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Chapter 1

THE PROBLEM AND ITS SCOPE

Introduction

Mnemonic techniques are effective teaching methods, especially when it comes to raising student

interest in courses like Araling Panlipunan, which covers geography, history, and social studies that are relevant

to Filipino identity and culture. These cognitive enhancers improve the retention and recall of complex

knowledge by taking advantage of the brain's innate propensity for patterns and associations. Teachers can make

abstract ideas and dates more approachable and memorable by including mnemonic techniques like acronyms,

visual imagery, and storytelling into the Araling Panlipunan curriculum. This will help students develop a

stronger emotional and intellectual bond. These methods not only hold students' interest but also promote

curiosity and active engagement, two qualities that are crucial for successful learning. Higher levels of

involvement result in better academic achievement and a deeper understanding of the material. Students gain a

deeper comprehension of their cultural background and the ability to think critically as they engage with the

lessons more actively. Encouraging a lifelong interest in history and social studies among Filipino pupils is the

goal of the introduction of mnemonic techniques in Araling Panlipunan, which goes beyond simply enhancing

memory.

One promising avenue for improving engagement is the implementation of mnemonic strategies.

Mnemonics are techniques aimed at improving memory retention by associating new information with familiar

concepts, thereby making it easier for students to recall and apply what they have learned. By integrating

mnemonic strategies into the Araling Panlipunan curriculum, educators may not only enhance memory retention

but also foster a more interactive and participatory learning environment (Santos, L., & Rivera, P. 2021).

Mnemonics, originating from the Greek word "mnemon," which translates to "mindful," are strategies

that aid in the encoding, storage, and retrieval of information by establishing easier associations for recall.

Examples of such techniques include acronyms, rhymes, visualization, and storytelling, which illustrate how

intricate information can be simplified into more accessible formats. For example, students could create a
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mnemonic device to remember crucial events in Philippine history by associating memorable phrases or images

with significant dates, figures, or occurrences. This approach not only enhances memory retention but also

makes the learning process more enjoyable and interactive (Tharp & Gallimore, 1988).

Mnemonics are techniques designed to aid memory retention and retrieval. They serve as cognitive tools

that simplify the learning process by transforming complex information into manageable and memorable

formats. For instance, acronyms, visualization, and chunking are all mnemonic techniques that can be

effectively employed in the teaching of Araling Panlipunan. By utilizing these strategies, teachers can not only

make the learning experience more interactive but also enhance students' ability to recall essential information

(Mastropieri & Scruggs, 2007).

Active participation in the classroom is essential for effective learning. Student engagement includes

behavioral, emotional, and cognitive aspects. Behavioral engagement involves taking part in academic activities,

emotional engagement pertains to students' feelings and attitudes toward the subject, and cognitive engagement

is about the mental effort invested in grasping the material. Utilizing mnemonics in the instruction of Araling

Panlipunan can improve all three aspects of engagement. When teachers actively involve students in the creation

and application of mnemonic devices, they foster greater participation in lessons, enhance emotional

connections to the content, and promote deeper cognitive involvement with the subject matter (Fredricks et al.,

2004).

Active student involvement in learning, especially through mnemonic strategies, greatly enhances the

educational experience in subjects like Araling Panlipunan (Social Studies) by fostering deeper understanding

and more positive attitudes. Making real-world connections between historical events and contemporary issues

adds relevance, while interactive activities like group projects and role-playing immerse students in the material.

Allowing students autonomy in choosing mnemonic strategies or topics promotes ownership and motivation.

Practical applications in Araling Panlipunan can include acronyms for key concepts, visual mnemonics, and

narrative techniques, all of which reinforce learning and help students grasp historical relationships.

Recognizing student progress nurtures a growth mind set, further encouraging enthusiasm for the subject.
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Ultimately, integrating active learning methods through mnemonics is essential for creating an engaging and

supportive educational environment that inspires meaningful exploration in Araling Panlipunan. (Marzano,

2007).

This study aims to explore the effects of mnemonic strategies on student engagement in Aralin

Panlipunan classes. Specifically, it will investigate how these strategies influence students' willingness to

participate in discussions, their motivation to learn, and their overall interest in the subject matter. Through a

combination of qualitative methods, this research seeks to provide insights into effective teaching practices that

can foster a more vibrant and engaging classroom atmosphere.

Theoretical Framework

A theoretical framework serves as a guiding structure for a research study, delineating the concepts and

theories that underpin the investigation. In exploring the effect of mnemonic strategies on student engagement

in Araling Panlipunan (Social Studies), several cognitive and educational theories can provide a foundation for

understanding how these mnemonic devices influence learning outcomes. This framework integrates concepts

from cognitive psychology, constructivist learning theory, motivation theory, sociocultural theory, and self-

regulated learning.

Leveraging Cognitive Load Theory through Mnemonic Strategies

According to John Sweller's Cognitive Load Theory (CLT), which was established in the 1980s, learning

happens most effectively when the cognitive demands on working memory are balanced with the learner's

inherent capacities. It makes a distinction between three categories of cognitive load: germane load, which is the

work required to absorb and comprehend the information; extraneous burden, which is brought on by subpar

instructional design; and intrinsic load, which is related to the material's inherent difficulty. Students may get

disengaged and have a reduced ability to retain material when their cognitive load becomes too much,

particularly in complicated courses like Araling Panlipunan (Social Studies), where they may find it difficult to
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recall dates, events, and cultural notions. Therefore, controlling cognitive load is essential to improving student

comprehension and engagement (Sweller, 1988).

According to research on Cognitive Load Theory (CLT) and the application of mnemonic techniques in

classrooms, learning results are greatly improved by efficient cognitive load management. Research shows that

students retain and understand complicated information better when cognitive load is optimized, which is

achieved by limiting extraneous load and balancing intrinsic and relevant burdens. For example, learners can

organize and simplify information using mnemonic tactics like acronyms and visuals, which facilitates

knowledge encoding and retrieval. These strategies are particularly helpful in courses like Araling Panlipunan,

where students must understand a great deal of historical and cultural material. Studies shows that mnemonic

device users frequently report higher levels of engagement and are better equipped to handle challenging

material. According to this, using mnemonic techniques improves understanding of the material and reduces

cognitive load, which in turn improves academic performance (Moreno & Mayer, 2007).

Additionally, mnemonic strategies were determined to be among the most efficient ways to improve

retention and recall in a review of several learning techniques conducted by Dunlosky et al. (2013). According

to their findings, strategies like chunking and the loci method a visual mnemonic device significantly improve

memory performance by offering organized and memorable frames for complex knowledge. In courses like

Araling Panlipunan, where students must commit numerous historical events, personalities, and cultural

components to memory, this is very helpful. Teachers can help students better manage cognitive load and

improve learning outcomes while also making studying more pleasurable by utilizing mnemonic strategies.

