Abstract:

The purpose of this study is to examine the effects of the design on retention learning and achievement of students, which was formed by using mnemonics as cognitive strategy activators suggested by Elaboration Theory of Instruction ETI . The sample of the study was composed by 54 secondary year students in two groups, who attend Ahi Evran Un., Faculty of Education, Social Sciences Teacher Ed. Dep., having “Turkish Lang.I: Phonology and Morphology” course. In the study, test-retest-formative test with control group research design was used. Before application, the groups were given pretest and after the application they were given final test. Three weeks after, the groups were given retention test. Pretest and retention test were the same but final test was equivalent test. After analysis, experimental method was not only more effective on the achievements in knowledge and comprehension dimension but also it was more effective on the retention of knowledge dimension

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