Project CONAN: Enhancing Grade 8 Students’ Retention in Learning History using Contextualized Animation
DOI:
https://doi.org/10.59120/drj.v16i4.470Keywords:
Classroom-based action research, contextualized animation, education, retention in learning history, social studiesAbstract
The study’s primary goal is to enhance student retention in learning World History by employing Contextualized Animation as a method of instruction. Contextualized animation is a pedagogical approach that utilizes a comic-like format, incorporating pictures and narratives relevant to the lesson content. There are thirty-nine (39) respondents in the controlled group and thirty-nine (39) respondents in the experimental group. The study reveals that, before the intervention, both groups exhibited negative t-values, indicating a decrease in scores from the pre-test to the post-test. The experimental group scored slightly higher (11.97) than the control group (11.49). The results indicated that Grade 8 students had a baseline level of historical information retention, highlighting the need for effective intervention measures to enhance learning outcomes. However, after the intervention, the comparison between the pre-test and post-test scores of both the controlled and experimental groups offered valuable insights into the effectiveness of the intervention employed. The results revealed a remarkable level of significance with a p-value of .000 for both the pre-test and post-test scores of both groups, indicating a substantial and meaningful impact of the intervention. There was a shift in t-values, with the experimental group demonstrating a more pronounced improvement compared to the control group. These findings underscored the effectiveness of the intervention, Project CONAN, in enhancing historical knowledge retention among Grade 8 students.
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Copyright (c) 2025 Vivien Cleire C. Geverola, Syrhel B. Embudo, Judylyn B. Baya, Revrev A. Tio
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