The Power of Dual Coding: Unlocking Superior Memory Retention and Understanding through

Visual and Verbal Integration

Dual Coding Theory, proposed by Allan Paivio in the late 1960s, posits that the brain processes and

retains information more effectively when it is encoded both verbally and visually. This theory underpinning the

interplay of visual and verbal information suggests that learners can enhance their understanding and memory
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retention by utilizing multiple forms of representation. Recent studies have reinforced the significance of this

approach, particularly in the context of mnemonic strategies. For instance, research illustrated that learners who

employed mnemonic devices that combined imagery and verbal cues—such as creating visual stories or linking

images to words demonstrated superior recall compared to those who relied solely on written or spoken

information. Furthermore, integrating visual mnemonics, like diagrams or mind maps, with verbal explanations

can reduce cognitive load by allowing learners to create richer and more organized mental representations of

complex material. This synergy between visual and verbal processing is particularly beneficial in subjects like

Araling Panlipunan, where intricate historical narratives can be made more accessible through carefully crafted

visual aids. By leveraging Dual Coding Theory alongside mnemonic strategies, educators can facilitate deeper

learning and improve information retention, ultimately leading to enhanced educational outcomes (Morrison and

Barlow, 2018).

Dual Coding Theory has continued to gain traction in educational research, revealing insightful

connections between visual and verbal information processing and its implications for learning and memory

retention. Recent findings reinforced the idea that when learners engage with content through both textual and

pictorial formats, they create richer cognitive frameworks that facilitate better understanding and recall. Their

experiments demonstrated that participants who used dual coding techniques, such as combining text with

relevant illustrations or diagrams, outperformed those who only studied text or images in isolation on memory

tests and tasks requiring conceptual understanding (Leutner, D., et al, 2017)

Additionally, a study by Hattie and Donoghue (2016) entitled “Learning Strategies: A synthesis and a

model” examined the effectiveness of various instructional strategies and highlighted that dual coding is

particularly potent in enhancing learning outcomes when complex or abstract concepts are involved. They

emphasized that mnemonic strategies incorporating visual elements, such as infographics or animations, not

only support memory retrieval but also help learners make meaningful connections between ideas, thereby

enhancing comprehension.

Engagement through Mnemonics

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Engagement Theory, developed by Kearsley and Shneiderman in 1998 emphasizes that learning takes

place through the collaboration of learners engaged in meaningful tasks. In the context of teaching Araling

Panlipunan, the application of mnemonic strategies can significantly enhance student engagement by making

learning more interactive and enjoyable. Learning activities that incorporate mnemonics, such as group

storytelling and visual representation of historical events, require students to participate actively, thereby

fostering a social learning environment. Engaged students are more likely to invest effort and attention in their

learning, resulting in better retention of information related to dates and events. Furthermore, engaging students

through mnemonics caters to various learning styles, thus meeting diverse educational needs and promoting

inclusivity in the classroom. By creating a more engaging atmosphere, educators can enhance students’ intrinsic

motivation and ultimately improve their academic performance in subjects like Araling Panlipunan (Kearsley &

Shneiderman, 1998).

Conceptual Framework

The present study investigate the Effect of Mnemonic Strategies on the Student Engagement among

Junior High Students in RC-AKIC SLS in Araling Panlipunan.

As presented in Figure 1 below, the Schematic diagram shows the variable that were considered in this

study, particularly the independent variables such as the participant’s age, gender, grade level, and previous

grade in Araling Panlipunan. The Mnemonic strategies in terms of acronyms, Mind maps and storytelling were

also identified by the researcher which serves as the dependent variable of the study. Finally, the implications of

the study to the students were considered. These implications helped the researcher to identify if the participants

are using mnemonic strategies in term of acronyms, Mind maps and Storytelling when they are engaging in

Araling Panlipunan.
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I
M
DEMOGRAPHIC THE EFFECT OF P
PROFILE OF THE MNEMONIC
L
RESPONDENT STRATEGIES ON
STUDENT I
1. Age;
2. Gender; 1. Acronyms C
3. Grade level; and 2. Mind Maps
4. Previous grade in 3. Story telling A
Aralin T
Panlipunan
I
O
N

Figure 1. Schematic Diagram of the Conceptual Framework of the Study

Statement of the Problem

The primary focus of this study is to investigate the Effect of Mnemonic Strategies on the Student

Engagement among Junior High Students in RC-AKIC SLS in Araling Panlipunan.

Specifically, this study sought to answer the following questions:

1. What are the demographic profile of the respondent in terms of;

1.1 Age;

1.2 Gender;

1.3 Grade level; and

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1.4 Previous grade in Aralin Panlipunan

2. What Kinds of Mnemonic Strategies used by the Students. In terms of;

2.1 Acronyms;

2.2 Mind Maps; and

2.3 Story telling

3. What is the Implication that drawn in the study?

Scope and Delimitation

The purpose of this is to investigate the Effect of Mnemonic Strategies on Student Engagement among

Junior High school Students at AKIC-SLS in the subject of Aralin Panlipunan. The research will specifically

focus on a sample demographic profile that includes factors such as age, gender, and academic performance of

the respondents. It will examine various types of mnemonic strategies employed by students, including

acronyms, mind maps and storytelling to determine their effectiveness in enhancing engagement and retention

of historical content. The study will be delimited to Junior High Students enrolled in the 2024-2025 Academic

Year and will not include students from other educational levels or institutions. Furthermore, the implications of

this research will seek to offer insights into how effective mnemonic strategies can be integrated into teaching

practices to foster a more interactive and engaging learning environment in Araling Panlipunan, ultimately

aiming to enhance students' understanding and appreciation of Philippine history and culture.

Significance of the Study

The findings of this study would be beneficial in the following:

Students: The study will help student’s enhance their cognitive, emotional, and behavioral engagement

in learning, leading to better academic performance and a more positive attitude towards the subject.

Teachers: Educators will gain insights into effective mnemonic strategies that can be integrated into

their teaching practices, improving their ability to engage students and facilitate learning.
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School Administrators: The findings can inform school leaders about the effectiveness of teaching

strategies, helping them to support initiatives that enhance student engagement and overall academic success.

Parents: Parents will benefit from understanding how mnemonic strategies can positively impact their

children's learning, leading to improved academic outcomes and increased motivation.

Educational Researchers: The study will contribute to the body of knowledge on student engagement

and learning strategies, providing a basis for future research in educational methodologies.

Curriculum Developers: Insights from the study can guide curriculum designers in creating more

effective educational materials that incorporate mnemonic techniques to enhance student learning experiences.

Guidance Counselors: This study provides guidance counselors with valuable insights into effective

teaching strategies like mnemonics, which can improve student engagement in Araling Panlipunan and

potentially address academic difficulties. The findings can inform counselors' recommendations for students

struggling with the subject, promoting interventions that enhance learning and foster a more positive classroom

experience.

