Utilizing Mnemonics to Enhance the First-Year Geodetic Engineering Students Retention of Gas Laws’ Formula

Abstract

Understanding gas laws requires familiarity with equations that model gas behaviour across varying conditions. Yet, many learners experience difficulty remembering and using these equations consistently. This study aims to utilize mnemonics to enhance the first-year geodetic engineering students’ retention of gas laws’ formulas. By incorporating mnemonic strategies, the research seeks to simplify complex concepts and improve long-term recall and application of these formulas. The researchers focused on specific research questions that serve as the basis for their study: (1) Determine the effectiveness of mnemonics as a pedagogical tool in mastering the Gas Laws’ Formulas, (2) Examine the students’ perception of the use of mnemonics in learning Gas Laws formulas in terms of motivation, engagement, and ease of learning, and(3) Evaluate the efficiency of utilizing mnemonic tools as a learning strategy to enhance students’ mastery of Gas Laws formulas. Quantitative research design was used for this research study to formulate self- made questionnaires validated by the subject matter expert and used for gathering data. The initial week focused on questionnaire preparation and expert review, while data collection occurred in the second week through computer-assisted personal interviews (CAPI) to ensure accuracy and reliability. Data analysis utilized measures of central tendency on a four-point Likert scale. The findings indicate that the use of mnemonic devices had a positive impact on students’ ability to master gas laws formulas. The researchers suggest that mnemonics enhanced the efficiency of learning and recalling gas laws’ formulas among first-year geodetic engineering students.

Introduction

The text discusses the challenges students face in memorizing complex formulas, particularly Gas Laws, which are essential for problem-solving in chemistry. Gas Laws such as Boyle’s Law, Charles’s Law, and the Ideal Gas Law require students to remember multiple variables and relationships, making learning difficult—especially for first-year engineering students who already face academic and adjustment challenges in university life.

To address this, the study focuses on the use of mnemonic devices as an effective learning strategy. Mnemonics simplify complex information through associations, acronyms, phrases, and visual aids, helping improve memory, understanding, and long-term retention. The research aims to enhance students’ cognitive skills, not only in memorization but also in applying formulas critically, while also supporting Sustainable Development Goal 4: Quality Education.

Using a descriptive research design, the study involved 30 first-year Geodetic Engineering students from Batangas State University. Data were collected through questionnaires, pre-tests and post-tests, and the use of mnemonic tools during instruction. Students’ perceptions were measured in terms of effectiveness, motivation, engagement, and ease of learning.

Results showed that students generally agreed that mnemonics helped them remember Gas Laws formulas more easily, recall them faster, retain them longer, and feel more confident. Overall effectiveness received a positive rating. In terms of motivation, students agreed that mnemonics made learning more interesting, increased confidence, encouraged participation, and motivated them to study both inside and outside the classroom.

Conclusion

In connection with the findings of the study, the following conclusions were drawn: 1) Analysis of the results simply shows that after the implementation of mnemonic tools as a learning strategy in improving students’ mastery of Gas Laws formulas, a noticeable improvement was observed. A clear change in students’ ability to recall and apply Gas Laws formulas became evident, indicating a shift from limited mastery to improved understanding. Thus, the use of mnemonic tools contributed to better retention and comprehension of Gas Laws formulas among the students. 2) Furthermore, the results showed that a greater number of students achieved passing scores in the post- test compared to the pre-test. This suggests that mnemonic tools helped students recall formulas more accurately and reduced difficulty in problem solving involving Gas Laws. In addition, student responses indicated that mnemonic strategies supported motivation, engagement, and ease of learning. To sum up, the use of mnemonic tools as an instructional strategy has a meaningful impact on enhancing students’ mastery of Gas Laws formulas.

References

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Copyright

Copyright © 2025 Karyl Khaye A. Balderas, Ma. Kc G. Cabral, Rogelio R. Datingaling III, Mark Jowin C. Macandili, Lindsey Cielo F. Magampon, Angelo Jofaith L. Magno, John Paul M. Villeguez, Bryle A. Armeza. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.