Özet:

The present study is aimed to investigate how ninth grade students performing academically in the periodic classification of chemistry were affected by their cognitive strategy (mnemonics). For direct investigation, research hypotheses were developed. Pre-test-post-test, randomized, quasi-experimental design was employed in the investigation. For the study, 76 secondary school students from the public higher school in the Salem Education District, Tamilnadu State, were recruited. While the control group received regular instruction, the treatment group's students learned periodic classification utilizing a cognitive strategy. Using Cronbach's alpha approach, the reliability of the chemistry achievement test was calculated and came out to be 0.89. The experimental and control students received the same courses for two (2) weeks. In order to determine how the treatment affected students' performance, data were gathered using a chemistry achievement test. A 0.05 significance level paired sample t-test was used to analyze the data. Results showed that the treatment group taught using mnemonic aids (Cognitive Strategy), performed better on average than their control counterparts, who were trained using the conventional approach. Teachers should use mnemonic devices to help students remember chemistry concepts, as this will facilitate more flexible learning

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