Enhancing students’ learning competency in chemistry using Cooperative Learning Activity (CLA) and Processed Mnemonics (PM) Methods: An evaluation

This study aimed to evaluate the effectiveness of Cooperative Learning Activities (CLA) and Processed Mnemonics (PM) in enhancing students’ learning competency and overall learning performance in General Inorganic Chemistry and Biochemistry. Using a quasi-experimental design, the research involved 258 first-year Allied Medical Sciences students from Our Lady of Fatima University during the academic year 2024–2025. The experimental group was exposed to CLA and PM strategies, while the control group received traditional lecture-based instruction. Data were collected using a researcher-made formative assessment tool and the “Color Your DNA” activity, both validated and pilot-tested for reliability. Findings revealed that the experimental group significantly outperformed the control group in both objective and open-ended tasks. Statistical analysis showed that CLA and PM strategies positively influenced students’ memory retention, conceptual understanding, and higher-order thinking. Additionally, students expressed a strong preference for the innovative learning tools, affirming their relevance and effectiveness. The study concludes that integrating formative, collaborative, and mnemonic-based approaches enhances cognitive processing, engagement, and academic performance in Chemistry. It recommends institutional adoption of CLA and PM to enrich science education and support learner-centered instruction.