World Geography Instruction to Gifted Minority Students Using Mnemonics versus Lecture: A Single-Subject Inquiry.

This study examined whether mnemonics or lecture was a more effective teaching technique in the instruction of world geography facts to eight gifted minority students (grades 2-5) in a pull-out program. An alternating treatment design was used. The inquiry was divided into two phases, mnemonics and lecture. A total of eight sessions were interspersed among 17 instructional periods. Results showed the mnemonics technique was more effective than the lecture technique. (DB)