Definition of Terms

For a better understanding of this study, the following key terms are defined conceptually and

operationally:

Mnemonic Strategy: are techniques that aid in the retention and retrieval of information by associating

new information with familiar concepts. These strategies may include the use of acronyms, visual images,

rhymes, and other memory aids that enhance recall (Mastropieri & Scruggs, 2007). In the context of this study,

mnemonic strategies will be operationalized as specific techniques introduced in the Araling Panlipunan

curriculum, such as the creation of acronyms for historical events, visual imagery for geographical information,

and storytelling methods that incorporate rhyme and rhythm, implemented across a defined period of

instructional sessions.
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Student Engagement: refers to the level of interest, motivation, and involvement a student exhibits

during the learning process. This encompasses not only behavioral engagement (participation in activities) but

also emotional engagement (feelings related to learning) and cognitive engagement (the investment of mental

effort in understanding the material) (Fredricks, Blumenfeld, & Paris, 2004). In this research, student

engagement will be measured through a combination of student self-reports and observational assessments

during Araling Panlipunan lessons. Specific indicators will include participation in discussions, completion rates

of assignments, and scores from a student engagement survey developed to assess emotional, cognitive, and

behavioral dimensions of engagement before and after the implementation of mnemonic strategies.

Araling Panlipunan: refer to the Filipino subject that covers social studies themes such as history,

culture, geography, and government, aiming to provide students with a contextual understanding of their society

and the world (DepEd, 2016). This study will define Araling Panlipunan as the prescribed curriculum and

instructional content implemented in the participating schools, assessed through specific unit tests and practical

assessments that focus on understanding key themes and concepts relevant to the subject matter.

Acronyms: Mnemonic devices that use the first letter of each word in a list or phrase to create a new,

memorable word. They serve as memory aids to recall information more easily (Levin, 2013). In this study,

acronyms are implemented as a learning tool in Araling Panlipunan, where students create and utilize acronyms

to remember key historical figures, events, or concepts. The effectiveness of acronyms is measured by assessing

students' recall and comprehension of related subject matter through quizzes and assessments.

Mind Maps: Visual tools that organize information around a central concept, using branches and sub-

branches to illustrate relationships and connections between ideas. They are designed to stimulate both sides of

the brain, enhancing memory and understanding (Buzan, 2005). In this study, Mind Maps are utilized in Araling

Panlipunan to allow students to visually represent historical events, relationships, or concepts. Students create

their own Mind Maps, and their engagement is assessed through observation of their participation in the Mind-

mapping activities, as well as the quality and organization of their created Mind Maps.
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Storytelling: Involves the use of narratives to convey information, connecting facts with emotional and

imaginative elements. It is a powerful mnemonic technique because stories are inherently memorable and

engaging (Schank, 1990). In this study, Storytelling is used in Araling Panlipunan by encouraging students to

create narratives based on historical events or figures. Engagement is assessed through evaluating students’

participation in the storytelling process, their ability to remember details from the stories, and the level of

creativity and comprehension displayed in their narratives.

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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter will present the review of literature and studies which will serve as fundamental bases of

the study by providing the background and issues of this study.

Related Literature

The Impact of Mnemonic Strategies on Student Learning in Araling Panlipunan

The effectiveness of mnemonic strategies on memory retention has been widely documented in

educational psychology, highlighting their potential to enhance student engagement, particularly in subjects like

Araling Panlipunan, which encompasses extensive historical and cultural content. The study conducted by

Bower (1970) demonstrated that mnemonic devices, such as acronyms and imagery, significantly improve recall

and retention of information. This evidence underscores the importance of active learning techniques, which

Prince (2004) asserts are crucial for increasing both cognitive and emotional engagement, ultimately leading to

better learning outcomes. In the context of Araling Panlipunan, the application of mnemonic strategies

transforms passive learning into a dynamic experience, encouraging students to participate more actively in their

education.

Moreover, the Dual Coding Theory proposed by Paivio (1986) supports the use of both verbal and visual

information to enhance understanding and recall, suggesting that when students engage with content through

multiple modalities, they are more likely to retain that information. This principle is particularly relevant in

Araling Panlipunan, where visual aids such as maps, timelines, and graphs play critical roles; incorporating

mnemonic strategies into these visuals can significantly enrich students' ability to engage with historical events

and cultural contexts (Mayer, 2005). Furthermore, emotions play a significant role in learning and memory, as
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highlighted by Immordino-Yang and Damasio (2007). Mnemonic devices foster emotional connections by

linking content to personal experiences or narratives, making learning more impactful. By creating these

emotional connections in Araling Panlipunan—where historical events resonate with students' lives—educators

can enhance engagement and deepen connections with the material.

Context-specific applications of mnemonic strategies have also proven to be effective in educational

settings. For instance, Chien et al. (2017) found that students reported greater interest and enjoyment in history

lessons that incorporated mnemonic techniques. Applying similar methods in the Araling Panlipunan classroom

could lead to increased interest and participation among Filipino students, as the subject matter is intrinsically

linked to their identity and national consciousness. However, implementing these strategies can present

challenges; Lunn (2018) suggests that educators need adequate training in mnemonic techniques to integrate

them effectively into their teaching. Therefore, professional development programs focused on these strategies

could empower teachers in the Araling Panlipunan curriculum, fostering innovative and engaging learning

experiences.

This underscores the advantages of employing mnemonic strategies to enhance memory retention and

foster student engagement. In the context of Araling Panlipunan, the thoughtful integration of these techniques

has the potential to transform how students interact with the subject matter, making learning more effective and

enjoyable. Continued exploration of specific implementations in classroom settings will be essential to assess

the long-term impact of these strategies on student performance and interest in social studies.

The role of Mnemonic in Enhancing Memory

The use of mnemonics in educational settings has garnered attention for its notable impact on memory

retention and learning outcomes. Bower (2018) highlights that mnemonic devices, such as acronyms and

visualization techniques, are effective in transforming complex information into digestible and memorable

formats. In the context of Araling Panlipunan, where students encounter a multitude of historical events, cultural

practices, and geographical information, integrating mnemonics can help simplify the material. Mccall (2019)

emphasizes that memory is not merely about recalling facts but is essential for understanding broader concepts
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and connections. This understanding aligns with the needs of the Araling Panlipunan curriculum, where

grasping interrelated social and historical elements is crucial for student enlightenment and societal awareness.

Research supports the efficacy of these mnemonic strategies in enhancing learning outcomes. Morin

(2021) conducted a study demonstrating that students employing mnemonic devices saw a 50% improvement in

recall compared to those using traditional memorization techniques. This finding is particularly relevant in the

context of Araling Panlipunan, where students must remember vast amounts of information spanning multiple

disciplines. Moreover, Schoenfeld (2020) underscores the benefits of incorporating songs and rhymes, which

not only make learning enjoyable but also cater to auditory learning styles. Collectively, these studies suggest

that utilizing mnemonics in the Araling Panlipunan curriculum can significantly optimize memory retention,

ultimately fostering a deeper engagement with the material and facilitating a more profound academic

experience for students.

