Effect of Mnemonic-Aided Instruction on Academic Performance of Maritime Students in Calculus

Rogie Padernal

doi:doi:10.11648/j.pamj.20231201.13

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Effect of Mnemonic-Aided Instruction on Academic Performance of Maritime Students in Calculus

Rogie Padernal

Published in Pure and Applied Mathematics Journal (Volume 12, Issue 1)

Received: 25 February 2023 Accepted: 16 March 2023 Published: 28 March 2023

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Abstract

This paper describes the effect of mnemonic aided instruction on the academic performance of maritime students in Calculus. Specifically, it aimed to determine the level of academic performance of students before and after the intervention when taken as a whole and in terms of the topic areas. Furthermore, it aimed to determine the significant difference between the level of academic performance before and after the intervention when taken as a whole and in terms of the topic areas (Derivative and Integral). A One-Group Pre-test Post-test Quasi-Experimental research design was used to assess the effect of mnemonic aided instruction on the academic performance of maritime students in calculus during the school year 2021-2022. The data were gathered using a researcher-made instrument in order to answer the study’s objectives, as reflected in the table of specifications prepared by the researcher, which had undergone validity and reliability testing. Thirty-four (34) maritime students participated in the study, considering they have complete attendance from the administration of test before intervention up to the administration of test after the intervention. The results showed that maritime students got low academic performance in calculus before the intervention and average level of academic performance in calculus after the intervention. This implied a favorable increase in students’ level of academic performance when taken as a whole and in terms of the topic areas after they are infused with mnemonic-aided instruction. Furthermore, the Wilcoxon Signed-Rank test results revealed a significant difference between the level of academic performance before and after the intervention when taken as a whole and in terms of the topic areas. From the results, this study emphasizes the need to consider the infusion of mnemonic-aided instruction to improve students’ learning through memory retention in calculus, specifically in the topic areas of derivative and integral.

Published in	Pure and Applied Mathematics Journal (Volume 12, Issue 1)
DOI	10.11648/j.pamj.20231201.13
Page(s)	16-22
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Calculus, Derivative, Integral, Trigonometric Functions, Mnemonic-Aided Instruction, Maritime Students, Philippines

References

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[4]	Stanivuk, T., Relja, A., & Pejković, T. (2017). Importance of Applying Differential Equations in Maritime Affairs – Practical Examples. Suvremeni Promet - Modern Traffic, 37 (5-6). https://trid.trb.org/view/1512359
[5]	Liu, W., Demirel, Y. K., Djatmiko, E. B., Nugroho, S., Tezdogan, T., Kurt, R. E., Supomo, H., Baihaqi, I., Yuan, Z., & Incecik, A. (2019). Bilge keel design for the traditional fishing boats of Indonesia’s East Java. International Journal of Naval Architecture and Ocean Engineering, 11 (1), 380–395. https://doi.org/10.1016/j.ijnaoe.2018.07.004
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[11]	Magsino, N. (2018). Computational Competence on Basic Calculus of STEM Students through Mathematical Games. Asia Pacific Journal of Education, Arts and Sciences, 5 (3), 59–65. http://apjeas.apjmr.com/wp-content/uploads/2018/11/APJEAS-2018.5.3.07.pdf
[12]	Lenon, J., & Agatep, E. (2018). Student Performance in Pre-Calculus Courses: Unbolting Gate for Success in Differential Calculus Article Information. Scholar Journal of Applied Sciences and Research, 1 (3), 3–47. https://www.innovationinfo.org/articles/SJASR/SJASR-3-123.pdf
[13]	White, H., & Sabarwal, S. (2014). Quasi-Experimental Design and Methods. https://www.unicef-irc.org/KM/IE/img/downloads/Quasi-Experimental_Design_and_Methods_ENG.pdf
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APA Style

Rogie Padernal. (2023). Effect of Mnemonic-Aided Instruction on Academic Performance of Maritime Students in Calculus. Pure and Applied Mathematics Journal, 12(1), 16-22. https://doi.org/10.11648/j.pamj.20231201.13

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ACS Style

Rogie Padernal. Effect of Mnemonic-Aided Instruction on Academic Performance of Maritime Students in Calculus. Pure Appl. Math. J. 2023, 12(1), 16-22. doi: 10.11648/j.pamj.20231201.13

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AMA Style

Rogie Padernal. Effect of Mnemonic-Aided Instruction on Academic Performance of Maritime Students in Calculus. Pure Appl Math J. 2023;12(1):16-22. doi: 10.11648/j.pamj.20231201.13

