Prosiding Konvensyen Kebangsaan

PENDIDIKAN GURU 2013

MUSICAL MNEMONICS TO FACILITATE LEARNING OF
MATRICULATION BIOLOGY: THE CALVIN CYCLE
Miranda P. Yeoh, PhD
Kolej Matrikulasi Selangor,
(Kementerian Pendidikan Malaysia)
Banting, Selangor.
ABSTRACT
Malaysian students need to be skilful in both English and Malay in this global era.
Matriculation students learn Biology in English, not their first language; as such my students
have difficulty in remembering the facts. Musical mnemonics were used to enable my
students remember the facts of the Calvin Cycle of Photosynthesis correctly; and in the right
order. An independent-samples t-test showed that the approach enabled students to
consolidate their memory processes; t (62) = 17.928, p=.0005. Based on the findings, I
suggest that musical mnemonics should be used to facilitate recall of other biological
processes including DNA replication and transcription. As a memorization tool, musical
mnemonics must meet several criteria in order to be effective and I have suggested the
criteria. The results of this study imply that, with innovations, Science can be successfully
taught in English. In view of further research, a video CD of the mnemonics was created.
Keywords: Calvin Cycle, Light-independent Reactions, Photosynthesis, procedural
knowledge, musical mnemonics, modelling
1.0 INTRODUCTION
Our existing knowledge is stored in our brain and encoded as constructs. New learning is
not understood unless it is connected to existing concepts, knowledge and experience.
Hence, new knowledge is linked to existing knowledge by the learner and this process is
constructivism. The links are stronger if they involve recent vivid engrossing, multisensory
experience (Petty, 2009). In this study, musical mnemonics provide the multisensory
experience.
A second aspect is that learning facts/declarative knowledge is different from learning how to
do something/ procedural knowledge (Michael, 2006). The Calvin Cycle involving lightindependent reactions of photosynthesis is a topic requiring procedural knowledge. The
students have to remember the facts; besides that, they must remember the order in which
the processes occur. This makes it more difficult to master procedural knowledge.
A third aspect concerning learning is that people learn through observing and imitating other
peoples behaviour and attitudes (Bandura, 1977). The students need to observe how the
researcher is able to draw a detailed Calvin Cycle from the information contained in the
mnemonics. This was termed modelling by Albert Bandura (1977). Modelling allows the
teacher an opportunity to exercise a positive influence upon students interest in Science.

-------------------------------------------------------------------------------------------------------------Paper presented at the National Convention of Teacher Education Division (Membudayakan

Kecemerlangan Guru Melalui Amalan Terbaik), Ministry of Education, Malaysia,
22-24 October 2013; Le Grandeur Hotel, Johor Baru, Malaysia.

Prosiding Konvensyen Kebangsaan

PENDIDIKAN GURU 2013

3 molecules CO2

Step 1: C-fixation

6 molecules of PGA [3C]

3 molecules of RuBP [5C]

3ADP

6 ATP
6 ADP

Step 3: Reforms RuBP

3ATP

6 molecules of 1,3-BPG [3C]

3 molecules of Ribulose-P [5C]

6
Step 2: Reduction of BPG

Isomerization
5 molecules G3-P [3C]

NADPH

6 NADP+
6 molecules of G3-P [3C]

1 molecule of G3-P [3C]

triose/ glucose/other sugars

Figure 1. The Calvin Cycle

(drawn from information in the mnemonics)

1.1 Background and Purpose

The students of Matriculation colleges learn Biology in English; all the sciences are taught
and tested in English, but English is not the first language of the majority of students. This