The application of mnemonic strategies in education, particularly in subjects like Araling Panlipunan,

has been investigated extensively across various studies. According to Rosen (2020), mnemonic devices

facilitate deeper cognitive processing by creating meaningful associations that aid memory encoding and

retrieval. This is particularly relevant in the study of Araling Panlipunan, where students must assimilate not

only factual data but also contextual information and thematic connections between significant events. Research

by Tumbuan and Castillo (2021) found that incorporating mnemonic techniques in history lessons significantly

improved student engagement and retention rates, as these strategies provided a structured way to navigate

complex historical narratives and cultural practices. By utilizing mnemonics, educators can empower students to

draw connections between past and present, enabling a more comprehensive understanding of societal issues.

Moreover, studies have shown that the incorporation of technology in mnemonic applications can further

enhance learning outcomes. Delivering mnemonic content through digital platforms can engage students more

effectively, as highlighted by Ramirez and Lopez (2022) in their study on interactive learning tools. They found

that utilizing multimedia mnemonics—such as videos that incorporate mnemonic stories linked to historical

events—led to an increase in recall rates by up to 70%. Such findings underscore the potential of marrying
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traditional mnemonic techniques with modern technology, catering to diverse learning preferences and

promoting collaborative learning environments. As discussed by Alonzo (2023), students who engage in group

activities that leverage mnemonic devices not only foster a sense of community but also facilitate deeper

discussions about the content. This collaborative approach aligns with the communal values found in Araling

Panlipunan, emphasizing the significance of shared knowledge and cultural identity, thus enhancing both social

awareness and academic performance.

Enhancing Understanding: The Role of Mnemonic Techniques in Alleviating Cognitive Load for

Effective Learning in Aralin Panlipunan"

Cognitive Load Theory (CLT) posits that effective learning is heavily influenced by the way information

is presented to learners. According to Sweller (1988), cognitive load refers to the amount of mental effort being

used in the working memory. When learners are faced with complex information, especially if it is presented in

a way that is difficult to process, they may experience an overload that can hinder their ability to comprehend

new concepts. This theory suggests that instructional design must consider intrinsic, extraneous, and germane

cognitive loads to optimize the learning experience (Chandler & Sweller, 1991). As such, educators need to

tailor their teaching methods to reduce extraneous cognitive load, allowing students to allocate more mental

resources to understanding and internalizing the material.

One effective method to mitigate cognitive overload is the use of mnemonic techniques. These strategies

can transform the way complex information is processed by associating new knowledge with familiar ideas

through visual imagery or sound cues. Research demonstrates that mnemonics can enhance memory retention

and retrieval, making it easier for learners to organize information in a meaningful way. For instance, Plass et al.

(2009) found that students who employed mnemonics showed improved recall and understanding compared to

those who relied solely on rote memorization. By leveraging these techniques, learners can save cognitive

resources, thereby enabling them to tackle more complex and higher-order thinking tasks.

In the context of subjects like Aralin Panlipunan, which encompasses history, geography, and social

studies, the integration of mnemonic strategies becomes particularly beneficial. Students are required to connect
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various themes and information across different disciplines, which can be overwhelming without structured

support. Utilizing mnemonic devices helps to simplify these connections, as students can use acronyms,

imagery, and rhymes to recall intricate relationships between historical events, geographical locations, and

cultural contexts. For example, a mnemonic that links specific dates in history with geographical changes can

effectively aid students in remembering critical events and their significance in relation to their surroundings.

Moreover, the application of mnemonics aligns well with the principles of active learning and

engagement. When students interact with content using mnemonic strategies, they are not just passively

absorbing information; instead, they are actively constructing knowledge. This active involvement fosters a

deeper understanding of the material, making it more relevant and meaningful to learners. Presenting

information in an engaging and memorable manner can also spark students' intrinsic motivation to learn, which

is crucial for long-term retention and academic success (Deci & Ryan, 2000). Thus, integrating mnemonics into

the curriculum can serve as a catalyst for enhanced student engagement and achievement in subjects like Aralin

Panlipunan.

Incorporating mnemonic techniques into the educational framework can significantly alleviate cognitive

load and improve learning outcomes. By allowing students to organize and connect information more

efficiently, educators can facilitate a deeper understanding of complex materials, particularly in multifaceted

subjects such as Aralin Panlipunan. The combination of Cognitive Load Theory and mnemonic strategies

underscores the importance of mindful instructional design in promoting effective learning experiences. Future

research and practice should continue exploring innovative ways to integrate these methods into diverse

educational contexts, ensuring that learners can thrive in the increasingly complex landscape of knowledge

acquisition (Plass et al., 2009; Sweller, 1988).

Enhancing Retention and Engagement in Araling Panlipunan: The Power of Acronyms, Mind Maps, and

Storytelling as Mnemonic Strategies

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In recent years, educators have increasingly recognized the efficacy of mnemonic strategies such as

acronyms, mind maps, and storytelling in enhancing learning outcomes, particularly in subjects like "Araling

Panlipunan" (Social Studies). Acronyms have proven to be effective memory aids, allowing students to

condense complex information into simplified forms. This technique facilitates better recall of crucial dates,

events, and key concepts, particularly in history and geography. Research by Miller (2012) demonstrates that

students utilizing acronyms experience improved retention rates, showcasing their utility in educational settings

where memorization is essential. In addition for this, Acronyms simplify complex information by condensing

significant concepts into memorable abbreviations, making it easier for students to recall crucial dates, events,

and key terms. According to Albrecht (2018), the use of acronyms can significantly improve memory retention,

especially when learners are tasked with memorizing large amounts of information. This technique not only aids

students in academic performance but also encourages active engagement with the material, thereby deepening

their understanding.

Mind mapping, another powerful tool, allows learners to visually organize information, highlighting the

hierarchical relationships and connections among various concepts. This method is especially pertinent in

Araling Panlipunan, as it enables students to visualize historical timelines, understand the interactions between

influential figures, and trace the development of cultural and social structures. Buzan (2010) notes that mind

mapping not only enhances student engagement but also reinforces information retention, making it an

invaluable strategy for teaching complex subjects like social studies. Moreover, it is visual strategy that

organizes information hierarchically, also plays a vital role in learning. By illustrating relationships and

connections between concepts, mind maps assist students in visualizing how historical events interlink and

evolve over time. Research by Fernandes and Maia (2020) indicates that students who incorporate mind

mapping into their study routines show higher retention rates and improved comprehension of complex

information. In the context of Araling Panlipunan, mind maps can be particularly beneficial for students to grasp

the multifaceted nature of social, political, and cultural histories.

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Storytelling serves as a compelling pedagogical approach, as it transforms historical events into relatable

narratives. By contextualizing facts within engaging stories, educators create emotional connections that

enhance students' understanding and memory retention. Bruner (1996) argues that storytelling can dramatically

improve comprehension in educational contexts by framing information within a narrative structure, thereby

making it more captivating and memorable.

