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ILOILO DOCTORS’ COLLEGE
COLLEGE OF ARTS AND SCIENCES

West Avenue, Molo, Iloilo City
EFFECTIVENESS OF CHUNKING METHOD IN MEMORY OF PHYSICAL

THERAPY STUDENTS IN ILOILO DOCTORS’ COLLEGE
A Research Paper Presented to the
Faculty of the College of Arts and Sciences
Iloilo Doctors’ College
In Partial Fulfillment of the Requirement in
Experimental Psychology
Presented By
Silverio, Jovy Jane B.
June 2024
CHAPTER I
INTRODUCTION
The chunking technique is a memorization method that begins with distilling large
pieces of information into smaller pieces or chunks. You might do this by identifying
similarities between key concepts to create categories, associating information with
personal experiences, developing visual cues or creating acronyms. By using the
chunking technique, you can create a system that's easy for you to remember and scan
when you want to recall a specific detail or piece of information. Effective learning
strategies are pivotal in shaping the educational experience of students worldwide.
Among these strategies, chunking is a cognitive strategy that involves breaking down
information into smaller, manageable units. Research indicates that chunking enhances
memory retention by creating mental frameworks that facilitate easier retrieval and
application of knowledge. According to Baddeley (1974), chunking helps individuals
remember larger amounts of information by organizing it into meaningful units. Students
who used chunking strategies while studying vocabulary words performed significantly
better on recall test compared to those who did not employ such strategies (Dunlosky,
2013). Memory is the total amount of information we remember, enabling us to learn,

adapt and build relationships. It involves recalling facts, experiences, impressions, skills
and habits from our past. It is a store of things learned and retained from our activities
as evidence by structure, behavior, recall and recognition (Luke Mastin, 2010)
This research, The Effectiveness of Chunking Method in Memory of Physical
Therapy students aims to evaluate the impact of this strategy on memory retention and
its learning outcomes for the Physical Therapy students in Iloilo Doctors’ College.
Furthermore, to comprehend the various impacts of this strategy on PT students both
male and female.
OBJECTIVE OF THE STUDY
General: To assess the effectiveness of chunking method in memory of Physical
Therapy students.
Specific: To compare the academic performance of students who use chunking versus
those who do not.

HYPOTHESIS
There is no significant effect of Chunking Method on the Memory of Physical

Therapy students.
SIGNIFICANCE OF THE STUDY
The result of the study may be of great benefit to the following:
Students. The findings of this study may offer students a practical and effective
learning technique. By learning and applying chunking methods, students can enhance
their memory retention capabilities significantly.
Teachers. Through this study, teachers may gain insights into an effective
learning strategy that they can recommend to their students. By incorporating chunking
into their teaching practices, educators can help students improve their ability to
process and remember information.
Parents. The findings of the study inform parents about a proven method to
support their children's learning and memory. By understanding the benefits of
chunking, parents can encourage their children to adopt effective study habits that
enhance academic performance.

Department. The College of Arts and Sciences may utilize the study's findings to
enhance curriculum development and instructional practices. By integrating chunking
strategies into educational frameworks, institutions can optimize learning environments
and promote student success.
Future Researchers. This study may serve as a foundational reference for
exploring memory enhancement techniques. The validated effectiveness of chunking in
improving memory retention opens avenues for further research in cognitive psychology
and educational strategies.
SCOPES AND LIMITATIONS
This study is limited to the Physical Therapy students enrolled during summer
class 2023-2024 in Iloilo Doctors College. This aims to assess the effectiveness of
Chunking method on memory of the following students. The researcher will use
questionnaire
DEFINITION OF TERMS
Physical Therapy Students. Physical therapist students are students who
enrolled in a physical therapist educational program approved by the board who
performs patient related tasks consistent with the person's education, training, and
experience under the direct, immediate, on−premises supervision of a physical therapist
In this study, Physical Therapy student refers to the participants of the study who will
use chunking method.
Memory. Memory is the means by which we draw on our past experiences in
order to use this information in the present. (Sternberg, 1999).
In this study, memory refers to the learning acquired of Physical Therapy students.
Learning Strategy. Learning strategies are operations and actions that students
use in order to optimize the processes of obtaining and storing information and course
concepts.
In this study, learning strategy refers to the methods and approaches that students in
physical therapy use to enhance their acquisition and retention of information.

