Mnemonics Strategies and Learning Style and their Relationship with Students' Achievement at King Khalid University - Bisha, KSA

Abstract

This study aimed at highliting current mnemonics strategy and learning style used and their relation to students' achievement at King Khalid University– Bisha. The sample of this study consists of (449) male and female students, (127) were male students and (322) were female students. This sample represented (9%) of the total population and it was chosen by the random cluster method. To achieve the aims of this study, mnemonics strategy scale was developed and validity and stability factors were found out. In addition, Biggs, learning style scale was used and both scales were applied. The findings of this study showed that meditation strategy was the most common among mnemonics strategies. Moreover, the deep learning style was more recurrent than the surface learning style. The study hasn't shown any effect of the mnemonics strategies on the students' achievement except for meditation strategy. Also it hasn't shown any effect of learning style on students' achievement. In the light of these findings, the researcher recommends the following: individual differences should be taken into consideration and appropriate learning styles should be used. This can be done through varying learning styles conducted by staff members. The instructors should also develop students' memory through using effective teaching strategies that depend on mnemonics. Finally, the researcher recommends further studies related to memory.