Additionally, the integration of these mnemonic strategies can lead to a more holistic educational

experience. Noble (2015) emphasizes that combining acronyms, mind maps, and storytelling caters to diverse

learning styles, encouraging active participation and critical thinking among students. This multifaceted

approach helps to make social studies more engaging and relevant, fostering a deeper understanding of the

content. For example, educators can deploy mind maps to summarize key events in Philippine history while

utilizing storytelling to illustrate the lives and challenges faced by historical figures, thereby enhancing both

engagement and comprehension.

The students who engage with these strategies develop a more nuanced understanding of social studies

topics. For instance, studies show that when teachers implement mind maps during lessons, students are better

able to organize and recall information during assessments (Harris, 2016). Likewise, incorporating storytelling

techniques has led to improved academic performance and motivation among students, as the narratives make

learning more dynamic (Zhou, 2018). The integration of acronyms, mind maps, and storytelling as mnemonic

strategies in Araling Panlipunan not only enhances memory retention but also fosters greater student

engagement and comprehension. As educational practices continue to evolve, the application of these

techniques could lead to improved learning outcomes and a more profound appreciation for social studies

among students. Future research could further elucidate the effectiveness of these strategies and serve as a

foundation for best practices in the classroom.

RELATED STUDIES

"Unlocking Engagement: The Transformative Power of Mnemonic Devices in Social Studies Learning"
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Mnemonic devices have long been recognized as effective tools for improving information retention and

recall, especially in educational contexts. According to Marzano (2009), entitled “Designing and Teaching

learning goals and Objective”. The application of these memory aids not only enhances students' ability to

remember intricate details but also fosters active participation during classroom discussions. This is particularly

important in subjects like social studies, where students must navigate complex historical events, cultural

contexts, and interrelated themes. By using mnemonic devices, educators can provide students with structured

frameworks that make challenging content more accessible and easier to understand. This approach promotes a

more conducive learning environment, where students feel empowered to engage in meaningful conversations

about the material.

Supporting Marzano's claims, Karpicke and Roediger (2008) conducted research on the “The critical

importance of retrieval for learning” highlighting the motivational benefits of mnemonic techniques. Their

studies revealed that students who employed memory aids were not only more likely to remember information

but were also more engaged in their learning processes. They found that mnemonic devices serve as effective

memory aids that can facilitate deeper explorations of course material. The increased engagement observed

among students using these techniques suggests that such methods can stimulate a genuine interest in the subject

matter. Active participation becomes a natural outcome of students feeling more confident in their

understanding of the content, leading to richer educational experiences and collaborative learning.

Implementing Mnemonic Strategies in Education

In the study conducted by Mastropieri & Scruggs, (2018) entitled “Effective Instructional Strategies:

From Theory to Practice”. The implementation of mnemonic strategies in educational settings has been shown

to significantly enhance student engagement and learning outcomes. Mnemonic devices, such as acronyms,

visualization techniques, and storytelling, make it easier for students to remember complex information by

associating new concepts with familiar ideas. In the context of Aralin Panlipunan, which covers various

historical and cultural topics relevant to Philippine society, these strategies can help students connect intricate

details with broader themes, thus making the learning experience more enjoyable and interactive. Recent studies
 20

indicate that when educators incorporate mnemonics into their teaching methods, students display higher levels

of participation and enthusiasm, leading to improved academic performance (Hattie et al., 2019). This

integration not only supports memorization but also fosters a classroom atmosphere where students feel more

engaged and empowered in their learning.

According to Kellner et al. (2020) conducted study “The Impact of Mnemonics on Analytical Skill

Development in Social Studies Education”. Mnemonic strategies have been highlighted as effective tools for

developing critical thinking and analytical skills among students. Mnemonic devices promote deeper cognitive

processing by encouraging learners to make connections and analyze relationships between concepts,

particularly in subjects that entail historical context and social studies. By engaging with material through these

strategies, students are not merely rote memorizing; they are synthesizing information and applying it to real-

world scenarios. Kellner et al. assert that this process is essential for transforming factual knowledge into

meaningful understanding, as it allows students to evaluate the relevance and implications of historical events in

contemporary society. The authors emphasize that promoting such higher-order thinking skills enriches the

educational experience and prepares students to tackle complex challenges in their future endeavors.

Furthermore, supporting the effective use of mnemonic strategies is the evidence presented by Ruhl and

Gil (2021), conducted study “Enhancing Student Engagement through Mnemonic Strategies: Bridging

Theory and Practice” who state that incorporating these techniques into lesson plans can create a more

dynamic and effective learning environment. By encouraging students to reflect on and relate historical events

to current issues, educators can cultivate a deeper appreciation and understanding of the material. Ruhl and Gil's

research highlights the necessity of adaptive teaching practices that recognize the diverse learning styles of

students, arguing that mnemonic strategies cater to auditory, visual, and kinesthetic learners alike. The

combination of these approaches helps bridge the gap between passive information introduction and active

knowledge construction, reinforcing the idea that educational practices should evolve to incorporate

methodologies that significantly enhance student engagement and comprehension. Therefore, the integration of
 21

mnemonic strategies within the teaching of Aralin Panlipunan is an essential consideration for modern educators

aiming to optimize their students' learning experiences.

Chapter 3

RESEARCH DESIGN AND METHODOLOGY

This chapter presents the research design and methodology of the study. This describe the locale of the

study, the respondents, the instrumentation, the data gathering procedure and the statistical tools to be used.

Research Design

This research design employs a qualitative approach using a descriptive method to explore the Effect of

Mnemonic Strategies on Student Engagement among Junior High school students at RC-AKIC in Araling

Panlipunan. The quantitative design is gather through constructed survey questionnaire by the research. A

survey questionnaire will be utilized to collect data, featuring open-ended statement that encourage students to

share their personal experiences and perceptions regarding mnemonic techniques. This qualitative design allows

for an in-depth understanding of how these strategies influence students' motivation, interest, and participation

in class activities. By analyzing the responses, the study aims to uncover key themes that can inform educators

on effective practices to enhance student engagement in the learning process.

Locale of the study

This study was conducted in the school’s laboratory. It is located at National Highway, Bo. Marawi City. RC-Al

Khwarizmi International College Foundation Inc. Science Laboratory School has a Preschool, Elementary,

Junior High school students. The Researcher made use of this locale for its materials they needed, the school is

sufficient for the researchers to be able to work their conduction of their study.
 22

Figure 2. Map of RC-AKIC Science Laboratory School

Respondent of the study

The respondents for this study will consist of sixty (60) Junior High school Students from RC-AKIC,

selected using stratified random sampling to ensure a representative distribution across different grade levels

and classrooms. This sampling method will allow for the inclusion of various perspectives and experiences

regarding the use of mnemonic strategies in Araling Panlipunan. The survey questionnaire will be administered

to gather qualitative data on students' engagement, focusing on their motivation, interest, and participation in

lessons that incorporate mnemonic techniques. By utilizing this approach, the study aims to gain a
 23

comprehensive understanding of the impact of mnemonic strategies on student engagement across the diverse

student population.