Chunking Method. Chunking strategy is a cognitive strategy applied to enhance
mental performance (Afflerbach et al., 2008). It involves the reorganizing of
bulk information into various smaller chunks without adding or subtracting the quantity
of new information being acquired.
In this study, chunking method is the intervention used to test the memory performance
of Physical Therapy students.

CHAPTER II
REVIEW OF RELATED LITERATURE
LEARNING STRATEGY
Learning strategies are a collection of techniques used by students to absorb
knowledge and information such as making notes, arranging material, summarizing, and
coding. (Muelas & Navarro, 2015). Effective learning strategies are methods and tactics
that students employ to acquire, store, retain, recall, and apply knowledge. According to
cognitive learning theories, students are the main participants in the educational
process and play a more active role than just passively absorbing knowledge.
Consequently, students not only receive information and knowledge but also perform
mental activities to process and adopt information effectively (Shi, 2017)
According to the study of Rosario et. al 2015, students have to be self-regulated
to control their learning and effectively implement learning strategies. Therefore,
students must acquire three types of knowledge: declarative, procedural and conditional
knowledge. The differences in learning strategy utilization among students according to
gender and age and found that male students preferred learning support strategies and
study habits, while female students used cognitive and learning control strategies more
frequently.
EFFECTIVENESS OF CHUNKING METHOD
The chunking method maximizes short-term memory capacity and facilitates quicker
recall by grouping up information into smaller, more manageable chunks, which
improves
student memorizing. The effectiveness of chunking in vocabulary learning, showing
significant improvements in memory retention when words are grouped based on
compatibility and presented visually. (Schegoleva, 2022)
THEORITICAL FRAMEWORK
CONCEPTUAL FRAMEWORK
The paradigm of this research will show the relationship between the
independent variables and dependent variables of the study. The independent variables
are the students, their sex (male and female). The data collection of the study will take
place in Iloilo Doctors’ College, West Ave., Timawa, Iloilo City. Chunking method will be
used as an intervening variable in this study. The dependent variable is the memory of
the students that will assess the effectiveness of the method.
INDEPENDENT VARIABLE INTERVENING VARIABLE DEPENDENT VARIABLE
2ND YEAR PHYSICAL

THERAPY STUDENTS
Sex CHUNKING METHOD MEMORY
 Male
 Female
Framework:
EFFECTIVENESS OF CHUNKING METHOD IN MEMORY OF PHYSICAL THERAPY
STUDENTS
CHAPTER III
RESEARCH DESIGN
This study will utilize the quasi-experimental research design, a type of
experimental research design that resembles a true experiment but lacks the random
assignment of the samples. Unlike true experiments, participants are not randomly
assigned to the conditions, but the researcher sill manipulates the independent variable.
PARTICIPANTS
The participants for this research study were the twenty (20) selected
second-year students from the College of Physical Therapy enrolled during summer
semester in Iloilo Doctors’ College.
RESEARCH INSTRUMENT
The researcher prepared a questionnaire from the lesson Life and Works of Rizal
composed of 30 items of multiple-choice questions (one question-four choices test) for
pre-test and post-test. The participants were given 50 minutes to do the test. Post-test is
aimed to determine whether the participants for the experimental group have learned
using the chunking method. The use of multiple-choice test items enabled the
researcher to have a consistent process of scoring and grading.

