Effects of peer-mediated instructional mnemonic modeling strategies on learning geographic locations by sixth-grade social studies students.

摘要

This study was designed to examine the effects of peer-mediated instructional mnemonic modeling strategies on learning geographic locations by sixth-grade social studies students. Experimental and control group scores, time-based memory retention, structural level of intervention, and experimental group attitudes were analyzed following the 10-week study. One teacher and 84 sixth-grade social studies students participated in the study.;Experimental group students experienced peer-mediated mnemonic modeling activities during their regularly scheduled social studies classes while the control group received traditional geographic instruction only, which involved participation in the map outlining instructional process. Peer models were trained by the teacher as to the implementation of the various mnemonic modeling strategies at the onset of each experimental geographic phase. Both experimental and control group students were pre- and posttested using McCraw-Hill's World Regions blank geographic map outline assessment instruments. A student-based questionnaire, using a Likert-ratings scale, was used to assess the students' feelings regarding the personal value associated with the intervention. A teacher's journal was maintained and analyzed in order to acquire qualitative data regarding the experiment's implementation.;A One-Factor Analysis of Variance (ANOVA) statistical test was conducted on each geographic set of pre- and posttest scores. Statistical analysis of pretest data indicated that no statistically significant difference existed between the groups; hence, pretest data was omitted. Throughout the study significance was determined at the 0.05 alpha level. The resulting F-values revealed that a statistically significant relationship did exist between the experimental and control groups on all geographic map outline posttests. The experimental group significantly outperformed the control group on all geographic posttests. All three structural mnemonic modeling conditions (high, moderate, and low) were found to increase geographic performance; however, the level of the structure was not found to be significant with regard to the students' geographic performance levels. Out of the forty-two students surveyed, 100% of the responses given indicated a strong preference for the use of peer-mediated instructional mnemonic modeling strategies for the learning of geographic locations.