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This study investigated the relative effectiveness of Mnemonics technique (MNIT) and conventional rote learning technique (CRL) on the teaching-learning of physical features (Geography). A pre-test and post-test control group design was adopted for the study. A sample of ninety SS I students was randomly selected out of one thousand one hundred & fifty SS I Geography students in Cross River State and divided into three groups. The first group was taught with Mnemonics technique (MNIT), the 2nd group was taught with the conventional Rote Learning Technique (CRLT), while the 3rd group combined the two methods. A pre-test was administered before treatment and after six weeks of instruction, a post-test was similarly administered. The data obtained were analysed using ANOVA and F-statistics. The results showed that there was a significant difference in the academic achievement of students taught with MNIT. Also, a significant difference existed in the mean achievement scores of students who were exposed to MNIT coupled with CRLT and those exposed to CRLT alone. There was also a significant difference in the academic achievement of students when CRLT, MNIT and MNIT/CRLT groups were compared. It was therefore concluded that MNIT/CRLT was more effective in teaching-learning physical Geography and that augmenting CRLT with MNIT allows students learn better. Key Words : Conventional Rote Learning technique, Mnemonics technique and students’ academic achievement.

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Comparative Effectiveness of Conventional Rote Learning and Mnemonics Techniques in Teaching-Learning of Physical Geography in Public Senior Secondary Schools in Nigeria