Effects of Mnemo-Tech on Performance in Plant Physiology Concepts among Secondary School Biology Slow Learners in Zaria Education Zone, Kaduna State, Nigeria
DOI:
https://doi.org/10.64348/zije.2026475Keywords:
Mnemo-Tech, Performance, Plant, Physiology, Biology, Slow LearnersAbstract
This study investigated the Effects of Mnemo-Tech on Performance in Plant Physiology Concepts among Secondary School Biology Slow Learners in Kaduna State, Nigeria. The study adopted a pretest, posttest and post-posttest quasi-experimental and control group design. The population in the 2024/2025 academic session comprised all 8,439 senior secondary school Biology students in Zaria Education Zone. A sample consisting of 172 students was randomly selected from two co-educational schools in Zaria Education Zone, of which 50 students who consistently scored below average in three consecutive examinations were identified and selected as the sample for the study. The Experimental Group was exposed to the Mnemo-Tech instructional strategy while the control group was taught using the lecture method. An instrument was used for this study, namely: Plant Physiology Performance Test, which was validated by four experts with a minimum qualification of PhD from the Department of Science Education and Department of Psychology of Ahmadu Bello University, Zaria. The reliability index for PPPT was calculated using Pearson’s Product Moment Coefficient (PPMC) formula was used to compute the reliability of which was found to be 0.61. Two research Objectives, two Research Questions and two Null hypotheses were formulated to guide the study. Independent-samples t-test statistics were used to test the null hypotheses at a P < 0.05 level of significance. Findings, among others, revealed that there is a significant difference between the mean academic performance of slow learners taught Plant Physiology Concept using Mnemo-Tech with those taught same concepts using Lecture Method in favour of the experimental group. The observed difference is in favour of experimental group exposed to Mnemo-Tech, indicating that Mnemo-Tech was found to be more effective in improving students’ performance in plant physiology among others. The researcher thus concluded that exposure to Mnemo-Tech was found to be helpful in enhancing students’ performance and interest level in Plant Physiology. It was therefore recommended, among others, that Biology teachers should make use of Mnemo-Tech to teach plant physiology concepts in secondary schools in order to enhance their academic performance.
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