Effect of mnemonics enhanced tutorial on chemistry education students’ achievement and mindfulness in a university

Abstract

This study elicits the effect of mnemonics tutorial method (MTM) on academic achievement and mindfulness among chemistry education students of Yusuf Maitama Sule University, Kano. Quasi-experimental design was employed. The University has 1,002 chemistry education students, which formed the study population. However, intact class of level 200 containing 250 students with an average age of 20 years was sampled for the study. Five-facet mindfulness questionnaire with the reliability coefficient of 0.85 and the students’ academic records were used as data collection instruments. Research questions were answered through mean and standard deviation while the hypotheses were tested using t-test and analysis of variance. By the end of level 200, MTM was found to have improved the students’ academic achievement, saved over 50% of the students on probation from dropping out of the university and drastically increased students’ mindfulness. Consequently, MTM is hereby recommended for the teaching of chemistry education students not only in Nigerian universities, but globally to save the students on probation from becoming a university’s drop-outs.