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@article{10.11648/j.pamj.20231201.13,
  author = {Rogie Padernal},
  title = {Effect of Mnemonic-Aided Instruction on Academic Performance of Maritime Students in Calculus},
  journal = {Pure and Applied Mathematics Journal},
  volume = {12},
  number = {1},
  pages = {16-22},
  doi = {10.11648/j.pamj.20231201.13},
  url = {https://doi.org/10.11648/j.pamj.20231201.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.pamj.20231201.13},
  abstract = {This paper describes the effect of mnemonic aided instruction on the academic performance of maritime students in Calculus. Specifically, it aimed to determine the level of academic performance of students before and after the intervention when taken as a whole and in terms of the topic areas. Furthermore, it aimed to determine the significant difference between the level of academic performance before and after the intervention when taken as a whole and in terms of the topic areas (Derivative and Integral). A One-Group Pre-test Post-test Quasi-Experimental research design was used to assess the effect of mnemonic aided instruction on the academic performance of maritime students in calculus during the school year 2021-2022. The data were gathered using a researcher-made instrument in order to answer the study’s objectives, as reflected in the table of specifications prepared by the researcher, which had undergone validity and reliability testing. Thirty-four (34) maritime students participated in the study, considering they have complete attendance from the administration of test before intervention up to the administration of test after the intervention. The results showed that maritime students got low academic performance in calculus before the intervention and average level of academic performance in calculus after the intervention. This implied a favorable increase in students’ level of academic performance when taken as a whole and in terms of the topic areas after they are infused with mnemonic-aided instruction. Furthermore, the Wilcoxon Signed-Rank test results revealed a significant difference between the level of academic performance before and after the intervention when taken as a whole and in terms of the topic areas. From the results, this study emphasizes the need to consider the infusion of mnemonic-aided instruction to improve students’ learning through memory retention in calculus, specifically in the topic areas of derivative and integral.},
 year = {2023}
}

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TY  - JOUR
T1  - Effect of Mnemonic-Aided Instruction on Academic Performance of Maritime Students in Calculus
AU  - Rogie Padernal
Y1  - 2023/03/28
PY  - 2023
N1  - https://doi.org/10.11648/j.pamj.20231201.13
DO  - 10.11648/j.pamj.20231201.13
T2  - Pure and Applied Mathematics Journal
JF  - Pure and Applied Mathematics Journal
JO  - Pure and Applied Mathematics Journal
SP  - 16
EP  - 22
PB  - Science Publishing Group
SN  - 2326-9812
UR  - https://doi.org/10.11648/j.pamj.20231201.13
AB  - This paper describes the effect of mnemonic aided instruction on the academic performance of maritime students in Calculus. Specifically, it aimed to determine the level of academic performance of students before and after the intervention when taken as a whole and in terms of the topic areas. Furthermore, it aimed to determine the significant difference between the level of academic performance before and after the intervention when taken as a whole and in terms of the topic areas (Derivative and Integral). A One-Group Pre-test Post-test Quasi-Experimental research design was used to assess the effect of mnemonic aided instruction on the academic performance of maritime students in calculus during the school year 2021-2022. The data were gathered using a researcher-made instrument in order to answer the study’s objectives, as reflected in the table of specifications prepared by the researcher, which had undergone validity and reliability testing. Thirty-four (34) maritime students participated in the study, considering they have complete attendance from the administration of test before intervention up to the administration of test after the intervention. The results showed that maritime students got low academic performance in calculus before the intervention and average level of academic performance in calculus after the intervention. This implied a favorable increase in students’ level of academic performance when taken as a whole and in terms of the topic areas after they are infused with mnemonic-aided instruction. Furthermore, the Wilcoxon Signed-Rank test results revealed a significant difference between the level of academic performance before and after the intervention when taken as a whole and in terms of the topic areas. From the results, this study emphasizes the need to consider the infusion of mnemonic-aided instruction to improve students’ learning through memory retention in calculus, specifically in the topic areas of derivative and integral.
VL  - 12
IS  - 1
ER  -

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Author Information

Rogie Padernal

College of Maritime Education, John B. Lacson Colleges Foundation (Bacolod), Inc. Bacolod City, Philippines

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Rogie Padernal. (2023). Effect of Mnemonic-Aided Instruction on Academic Performance of Maritime Students in Calculus. Pure and Applied Mathematics Journal, 12(1), 16-22. https://doi.org/10.11648/j.pamj.20231201.13