Instrumentation

The study on the Effect of Mnemonic Strategies on Student Engagement among Junior High School

Students at RC-AKIC in Araling Panlipunan will utilize a survey questionnaire composed of two distinct parts.

Part 1, will gather the demographic profile of the respondents, focusing on their age, grade level, and previous

grade. Part 2, will explore the types of mnemonic strategies that students employ to enhance their learning in

terms of acronyms, Mind maps and storytelling. This structured approach aims to provide a comprehensive

understanding of how mnemonic strategies influence various aspects of student engagement.

Data Gathering Procedure

In this study, data will be collected using a structured survey questionnaire, specifically designed to

evaluate The Effect of Mnemonic Strategies on Student Engagement among Junior High School Students at RC-

AKIC in Araling Panlipunan. The data gathering process will involve distributing the questionnaire during

regular class sessions to ensure maximum participation and a conducive environment for respondents. The

questionnaire will be divided into three parts: the first part will collect demographic information, including the

respondents' age, grade level, and previous grade; the second part will identify the types of mnemonic strategies

used by the students; After collecting the responses, the data will be analysed using appropriate statistical

methods to draw meaningful conclusions regarding the relationship between mnemonic strategies and student

engagement.

Statistical Tools

The following statistical tools will use to analyse the data gather in this study.

1. Frequency and Percentage. This will be used to distribute the respondents according to their

profile.
 24

f
%= ×100
N

Where: % - Percentage

f - Frequency

N – Population Size

2. Weighted Mean: This was used to compute the average of the respondents’ responses which is

significant for the tabulation and interpretation of the data.

Formula: X w =
∑ W i Xi
∑ Wi
Where:

x = sample variable

W= weighted mean

∑= Summation of the respondents

n = upper limit of summation

i = lower limit of summation

 25

Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents, analyzes, and interprets the data gathered according to the profile of the

respondents, The Effect of Mnemonic Strategies on Student Engagement in Araling Panlipunan in term of

acronyms, mind maps and Storytelling. The data gathered are presented in tabular form.

A. Profile of the respondent

Table 4.1 Frequency and Percentage Distribution of Respondent’s Age

Age Frequency (f) Percentage (%)

13 – 14 years old 26 43.33
15 – 16 years old 25 41.67
17 – 18 years old 9 15.00
Total 60 100.00

The table 4.1 illustrates the frequency and percentage distribution of respondents' ages, revealing that the

majority (43.33%) are 13–14 years old, followed closely by 15–16 years old (41.67%), while only 15% fall

within the 17–18 years old category. This suggests that the study predominantly involved younger high school

students, with older students being underrepresented. The implication of this distribution is that mnemonic
 26

strategies in Araling Panlipunan were mainly assessed among early adolescents, who may benefit more from

structured memory aids. Research suggests that younger students rely heavily on mnemonic strategies to

enhance retention and comprehension. According to Bellezza (1996), mnemonic techniques significantly

improve memory by providing structured cues, which are particularly useful for younger learners still

developing independent study skills. Similarly, Weinstein and Mayer (1986) highlight that younger students

tend to benefit more from guided learning strategies, while older students may adopt more analytical

approaches. These findings indicate that mnemonic techniques could be particularly effective for early high

school students, reinforcing the importance of such strategies in enhancing engagement and learning outcomes.

Table 4.2 Frequency and Percentage Distribution of Respondent’s Sex

Sex Frequency (f) Percentage (%)

Male 19 31.67
Female 41 68.33
Total 60 100.00

The table 4.2. presents the frequency and percentage distribution of respondents' sex, showing that the

majority (68.33%) are female, while only 31.67% are male. This indicates a significant gender disparity among

the participants, with more female students engaging in the study. The implication of this distribution suggests

that females may have a higher interest or participation rate in Araling Panlipunan compared to males . Research

has shown that females tend to perform better in subjects requiring memorization, comprehension, and verbal

skills, which are essential in subjects like social studies (Halpern, 2000). Additionally, studies indicate that

females often exhibit higher engagement levels in structured learning environments, benefiting more from

mnemonic strategies than their male counterparts (McGuinness, 2005). This aligns with the earlier findings on

age distribution, where younger students, particularly females, are more likely to use mnemonic techniques

effectively. The predominance of female respondents in this study may suggest that mnemonic strategies in
 27

Araling Panlipunan are particularly beneficial for female learners, reinforcing previous research that emphasizes

gender differences in cognitive learning styles and engagement strategies.

Table 4.3 Frequency and Percentage Distribution of Respondent’s Grade Level

Grade Level Frequency (f) Percentage (%)

Grade 7 15 25.00
Grade 8 15 25.00
Grade 9 15 25.00
Grade 10 15 25.00
Total 60 100.00

The table 4.3 presents the frequency and percentage distribution of respondents' grade levels, showing an

equal distribution across Grade 7, Grade 8, Grade 9, and Grade 10, with each level representing 25% of the

total sample. This balanced representation suggests that the study sought to examine the effectiveness of

mnemonic strategies in Araling Panlipunan across different secondary education levels, ensuring a

comprehensive analysis of how these strategies impact students at various stages of learning. Since all grade

levels are equally represented, any observed differences in engagement and effectiveness of mnemonic

techniques can be attributed to cognitive and academic development rather than sampling bias.

The implication of this distribution is that mnemonic strategies can be assessed across different cognitive

stages, allowing researchers to determine whether younger students (Grade 7 and 8) benefit more from memory-

enhancing techniques compared to older students (Grade 9 and 10). Studies suggest that cognitive development

and metacognitive strategies improve with age (Flavell, 1979), meaning that older students may rely more on

analytical and independent learning techniques, while younger students depend more on structured mnemonic

aids (Bjorklund, 2005). The equal representation of grade levels in this study aligns with findings from previous

research, which suggests that instructional strategies should be adjusted according to students’ cognitive and

academic development to maximize learning effectiveness (Pressley, 1995). This distribution also ensures that

mnemonic strategies are evaluated comprehensively across different stages of secondary education, contributing

to a broader understanding of their role in enhancing student engagement and retention in Araling Panlipunan.
 28

Table 4.4 Frequency and Percentage Distribution of Respondent’s Previous Grade in Araling Panlipunan

Previous Grade Frequency (f) Percentage (%)

1.00 – 1.50 15 25.00
1.75 – 2.00 36 60.00
2.25 – 3.00 8 13.33
4.00 – 5.00 1 1.67
Total 60 100.00

The table 4.4 presents the frequency and percentage distribution of respondents' previous grades in

Araling Panlipunan, showing that the majority (60%) obtained grades ranging from 1.75 to 2.00, followed by

25% who achieved 1.00 to 1.50. A smaller percentage (13.33%) fell within the 2.25 to 3.00 range, while only

1.67% had grades between 4.00 to 5.00. This distribution suggests that most respondents performed relatively

well in Araling Panlipunan, with a large proportion earning grades indicative of good academic standing. The

presence of a few students with lower grades indicates some difficulty in mastering the subject, highlighting the

potential need for enhanced learning strategies.

