Maximizing Educational Memes for Engagement (M.E.M.E.) to Enhance Science Performance Among Grade 8 Junior High School Students
DOI:
https://doi.org/10.5281/zenodo.18884236Keywords:
M.E.M.E., science education, student engagement, academic performance, Grade 8 students, meme-based instructionAbstract
This study investigated the impact of Maximizing Educational Memes for Engagement (M.E.M.E.) on the science performance and engagement of Grade 8 Junior high school students. Conducted at Central Philippine University Junior High School during the 4th grading period of the academic year 2024–2025, the research involved 64 students divided into two groups; the experimental group, which utilized M.E.M.E. as an instructional strategy and the control group that followed traditional lecture-based methods. The study aimed to assess the effects of M.E.M.E. on student engagement, compare pretest and posttest scores between both groups, and evaluate any statistically significant differences in performance. Data were collected through pretests and posttests, alongside a structured Likert-scale questionnaire that measured levels of engagement. Results indicated that the experimental group experienced a significant increase in academic performance, with mean scores increasing from 26.79 to 37.21, while negligible changes were observed in the control group. Statistical analysis confirmed the effectiveness of M.E.M.E. in enhancing student engagement, with an overall mean engagement score of 4.20, categorized as "Highly Engaged”. The findings underscore the potential of meme-based instruction to foster a more dynamic and relatable learning environment, enhancing both motivation and academic performance in science education. This study advocates for the integration of innovative teaching strategies like M.E.M.E. to improve student engagement and comprehension in science, highlighting the importance of connecting educational content with the interests of contemporary learners.
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