Mandaue
City. The school is a regular learning institution where kindergarten until grade six
pupils are sheltered.

The research respondents are 183 Grade 5 pupils under the MAPEH-Music class
of Mrs. Charlene M. Ypil-Licay-licay.

The teacher started the use of mnemonics on the first topic until the end of the first
grading period.

Before the intervention was done, the pupils were given a pretest based on the music
concepts in the first quarter. At the start of the intervention, the pupils were then
exposed to varied mnemonic instruction strategies like rhyme mnemonics, music
mnemonics and the like. Then, a posttest is conducted after the treatment.

Likewise, the “Students Perspectives Sheet”, and Interview are also used to gather
students’ perceptions about how much learning was retained with the used of
mnemonic instruction strategy. From the day the intervention was started until the
end of the first grading period, SMC’s or students’ memory cup sheets were part of
the day’s lesson. Casual interview followed from selected students of the section.

The results were tabulated, analyzed and discussed.

V. RESULTS AND DISCUSSION

A. Quantitative Data

Table 1 reflects the pre-test and posttest result of the MAPEH-Music 5.

RATE
TYPE OF V-LOVE V-VERITY V-TRANQUIL V-AMIA
TOPICS
MNEMONICS Pre- Post- Pre- Post- Pre- Post- Pre-
test test test test test test test P

B. Qualitative Data

Table 2 reflects the perception of the selected grade 5 pupils after the
intervention was done.

PUPILS AFTER the intervention

1 I easily understand the topic when

the teacher make a parody on the
concept presented.

2 I like the Music class, it is very

 engaging.

3 I can recall the topic presented by

the teacher.

10

VI. CONCLUSION

1.The used of mnemonic instruction strategy(MIS) in the teaching bring intellectual

enjoyment.

2.Student’s attention is affected by the activities given by the teacher.

3.Student’s academic performance in the subject is affected by students’ motivation

ion learning the subject.

4.It helps the pupils to recall easily the concept with the varied used of mnemonic
instruction strategy (MIS).

VII. RECOMMENDATION

1.Intensify the employment of mnemonic instruction strategy (MIS) by making use

of the “Students’ Perspective” as an assessment media.

2.Share this classroom practice to other teachers for replicate or modification.

Appendix

Articles

The Use of Melodic and Rhythmic Mnemonics to Improve Memory and Recall in Elementary
Students in the Content Areas, Orla C. Hayes , May 2009

Chazin, S., & Neuschatz, J. S. (1990). Using a mnemonic aid in the recall of unfamiliar

information. Perceptual and Motor Skills, (71), 1067-1071.2013-08-02

The Effect of Musical Mnemonics and Musical Training on Word Recall

Allison Pindale University of Miami, apindale@gmail.com

THE EFFECT OF MUSICAL MNEMONICS AND MUSICAL TRAINING

ON WORD RECALL Allison M. Pindale August 2013

Electronic Device

http://examples.yourdictionary.com/examples-of-
mnemonics.html#prusYcspylB08uBj.99

https://www.mnemonic-device.com/music/