Series of Chunking Strategies as Intervention in Enhancing Historical Timeline

Memorization: A Qualitative Action Research

An Action Research

Presented to the Faculty of Education Department

Rea Jean A. Sinon

December 2023
Series of Chunking Strategies as Intervention in Enhancing Historical Timeline
Memorization: A Qualitative Action Research

An Action Research
Presented to the Faculty of Education Department

In Partial Fulfillment
Of the Requirements for the Degree
Bachelor of Secondary Education
Major in Social Studies

Rea Jean A. Sinon

December 2023
 Chapter I

INTRODUCTION

Rationale

The practice of learning and remembering historical events in their

chronological order is known as historical timeline memory. Students' difficulty

remembering complex material, including historical events, is one of the most

difficult parts of Araling Panlipunan. Therefore, learning historical timelines by heart

has several cognitive advantages, including improved memory retention, stronger

brain connections, and general memory function. Memorizing historical timelines

helps students build a sense of historical chronology and gives valuable points of

reference, even if history is more than simply dates. It is also an important talent that

students should possess.

In studying historical timelines, historical researchers argue that understanding

time is essential to the study of history. Understanding historical time is an important

aspect to historical learning, helping students to place historical events, people and

changes in a chronological framework and more generally to orient themselves in

time (Solé, G; (2019). According to the American Historical Association (AHA,

2022), chronological thinking is part of history education. Students should develop

skills regarding the meaning of historical time, such as distinguishing between past,

present and future time, using chronology in writing their own histories, interpreting

data presented in timelines, recognising historical change, and sensing that time is

culturally constructed. Furthermore, UCLA (2022) argues that chronology provides

the mental scaffolding for organising historical thought, and suggests that the basic

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standard for historical thinking is the student’s ability regarding chronological

thinking from the early stage of their education.

Additionally, the problem with historical timeline memorization is one of the

concerns in a few countries. For example, research in Malaysia indicates that the

history education is seen by some individuals, teachers and students as subjects that

are not important to learn. Moreover, history education should not be seen merely as

subjects to be mastered to meet the requirements to pass the examination, but should

instead be seen as appreciations of the value of the historic events that have occurred

(Akhimullah, 2019). Similarly, in Rochester NY, not only will students encounter

difficulties in the process of memorizing, but even history knowledge they have

mastered will also be confused. Students generally report that they are prone to

confusion in historical time, the meaning and nature of historical events (Sun S,

2021). Furthermore, the Swedish curriculum, steering document for Swedish

compulsory school, states that students’ historical consciousness should be developed

through history as school subject (Skolverket, 2022).

In the Philippines,

Review of Related Literature

The findings of various researchers are presented in the

following literature to assist the researchers in creating associations for this

study. The literature in this section backs up the subjects chosen by the study.

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