Emmanuel Chidobe Okenyi, Victor Sunday Ezema


This study investigated the effects of Mnemonics and Prior Knowledge Instructional strategy on the academic achievement of pupils in English Language with gender as moderating variables. The study adopted a quasi-experimental pre-test, post-test control group research design. The study was guided by three null hypotheses tested at 0.05 level of significance. Sample of the study consisted of 97 primary 5 pupils in three intact classes from three primary schools in Enugu Urban, Enugu state. Two instruments: Pupils’ English Language Achievement Test (PELAT) and Verbal Communication Skills Test (VCST) were developed and used for data collection. The reliability indices of the instruments were 0.78 and 0.79 respectively. Also, used were three operational guides on Mnemonic Instructional strategy, Prior Knowledge Instructional strategy and Conventional Instructional method. The study was guided by three null hypotheses tested at 0.05 level of significant. Analysis of Covariance was used to analyze the data collected.  The findings of the study revealed among others that prior knowledge instructional strategy is superior to mnemonic instructional strategy and that gender is not a significant variable in the treatment. It was therefore, recommended among others that teachers should endeavors to employ mnemonics and prior knowledge instructional strategies in the class rooms for better academic achievement of pupils in English Language.


Mnemonic, Prior knowledge, Instructional strategy, Academic achievement, Pupils, English Language.

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