Travelogue as Supplementary Learning Tool Towards Students’ Historical Thinking Skills

Abstract

The study utilized experimental-developmental quantitative research design through the use of teacher-made and expert-validated survey questionnaire, pretest and posttest to find the effects of researcher-designed travelogue as a supplementary learning tool in improving the historical thinking skills of fifty (50) Grade 7 students in a public high school in San Pablo City. Results showed that as to the learners’ attitude toward learning styles, visual, auditory, and kinesthetic modalities sometimes apply to them. As to the level of interest, the students were generally interested in the topics for Araling Panlipunan 7. Scores of the respondents as to historical thinking skills were generally also shifted from the satisfactory, very satisfactory ranges to the outstanding range. This is true for sourcing, corroborating, contextualizing, close reading and explicit instruction. Statistical tests for relationships and differences also reflected significant difference on the historical thinking skills of the learners implying that the use of travelogue has improved the skills of the learners and only visual related to explicit instruction and auditory to corroborating. This concludes that the attitudes of the learners toward learning styles partially relate to some of the historical thinking skills.