Prosiding Konvensyen Kebangsaan

PENDIDIKAN GURU 2013
factor has contributed to difficulty in the successful implementation of PPSMI (Malay
acronym for Teaching and Learning of Science in English). However, Matriculation colleges
still continue the practice of PPSMI so that pre-university students may be strong in English,
the international language.
Students have problems in remembering the facts of the Calvin Cycle correctly and in the
right order, due to the fact that English is not their mother tongue. The purpose of this
project is to help these students to remember the facts of the Calvin Cycle correctly,
remember the facts of the Calvin Cycle in the right order and enable students to apply the
information of the mnemonics to answer questions and label a diagram of the Calvin Cycle.
2.0 LITERATURE REVIEW
Active learning takes place when constructivism links are forged between new and existing
knowledge by the student. Since the constructivism links are stronger if they involve recent,
vivid, engrossing, multisensory experience (Petty, 2009), I encourage my students to use all
learning sensory organs; all eyes and all ears. I use rhymes and simple melodic mnemonic
devices to aid in recall. Mnemonics make memorization easier by making the process of
consolidation, or conversion of short term memory into long term memory, more efficient.
Furthermore, by the usage of terms and words that students were familiar, I hope to facilitate
memory recall.
Musical mnemonics that are used in this study work well when it is essential to remember
long lists of names or items. Some children manage to learn the alphabet by singing the
ABC song, at a very early age. Even though they cannot sing very melodiously, three year
olds can remember 26 items in correct sequence. Some of us have lost track of the number
of nursery rhymes, folk songs, classical and popular songs that stay in our memories.
Congos (2006) had cited Gerald Miller who in 1967 had already found that students who
used mnemonics increased test scores as much as 77%.
Research has shown that musical mnemonics facilitated superior learning and memory
retention in healthy adults as well as in patients with multiple sclerosis. The latter group was
able to recall word order and sing back the words. The authors suggested that musical
learning accesses compensatory pathways for memory functions. It is probable that music
learning confers a neuro-physiological advantage through the stronger synchronization of
neuron assemblies underlying verbal learning and memory. The authors concluded that
melodic-rhythmic templates in music may drive internal rhythm formation in recurrent cortical
networks involved in learning and memory (Thaut, Peterson & McIntosh; 2005).
Music mnemonics also enhanced attention and improved memory in patients of Alzheimer
Disease [AD]. Music processing is generally spared by the neuron degeneration of AD
patients. These patients showed better recognition accuracy for the lyrics that were sung, as
compared to spoken lyrics of unfamiliar childrens songs. The authors proposed that the
brain areas serving music processing are spared by AD, allowing a more holistic encoding
that facilitated recognition, and that music heightens arousal of AD patients producing better
attention and improved memory (Simmons-Stern, Budson & Ally; 2010).
A study on the effectiveness of musical mnemonics to facilitate students retrieval of facts of
the Krebs cycle of cellular respiration was carried out in 2012. The results showed that
musical mnemonics did help Biology students improve their scores. The pre-test mean
score for the sample of 145 students was 4.12 (SD=4.75) of a total of 20. The mean score
at the post-test increased to 13.81 (SD=3.16). Paired samples t-test showed a significant
improvement in post-test scores with t (144) = 23.45, p=.0005. The researcher had
concluded that musical mnemonics was effective in helping students remember the Krebs

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PENDIDIKAN GURU 2013
cycle and had implied that PPSMI can be successful when teachers are innovative (Yeoh,
2012).
The studies reviewed have shown that musical mnemonics had facilitated memory recall of
normal respondents as well as of respondents who were physically impaired.
3.0 METHODOLOGY
3.1 Details of Innovation
The Calvin cycle consists of three stages or phases. These are carbon fixation, reduction of
1,3-Biphosphoglycerate (1,3-BPG) and regeneration of Ribulose biphosphate (RuBP)
(Reece, 2011). To enable students remember the Calvin Cycle, I used the simple tune
below. It is a variation of Here we go round the mulberry bush. The song is as follows:
Three RuBP and CO2 (forms 6PGA)
RuBP adds CO2; so CO2 is fixed!
PGA (is phosphorylated); forms 1,3-BPG.
BPG then (gets reduced) to aldehyde G3-P.
One G3-P (is removed); it changes to triose.
Five G3-P (still cycle around); isomerizes as 3 Ribulose 5-P
3 Ribulose 5-P (is phosphorylated); regenerates three RuBP.
If our cycle (goes round twice); you will have Glucose.
Parentheses in the song show that the words may be repeated. The points/steps of ATP
entry are the points where the song says is phosphorylated and the point of entry of
NADPH is at the point where the song says gets reduced. I just had to remind the students
that 6ATP are needed for the phosphorylation of 6 molecules of Phosphoglycerate (PGA) to
1,3-Biphosphoglycerate (1,3-BPG) and equal number of NADPH are required to reduce 6
molecules of BPG to Glyceraldehyde-3-Phosphate (G-3-P), while 3ATP are needed to
regenerate 3 molecules of Ribulose Biphosphate (RuBP) from Ribulose 5-Phosphate
(Ribulose 5-P).
Since the constructivism links are strengthened when they are used repeatedly by the
learner to describe and explain (Petty, 2009), I encouraged my students to sing the tunes
often and teach them to their friends. Besides musical mnemonics, I had silently used
modelling (Bandura, 1977). Students are allowed to observe and imitate the behaviours
that enable me to draw a detailed Calvin Cycle (Figure 1) just from the information contained
in the mnemonics. After all, learning is essentially a social activity and we learn by observing
teachers and peers. This also shows why the teacher has such a great influence on
students; teachers can exert a positive influence for Science.
3.2 Implementation
I met my target group of 64 students at a late evening class on Monday 18 February 2013
(week 11 of semester); 3 students were absent because they were not well. All the students
had had lessons on Photosynthesis in week 9, and had done tutorial exercises during week
10.
Briefly, I explained to them what we would do. They would be randomly assigned to control
and experimental groups. The control group would go to the next room and study the Calvin
Cycle in a conventional manner from their books and notes for 20 minutes. At the same time,
I would teach the experimental group the mnemonics and show them how to draw and label
a diagram from the information in the mnemonics. Then, they will all take a short test.

