The Effectiveness of FLEMONIC to Improve Students’ Information Retention Ability for the Electrolysis of Water
Abstract
The teacher-researchers’ past lesson reflections suggested that students were having difficulty in memorising the reaction equations involved in the discharging of H2O (l) for an electrolytic cell. Ergo, in the attempt to remedy the dilemma, the teacher-researchers materialised “FLEMONIC: Discharging of H2O (l)”. It is an intervention that incorporated the elements of flip-note, mnemonic, and the concept of origami. A positivist conventional quasi-experimental method was utilised to investigate its effectiveness and data from an experimental group (17 students) and a control group (17 students) were collected. Both groups mark differences for the students’ pre-test and post-test marks were quantitatively analysed by using IBM SPSS software. The outcome revealed that FLEMONIC did indeed significantly improve the experimental group’s information retention ability whereby p = 0.003 (p < 0.05). In addition, the intervention managed to inspire the chemistry students to create their own FLEMONIC notes for topics in biology, computer science, mathematics, and physics. This had caused their note-taking and learning to be more fun and interesting both in chemistry and other subjects. To date, almost 700 Labuan Matriculation College students have had benefited from using FLEMONIC.
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References
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