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ACS Style

Rogie Padernal. Effect of Mnemonic-Aided Instruction on Academic Performance of Maritime Students in Calculus. Pure Appl. Math. J. 2023, 12(1), 16-22. doi: 10.11648/j.pamj.20231201.13

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AMA Style

Rogie Padernal. Effect of Mnemonic-Aided Instruction on Academic Performance of Maritime Students in Calculus. Pure Appl Math J. 2023;12(1):16-22. doi: 10.11648/j.pamj.20231201.13

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@article{10.11648/j.pamj.20231201.13,
  author = {Rogie Padernal},
  title = {Effect of Mnemonic-Aided Instruction on Academic Performance of Maritime Students in Calculus},
  journal = {Pure and Applied Mathematics Journal},
  volume = {12},
  number = {1},
  pages = {16-22},
  doi = {10.11648/j.pamj.20231201.13},
  url = {https://doi.org/10.11648/j.pamj.20231201.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.pamj.20231201.13},
  abstract = {This paper describes the effect of mnemonic aided instruction on the academic performance of maritime students in Calculus. Specifically, it aimed to determine the level of academic performance of students before and after the intervention when taken as a whole and in terms of the topic areas. Furthermore, it aimed to determine the significant difference between the level of academic performance before and after the intervention when taken as a whole and in terms of the topic areas (Derivative and Integral). A One-Group Pre-test Post-test Quasi-Experimental research design was used to assess the effect of mnemonic aided instruction on the academic performance of maritime students in calculus during the school year 2021-2022. The data were gathered using a researcher-made instrument in order to answer the study’s objectives, as reflected in the table of specifications prepared by the researcher, which had undergone validity and reliability testing. Thirty-four (34) maritime students participated in the study, considering they have complete attendance from the administration of test before intervention up to the administration of test after the intervention. The results showed that maritime students got low academic performance in calculus before the intervention and average level of academic performance in calculus after the intervention. This implied a favorable increase in students’ level of academic performance when taken as a whole and in terms of the topic areas after they are infused with mnemonic-aided instruction. Furthermore, the Wilcoxon Signed-Rank test results revealed a significant difference between the level of academic performance before and after the intervention when taken as a whole and in terms of the topic areas. From the results, this study emphasizes the need to consider the infusion of mnemonic-aided instruction to improve students’ learning through memory retention in calculus, specifically in the topic areas of derivative and integral.},
 year = {2023}
}

Copy | Download

TY  - JOUR
T1  - Effect of Mnemonic-Aided Instruction on Academic Performance of Maritime Students in Calculus
AU  - Rogie Padernal
Y1  - 2023/03/28
PY  - 2023
N1  - https://doi.org/10.11648/j.pamj.20231201.13
DO  - 10.11648/j.pamj.20231201.13
T2  - Pure and Applied Mathematics Journal
JF  - Pure and Applied Mathematics Journal
JO  - Pure and Applied Mathematics Journal
SP  - 16
EP  - 22
PB  - Science Publishing Group
SN  - 2326-9812
UR  - https://doi.org/10.11648/j.pamj.20231201.13
AB  - This paper describes the effect of mnemonic aided instruction on the academic performance of maritime students in Calculus. Specifically, it aimed to determine the level of academic performance of students before and after the intervention when taken as a whole and in terms of the topic areas. Furthermore, it aimed to determine the significant difference between the level of academic performance before and after the intervention when taken as a whole and in terms of the topic areas (Derivative and Integral). A One-Group Pre-test Post-test Quasi-Experimental research design was used to assess the effect of mnemonic aided instruction on the academic performance of maritime students in calculus during the school year 2021-2022. The data were gathered using a researcher-made instrument in order to answer the study’s objectives, as reflected in the table of specifications prepared by the researcher, which had undergone validity and reliability testing. Thirty-four (34) maritime students participated in the study, considering they have complete attendance from the administration of test before intervention up to the administration of test after the intervention. The results showed that maritime students got low academic performance in calculus before the intervention and average level of academic performance in calculus after the intervention. This implied a favorable increase in students’ level of academic performance when taken as a whole and in terms of the topic areas after they are infused with mnemonic-aided instruction. Furthermore, the Wilcoxon Signed-Rank test results revealed a significant difference between the level of academic performance before and after the intervention when taken as a whole and in terms of the topic areas. From the results, this study emphasizes the need to consider the infusion of mnemonic-aided instruction to improve students’ learning through memory retention in calculus, specifically in the topic areas of derivative and integral.
VL  - 12
IS  - 1
ER  -

Copy | Download