¹Adarsh Benny, ² Priya Kamat

¹Biochemistry, Assistant professor, Hill Side Institute of Allied Health Sciences, Bangalore-560082, saldoddi, India

²Assistant professor, Department of Biochemistry, Dr. M.V. Shetty Institute of Allied Health Sciences, Vidyanagar, PIN code: 575013, Mangalore, India

Corresponding Author: Priya Kamat, Assistant professor, Department of Biochemistry, Dr. M.V. Shetty Institute of Allied Health Sciences, Vidyanagar, PIN code: 575013, Mangalore, India.

Citation: Adarsh Benny, Priya Kamat (2025) The Relationship Between Mnemonic Awareness and Academic Performance Among Students. World J Multidiscip Res Rev, 3(1);1-7.

Copyright: © 2025, Adarsh Benny. This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International License, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited.

Abstract

Background: There are numerous approaches to help students increase their knowledge and comprehension of a subject. The purpose of this study was to assess how well student-based mnemonic formation using multiple-choice questions (MCQ) stimulated training and comprehension of biochemistry concepts.

Methods: From a variety of medical universities, medical students were willingly chosen. They were presented with mnemonics that had already been validated using prior-oriented mnemonics. Students were asked feedback questions about their use of mnemonics. Statistics: Results were presented as percentages using descriptive statistics.

Result: In conclusion, while mnemonics serve as valuable memory aids, their current use among medical students appears limited in depth and pedagogical support. To cultivate deeper learning, medical education must go beyond superficial memorization and adopt a more holistic approach—one that teaches students not only how to remember, but how to understand, apply, and critically engage with the knowledge they acquire.

Conclusion: The lack of deep learning testing in the mnemonics may indicate that the students did not acquire the higher levels of comprehension anticipated, but this is frequently a challenging conclusion to draw, especially since it is unrealistic to expect students to produce mnemonics that test higher order cognitive skills on their first attempt.

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Highlights:

High Awareness, Low Formal Training: While 80% of students are familiar with mnemonics, only 10% reported being taught about them in their curriculum, indicating a major gap between awareness and formal instruction.

Acronyms Dominate Mnemonic Use: Among the types of mnemonics used, acronyms were the most popular (70%), followed by visual imagery (50%), showing a preference for simpler, easily recallable formats.

Positive Perception, Inconsistent Use: Although 85% of students found mnemonics helpful and 80% would recommend them to peers, only 40% reported using them regularly, suggesting underutilization.

Perceived Academic Benefits with Room for Depth: 70% of students observed improved memory retention, and 60% noted some academic improvement; however, 50% believed the study of mnemonics lacks depth, highlighting a need for more comprehensive integration.

Challenges Limit Effectiveness: Common barriers included forgetting the mnemonics (40%), time required to create them (30%), and difficulty in formulating them (20%), underscoring the need for guided training and curriculum support.