Prosiding Konvensyen Kebangsaan

PENDIDIKAN GURU 2013
When it was finished I would do the same for the control group. (I could see from their facial
expression, that most students would prefer to be in the experimental group, but they
accepted the procedure that I had outlined.)
The students were randomly assigned to the two groups so that the control group and the
experimental group had equal number of students. Each student picked up a folded piece of
paper. A C would assign him/her to the control group, while an E would put him/her into
the experimental group. The control group went to the next empty room and learned the
Calvin Cycle in a conventional manner. At the same time, I taught the experimental group
the musical mnemonics (or bio-song); and showed them on the IEE scanner how to employ
the tune to draw and label the Calvin Cycle. The group had opportunity to observe how I
was able to draw a detailed diagram (Figure 1) from the information in the mnemonics
(Bandura, 1977). This teaching activity took 20 minutes. (This section Implementation is
continued after the section Evaluation.)
3.3 Evaluation
SECTION A:
Q1. What is the first stable compound formed in the Calvin Cycle?
Q2. What is the first stage of the Calvin Cycle?
Q3. What is the next product after the product in Q1?
Q4. What is the second stage of the Calvin Cycle?
Q5. What is the next product after the product in Q3?
Q6. What is the compound formed when 1 molecule of Glyceraldehyde 3-Phosphate
(G3-P) moves out of the Calvin Cycle?
Q7. What compound is formed by the other molecules of G 3-P that remain in the cycle?
Q8. What happens next to the compound formed in Q7?
Q9. What is the third step of the Calvin Cycle?
Q10. What is produced with two turns of the cycle?
(10 MARKS)

SECTION B:
Name the following substances or processes labelled A to J on the diagram of Calvin Cycle
(on the next page).
(10 MARKS)

Prosiding Konvensyen Kebangsaan

PENDIDIKAN GURU 2013

3 molecules CO2

Step 1: ..

3 molecules of G

6 molecules of A

3ADP

6 ATP
6 ADP

Step 3: J
3ATP

6 molecules of B
3 molecules of F

NADPH

Step 2: I

Isomerization

6 NADP+
6 molecules of C

5 molecules E

1 molecule of D

triose/ glucose/other
sugars

Figure 2. Evaluation of Calvin Cycle.

After that, both groups took part in a short test. The test took 30 minutes. For this test,
students were required to answer ten short questions and to label ten structures (that
represent organic substances or processes) on Figure 2, Evaluation of Calvin Cycle. This
would show whether they understood the Calvin Cycle and could apply their knowledge to
label the diagram (Figure 2); this is beyond the ability to memorize the mnemonics.
After all the test papers were collected, I taught the control group the musical mnemonics
and showed them how to use it to draw and label a diagram of the Calvin Cycle. I kept my
word; it was the right way to make up for their being in the control group! The experimental
group sat quietly and listened attentively. Then, all the students sang happily. The data was

