The effect of different mnemonic strategies and gender on ability to recall among secondary school students in Jos, Plateau State
Studies have shown that males and females differ in memory associated with gender-stereotyped objects and that mnemonic strategy differs in the ability to recall information. However, specific findings have been inconclusive regarding the specifics of these differences. This study therefore, experimentally investigated mnemonic strategies on student’s ability to recall, adopting an independent group-randomised design. Quantitatively, the effect of mnemonic strategies on recall ability through the ecological validity of self-paced word repetitions, mental imagery and sentence-by-sentence presentations by comparison to normal page reading with respect to comprehension and recall across three groups (A, B and C) were investigated among senior secondary school students in Jos, Plateau state. The results showed that mnemonic strategies do not differ in recall ability (F2, 207 = 0.61, p=.55). Female students recalled more and performed better on mental image mnemonic than male students (t (68) = 3.23, p = .002). Female students recalled more and performed better on sentence mnemonic than male students (t (68) = 2.04, p = .045) and no significant difference was found between male and female students in the recall task on word repetition mnemonic (t (68) = 1.48, p = .145). It was concluded that the ability to recall is influenced by an interaction between stimulus and participant gender. Implications and directions for future research are discussed.