DATA GATHERING PROCEDURE
The research procedure involved purposefully sampling twenty second-year
students enrolled in summer class 2023-2024 majoring in Bachelor of Science in
Physical Therapy from Iloilo Doctors' College at the Psychology Lab. The study focuses
on determining the effectiveness chunking method in memory of the students.
In this quasi-experimental design, the researcher applied pre-test and post-test.
Before conducting the research study, participants were oriented on the following
instructions and method. The researcher will divide the participants into two groups
which is the experimental group and control group. Experimental group will have a
treatment of chunking method while control group will continue on their usual learning
method.
After the pre-test for both groups, the researcher then will introduce the
experimental treatment which is the chunking method (will chunk the whole information
using bullet type and read 2 times each chunk) to the experimental group. Meanwhile
the control group will review on their usual study method. Both groups will have
30minutes to read and review the text. After the intervention, both groups will be given
post-test. The researcher then organized the to analyze the result of pre-test and post-
test.
DATA ANALYSIS
ETHICAL CONSIDERATION
When conducting research, ethical principles are series of guidelines researchers
should follow to ensure a safe and secure environment for the participants to be
protected from any harm. To guarantee this, the researchers allowed the participants to
choose to partake in the study. Further, they have been informed about the process,
benefits, and risks of the study and ensure that their information remains confidential.
Informed consent. This means that the participants are fully aware of what they
are getting and they voluntarily agree to participate without any coercion. The researcher
should let them know the purpose of the study, the expected outcome of the research and its
effect.
Voluntary participation. This means that all research participants are free to
choose to participate without any pressure or coercion. All participants are able to
withdraw from, or leave, the study at any point without feeling an obligation to continue.
Explanations are also not required if they decided to withdraw their participation.
Respect for Anonymity. The researcher
should guarantee anonymity by not collecting any personally identifying information.
The researchers should grant the participants respect and privacy from putting their
information public.
Confidentiality. This means that researcher know who the participants are. All
participants have a right to privacy, the researcher should protect their personal data.

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ILOILO DOCTORS’ COLLEGE

COLLEGE OF ARTS AND SCIENCES

EFFECTIVENESS OF CHUNKING METHOD IN MEMORY OF PHYSICAL

A Research Paper Presented to the

Faculty of the College of Arts and Sciences

Iloilo Doctors’ College

In Partial Fulfillment of the Requirement in

Silverio, Jovy Jane B.

similarities between key concepts to create categories, associating information with

personal experiences, developing visual cues or creating acronyms. By using the

strategies are pivotal in shaping the educational experience of students worldwide.

application of knowledge. According to Baddeley (1974), chunking helps individuals

remember larger amounts of information by organizing it into meaningful units. Students

2013). Memory is the total amount of information we remember, enabling us to learn,

as evidence by structure, behavior, recall and recognition (Luke Mastin, 2010)

This research, The Effectiveness of Chunking Method in Memory of Physical

Furthermore, to comprehend the various impacts of this strategy on PT students both

male and female.

OBJECTIVE OF THE STUDY

General: To assess the effectiveness of chunking method in memory of Physical

those who do not.

There is no significant effect of Chunking Method on the Memory of Physical

SIGNIFICANCE OF THE STUDY

The result of the study may be of great benefit to the following:

their memory retention capabilities significantly.

process and remember information.

support their children's learning and memory. By understanding the benefits of

enhance academic performance.

enhance curriculum development and instructional practices. By integrating chunking

strategies into educational frameworks, institutions can optimize learning environments

and promote student success.

Future Researchers. This study may serve as a foundational reference for

exploring memory enhancement techniques. The validated effectiveness of chunking in

and educational strategies.

SCOPES AND LIMITATIONS

Physical Therapy Students. Physical therapist students are students who

enrolled in a physical therapist educational program approved by the board who

experience under the direct, immediate, on−premises supervision of a physical therapist

use chunking method.

Memory. Memory is the means by which we draw on our past experiences in

order to use this information in the present. (Sternberg, 1999).

physical therapy use to enhance their acquisition and retention of information.

Chunking Method. Chunking strategy is a cognitive strategy applied to enhance

mental performance (Afflerbach et al., 2008). It involves the reorganizing of

of new information being acquired.

of Physical Therapy students.

REVIEW OF RELATED LITERATURE

Learning strategies are a collection of techniques used by students to absorb

mental activities to process and adopt information effectively (Shi, 2017)

According to the study of Rosario et. al 2015, students have to be self-regulated

to control their learning and effectively implement learning strategies. Therefore,

knowledge. The differences in learning strategy utilization among students according to

recall by grouping up information into smaller, more manageable chunks, which

student memorizing. The effectiveness of chunking in vocabulary learning, showing

significant improvements in memory retention when words are grouped based on

compatibility and presented visually. (Schegoleva, 2022)

the students that will assess the effectiveness of the method.

INDEPENDENT VARIABLE INTERVENING VARIABLE DEPENDENT VARIABLE

2ND YEAR PHYSICAL

This study will utilize the quasi-experimental research design, a type of

semester in Iloilo Doctors’ College.

composed of 30 items of multiple-choice questions (one question-four choices test) for

researcher to have a consistent process of scoring and grading.

DATA GATHERING PROCEDURE