Prosiding Konvensyen Kebangsaan

PENDIDIKAN GURU 2013
analyzed for both groups. All statistical analyses were carried out using SPSS. Finally, to
facilitate further research, a video CD of the mnemonics was created using Windows Movie
Maker.
4.0 RESULTS AND REFLECTIONS
The results showed that mean score for the control group of 32 students was 3.94 (minimum
= 0, maximum = 12 of a total of 20, SD=3.62); whereas the mean score for the experimental
group sample of 32 students was 16.84 (minimum = 10, maximum = 19 of a total of 20,
SD=1.87). Independent Samples t-test showed a significant difference between the two
groups with t (62) = 17.928, p = .0005. The effect size was large, r=0.9131 and the value of
Cohens d at 4.4775 (Becker, 2013). The results showed that musical mnemonics were
effective to enable students to remember Calvin Cycle processes; by consolidating their
memory processes. The results were in line with previous studies employing mnemonics to
facilitate memory consolidation (Congos, 2006; Simmons-Stern et al., 2010; Thaut et al.,
2005 and Yeoh 2012).
Musical mnemonics had made memorization easier by making the process of conversion of
short term memory into long term memory more efficient. Musical mnemonics provided the
vivid, engrossing, multisensory condition by which new knowledge was linked to existing
knowledge. Silently, I had used modelling (Bandura, 1977). This approach had facilitated
constructivism. Although the respondents had a handicap, in that English is not their mother
tongue, they have been helped by the approach employed in this study.
Based on the findings, I suggest that musical mnemonics should be used to facilitate
memorization of other biological processes including DNA Replication and Transcription.
This will help reduce the study stress and mental exhaustion that many students face. When
the stress is tolerable, they enjoy Biology lessons even more!
I also propose that students be encouraged to write their own mnemonics. By so doing, we
will encourage our students to be independent, creative and innovative! These qualities are
necessary for our students to compete in this global era. With the use of the video CD on
Calvin Cycle, it means that I do not have to sing the mnemonics several times, in order to
teach the students.
The research has also benefited me. Previously, I had used a paired samples t-test that
lacked a control (Yeoh, 2012). I knew that my students would prefer to be in the
experimental group, but when I explained to them that the research design would be more
scientific in having a control group, they could accept it. The control group had trusted me to
keep my word that I would teach them after the data collection step, and they were not shortchanged.
The results of this study imply that even Biology, a subject that requires procedural
knowledge, can be successfully taught in English if teachers are innovative. It can be
learned in an environment where the mother tongue is the Malay language and not English.
This implies that musical mnemonics are a useful tool to facilitate memory consolidation for
students, in an environment where Biology is taught and tested in English.

Prosiding Konvensyen Kebangsaan

PENDIDIKAN GURU 2013
REFERENCES
Bandura, A. (1977). Social Learning Theory. New York: General Learning Press.
Becker, L. (2013, March 1). Effect Size Calculators. Retrieved from http://www.uccs.edu/
~lbecker/
Congos, D. (2006). Nine types of mnemonics for better memory. Retrieved from http://
www.learningassistance.com
Michael, J. (2006). Wheres the evidence that active learning works? Advan. Physiol. Edu.
30: 159-167; doi:10.1152/advan.0053.2006
Petty, G. (2009). Evidence Based Teaching, 2nd Edition. Nelson Thornes: Cheltenham.
Reece, J., Urry, L., Cain, M., Wasserman, S., Minorsky, P. & Jackson, R. (2011). Biology, 9th
Edition. California: Pearson Benjamin Cummings.
Simmons-Stern,N.R., Budson,A.E., & Ally,B.A. (2010). Music as a memory enhancer in
patients with Alzheimers disease. Retrieved from http://www.ncbi.nlm.nih.gov/
pubmed/
Thaut,M.H., Peterson,D.A. & McIntosh,G.C. (2005). Temporal entrainment of cognitive
functions: musical mnemonics induce brain plasticity and oscillatory synchrony in
neural networks underlying memory. Retrieved from http://www.ncbi.nlm.nih.gov/
pubmed/
Yeoh, M. (2012). The Effectiveness of Musical Mnemonics in Teaching Biology: Krebs
cycle. Paper presented at IPGM International Convention for Teacher Learning and
Development, 19-21 Nov 2012; Pearl International Hotel, Kuala Lumpur.