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Published in
Academic Frontiers
Mapping Minds, Making History: Boosting Learning Through Timelines and Concept Maps
Academic Frontiers, 2(8), 26-32, ISSN: 3082-4400, 2026.
Recommended Citation:
Ferrer, J. J. F. (2026). Mapping Minds, Making History: Boosting Learning Through Timelines and Concept Maps. Academic Frontiers, 2(8), 26–32. https://doi.org/10.5281/zenodo.22659678
Author(s)
Ferrer, Jeff Jerico F
Abstract
This study evaluated the effectiveness of Timeline and Concept Mapping of historical events in improving the academic performance of college students enrolled in Readings in Philippine History and Life and Works of Jose Rizal at Saint Louis University during the first quarter of the 2025–2026 school year. The study addressed students' difficulties in organizing historical information, sequencing events, and establishing relationships among historical concepts. The study employed a quasi-experimental one-group pretest-posttest design involving 26 purposively selected students. Data were collected using a validated pre-test and post-test aligned with the course learning competencies. The intervention was implemented for eight weeks through structured Timeline and Concept Mapping activities designed to support students' understanding of historical sequences, thematic connections, and contextual relationships. The findings showed improved academic performance, with the mean score increasing from 26.56 on the pre-test to 37.92 on the post-test, corresponding to an increase in Mean Percentage Score from 66.40 to 94.80. The dependent-samples t-test showed a statistically significant difference between the pre-test and post-test results (p = 0.000), suggesting that the improvement occurred following the implementation of the intervention. The findings support using visual-organizational strategies in history education by helping learners build meaningful connections, organize complex information, and deepen historical understanding. The study concludes that Timeline and Concept Mapping are effective instructional tools for improving academic performance and historical literacy among college students. The findings may provide educators with evidence-based strategies for developing learner-centered approaches in teaching history-related courses.
Keywords
concept mapping; historical literacy; academic performance; timeline; visual learning strategies
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