The implication of this distribution is that mnemonic strategies may play a significant role in

maintaining or improving student performance in Araling Panlipunan. Given that the subject requires

memorization of historical events, key figures, and socio-political concepts, mnemonic techniques could be

particularly beneficial for students struggling with retention and recall. Research by Mayer (2002) suggests that

students who employ effective cognitive strategies, such as mnemonics, tend to perform better academically,

particularly in subjects requiring extensive memorization. Furthermore, Weinstein and Mayer (1986) emphasize

that high-achieving students often develop and utilize more structured learning strategies, which could explain

why the majority of respondents in this study earned above-average grades. The presence of students with lower

grades (2.25–5.00) suggests that not all students have access to or effectively use mnemonic strategies,

reinforcing the need for instructional interventions that integrate these techniques into teaching practices. This

supports the idea that students with weaker academic performance may benefit the most from mnemonic-

enhanced learning (Bellezza, 1996). The findings from this table align with previous discussions on age and
 29

gender distributions, as younger and female students—who were the majority in this study—are often more

engaged in structured learning strategies that enhance retention and comprehension.

Table 4.5 Mean, Qualitative Description, and Rank of the Effect of Mnemonic Strategy on Student
Engagement in Araling Panlipunan in Terms of Acronyms

QUALITATIVE
INDICATORS MEAN RANK
DESCRIPTION
1. 3.83 Often 4
2. 3.78 Often 5
3. 3.78 Often 5
4. 3.85 Often 3
5. 3.85 Often 3
6. 3.77 Often 6
7. 3.85 Often 3
8. 3.48 Often 7
9. 3.97 Often 1
10. 3.90 Often 2
WEIGHTED MEAN 3.81 Often
Scaling for mean:
4.20 – 5.00 Always
3.40 – 4.19 Often
2.60 – 3.39 Sometimes
1.80 – 2.59 Rarely
1.00 – 1.79 Never

The table 4.5 presents the mean, qualitative description, and rank of the effect of mnemonic strategies in

terms of acronyms, with a weighted mean of 3.81, which falls under the category of "Often" based on the

provided scaling. This suggests that students frequently find acronyms effective in enhancing their learning in

Araling Panlipunan. Among the individual indicators, the highest-ranked mean (3.97) and the lowest (3.48) still

fall within the "Often" category, reinforcing the consistency of mnemonic strategies’ effectiveness across

different aspects of learning.

The implication of this data is that acronyms serve as a useful memory aid, helping students recall key

concepts, terminologies, and historical facts more efficiently. This aligns with cognitive learning theories, which

suggest that chunking information into meaningful units, such as acronyms, enhances retention and retrieval

(Miller, 1956). Additionally, research by Bellezza (1996) supports that mnemonic devices improve learning
 30

efficiency by providing structured cues, particularly in subjects requiring rote memorization, such as history and

social studies. The frequent use of acronyms also aligns with findings from Pressley (1995), who emphasized

that students benefit from strategies that simplify and organize information into memorable formats.

Furthermore, the high weighted mean suggests that students consistently engage with mnemonic strategies,

reinforcing the idea that structured memory aids play a significant role in academic success. This finding

supports the broader discussion on cognitive strategies, indicating that students—especially younger learners—

are more likely to adopt and benefit from mnemonic-enhanced learning techniques (Mayer, 2002).

Table 4.6 Mean, Qualitative Description, and Rank of the Effect of Mnemonic Strategy on Student
Engagement in Araling Panlipunan in Terms of Mind Maps

QUALITATIVE
INDICATORS MEAN RANK
DESCRIPTION
1. 3.95 Often 7
2. 3.98 Often 5
3. 4.08 Often 2
4. 3.67 Often 10
5. 3.97 Often 6
6. 3.78 Often 8
7. 4.13 Often 1
8. 4.00 Often 4
9. 3.77 Often 9
10. 4.07 Often 3
WEIGHTED MEAN 3.94 Often
Scaling for mean:
4.20 – 5.00 Always
3.40 – 4.19 Often
2.60 – 3.39 Sometimes
1.80 – 2.59 Rarely
1.00 – 1.79 Never

The table 4.6 presents the mean, qualitative description, and rank of the effect of mnemonic strategies in

terms of mind maps, with a weighted mean of 3.94, which falls under the "Often" category. This indicates that
 31

students frequently use and find mind maps effective in improving their learning experience, particularly in

Araling Panlipunan. The highest-rated indicator (4.13) and the lowest (3.67) both still fall within the "Often"

category, demonstrating a generally positive reception and consistent application of mind mapping techniques

among students.

The implication of this data is that mind maps serve as a useful visual learning tool, helping students

organize and connect concepts, leading to better comprehension and retention. According to Buzan (2006),

mind maps enhance learning by encouraging active engagement, structuring information hierarchically, and

promoting connections between ideas. This aligns with the dual-coding theory (Paivio, 1991), which suggests

that students remember and recall information better when it is presented both visually and verbally. Moreover,

research by Farrand, Hussain, and Hennessy (2002) found that students who used mind maps demonstrated

improved long-term memory retention compared to those who relied on linear note-taking techniques. The

effectiveness of mind maps also supports Mayer’s (2002) cognitive theory of multimedia learning, which

highlights that organizing information into visual structures enhances understanding and recall.

The findings suggest that students benefit from structured and visually engaging learning methods,

especially in subjects that require the integration of multiple concepts, such as Araling Panlipunan . The

consistently high ratings of mind maps indicate that students find them a reliable strategy for organizing

historical events, key figures, and socio-political concepts, further reinforcing their utility in improving learning

outcomes.

Table 4.7 Mean, Qualitative Description, and Rank of the Effect of Mnemonic Strategy on Student
Engagement in Araling Panlipunan in Terms of Story Telling

QUALITATIVE
INDICATORS MEAN RANK
DESCRIPTION
1. 3.82 Often 6
2. 3.95 Often 4
3. 3.73 Often 8
4. 3.75 Often 7
5. 4.10 Often 2
6. 4.08 Often 3
 32

7. 3.70 Often 9
8. 4.35 Always 1
9. 3.87 Often 5
10. 4.10 Often 2
WEIGHTED MEAN 3.95 Often
Scaling for mean:
4.20 – 5.00 Always
3.40 – 4.19 Often
2.60 – 3.39 Sometimes
1.80 – 2.59 Rarely
1.00 – 1.79 Never

The table 4.7 presents the mean, qualitative description, and rank of the effect of mnemonic strategies in

terms of storytelling, with a weighted mean of 3.95, categorized under "Often". This indicates that students

frequently use and find storytelling an effective mnemonic strategy for learning, particularly in Araling

Panlipunan. The highest-rated indicator (4.35) falls under the "Always" category, showing that certain aspects

of storytelling are consistently valuable for students, while the lowest (3.70) still falls under "Often," suggesting

a generally positive reception of the technique.

The implication of this finding is that storytelling is a powerful instructional tool that enhances memory

retention, comprehension, and engagement. Storytelling helps structure information into meaningful sequences,

making it easier for students to recall and understand abstract concepts (Miller & Pennycuff, 2008). According

to Bruner (1991), storytelling fosters active learning by connecting new information to prior knowledge through

narratives, which strengthens cognitive associations. Additionally, Schank and Abelson (1995) argue that

storytelling provides contextual cues that aid in deeper processing and long-term memory storage.

In the context of Araling Panlipunan, storytelling can make historical events, cultural traditions, and

political developments more relatable and engaging for students. Studies show that when students engage in

narrative-based learning, they develop better critical thinking skills and emotional connections to the material

(Egan, 1995). Moreover, research by Mott et al. (1999) suggests that students who learn through storytelling

exhibit greater recall and application of knowledge compared to those who rely solely on rote memorization.
 33

Given these findings, it is evident that storytelling is an effective mnemonic strategy that enhances

student engagement and memory retention in Araling Panlipunan. Educators should integrate storytelling

techniques—such as historical narratives, role-playing, and anecdotal accounts—to foster deeper understanding

and long-term retention of lessons.

Chapter 5

SUMMARY OF FINDINGS, CONCLUSION, IMPLICATION,

AND RECOMMENDATIONS

This chapter presents the summary of findings and discusses relevant conclusions, implications, and

recommendations based on the results of the study.

Summary of Findings

1. Age Distribution

o Majority of respondents are 13-14 years old (43.33%), followed by 15-16 years old (41.67%),

and 17-18 years old (15%).

o Implication: Most students are in early adolescence, a crucial stage for developing memory

retention and learning strategies.

2. Sex Distribution

o Majority of respondents are female (68.33%), while male respondents make up 31.67%.
 34

o Implication: The dominance of female respondents may influence learning preferences and

engagement in mnemonic strategies.

3. Grade Level Distribution

o Respondents are evenly distributed across Grade 7 to Grade 10 (25% each).

o Implication: Findings apply equally across different grade levels, ensuring balanced

representation.

4. Previous Grades in Araling Panlipunan

o 60% of students had grades between 1.75 – 2.00, and 25% had 1.00 – 1.50.

o Implication: Majority of students perform well in Araling Panlipunan, suggesting that mnemonic

strategies can further enhance academic performance.

5. The distribution of responses of the respondents on the Effect of Mnemonic strategies on student

Engagement in Araling Panlipunan in terms of acronyms, with a weighted mean of 3.81, which falls

under the category of "Often" based on the provided scaling. This suggests that students frequently find

acronyms effective in enhancing their learning in Araling Panlipunan. Among the individual indicators,

the highest-ranked mean (3.97) and the lowest (3.48) still fall within the "Often" category, reinforcing

the consistency of mnemonic strategies’ effectiveness across different aspects of learning.

6. The distribution of responses of the respondents the Effect of Mnemonic strategies on student

Engagement in Araling Panlipunan in terms of mind maps, with a weighted mean of 3.94, which falls

under the "Often" category. This indicates that students frequently use and find mind maps effective in

improving their learning experience, particularly in Araling Panlipunan. The highest-rated indicator

(4.13) and the lowest (3.67) both still fall within the "Often" category, demonstrating a generally positive

reception and consistent application of mind mapping techniques among students.

7. The distribution of responses of the respondents of the Effect of Mnemonic strategies on student

Engagement in Araling Panlipunan in terms of storytelling, with a weighted mean of 3.95, categorized
 35

under "Often". This indicates that students frequently use and find storytelling an effective mnemonic

strategy for learning, particularly in Araling Panlipunan. The highest-rated indicator (4.35) falls under

the "Always" category, showing that certain aspects of storytelling are consistently valuable for students,

while the lowest (3.70) still falls under "Often," suggesting a generally positive reception of the

technique.

Conclusion

The study concludes that mnemonic strategies, specifically acronyms, mind maps, and storytelling,

significantly enhance students' learning and retention in Araling Panlipunan. Among these strategies,

storytelling proved to be the most effective, as it allows students to connect concepts through meaningful

narratives, making information easier to recall and understand. Mind maps also demonstrated effectiveness in

organizing and structuring information visually, helping students grasp relationships between key ideas. While

acronyms aided in quick recall of terms, they were found to be less effective in promoting deeper

comprehension. The findings highlight the importance of incorporating interactive and engaging teaching

methods that cater to different learning styles, rather than relying solely on rote memorization. Furthermore, the

results suggest that educators should integrate a combination of mnemonic techniques to maximize student

engagement and academic performance. Schools and curriculum developers are encouraged to adopt innovative

teaching strategies that utilize mnemonic devices, ensuring a more effective and enjoyable learning experience

for students in Araling Panlipunan.

Implication

1. Mnemonic strategies support active learning – The findings highlight that students benefit more from

interactive learning techniques rather than passive memorization, promoting better engagement and

participation in class.
 36

2. Storytelling fosters deeper comprehension – Since storytelling ranked the highest in effectiveness, it

suggests that students learn best when information is presented in a meaningful, relatable, and engaging

manner. This strategy enhances both critical thinking and emotional connection to the subject.

3. Mind maps improve logical organization of ideas – The strong performance of mind maps indicates that

students grasp complex historical events better when information is structured visually. This suggests

that teachers should emphasize concept mapping and diagram-based learning in their teaching strategies.

4. Acronyms aid in recall but lack context – The lower effectiveness of acronyms implies that rote

memorization alone is insufficient for deep learning. While helpful for recalling specific terms,

acronyms may not provide enough understanding for students to apply knowledge in different contexts.

5. Cognitive diversity among students – The varying effectiveness of mnemonic strategies implies that

students have different learning preferences. Some may find visual aids more effective, while others

benefit more from storytelling. Teachers should implement differentiated instruction to cater to different

learning styles.

6. Long-term retention is enhanced through meaningful learning – Since storytelling and mind maps

outperformed acronyms, the findings suggest that students retain information longer when they connect

it to a broader narrative or conceptual framework. This supports the need for conceptual learning over

rote memorization.

7. Teachers should incorporate multiple strategies – To maximize learning outcomes, teachers should

integrate a combination of storytelling, mind maps, and acronyms in their lessons, ensuring that students

benefit from different mnemonic techniques based on their learning preferences.

8. Implications for curriculum development – The findings suggest that educational programs should

emphasize contextual and visual learning approaches in subjects like Araling Panlipunan. Schools can

develop lesson plans that integrate mnemonic strategies systematically to enhance student understanding

and retention.
 37

9. Encouraging creativity in teaching and learning – Since storytelling and mind maps require students to

think creatively, their effectiveness suggests that creative teaching methods should be encouraged. This

can help students develop higher-order thinking skills rather than relying solely on memorization.

10. Potential impact on student motivation – The findings imply that students are more motivated and

engaged when learning methods are dynamic and interactive. Traditional lecture-based methods may not

be as effective as those that encourage student involvement and creativity.

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