REFERENCES

Secondary education students do not usually perceive history as a subject connected with their lives,
backgrounds and interests. At the same time, prospective and in-service teachers do not always have a
coherent vision of this discipline, which can reflect on their students’ perceptions.

Miguel-Revilla, D. (2021). What is history education good for? A comparative analysis of students’
conceptions about the relevance of history. Journal of Curriculum Studies, 54(1), 70–84.
https://doi.org/10.1080/00220272.2021.1896784

Miguel-Revilla, D. (2022). What is history education good for? A comparative analysis of students’
conceptions about the relevance of history. Journal of Curriculum Studies, 54(1), 70-84.

Embedded with such complexities, history as a subject in the schools in Bhutan is gradually becoming
redundant as not many students take keen interest in learning it. So, this research paper delves into the
hurdles that makes the study of history difficult and explore possible strategies and experiment it so as
to simplify the study of history so that it becomes easier for the students to learn thereby enhancing
their interest and performance. It also attempts evaluate the status of history and its importance so that
it becomes at par with other subjects where students would treat history as an indispensable part of
their lives.

As per the research and findings, it has been found out that history is also one of the most important
disciplines that is taught in the secondary schools across Bhutan. Despite its importance, many students
and even the teachers finds history subject difficult to be learnt. The core difficulties lie within the
natural components of the subjects such as the dates, events, names of the people and the places. It is
also compounded by the lack of resources available for the study, especially with the inception of the
New Normal curriculum. Other difficulties include the complexity of certain topics and concepts,
especially in the World History, inability to apply different teaching methods due to the time constraints
and having to complete the syllabus on time. However, the study reveals that all these complexities and
hurdles can be removed and overcome if we try to teach history in a simplified manner but without
losing its purpose.

Rai, R. K. (2022). Simplifying the study of history: An action research. International Journal of Scientific
Research and Education, 5(2), 28-36. Retrieved from https://ijsred.com/volume5/issue2/IJSRED-
V5I2P28.pdf

The importance of history can be gets reflected in the words of Alabi (2020) where he opines that,
history draws on significant event of the past to inform the present and to safeguard the future.

Alabi, T. (2020). The importance of history: Drawing on significant events of the past to inform the
present and safeguard the future. International Journal of Scientific Research and Engineering
Development, 5(2), 261-268. Retrieved from https://ijsred.com/volume5/issue2/IJSRED-V5I2P28.pdf
Alabi (2020) asserts that “effective instructions have bearing on the interest of the students and their
motivation to learning history and also influence them to make critical judgement on historical issues
and understand current issue in historical context.”

Alabi, I. A. (2020). Effect of personalized instruction on students’ learning outcomes and attitude in
mathematics education at senior secondary school, Lagos State, Nigeria. International Journal of
Innovative Research & Development, 9(1), 86-90. https://doi.org/10.24940/ijird/2020/v9/i1/JAN20060

Studies have shown that many students find Araling Panlipunan to be a difficult and uninteresting
subject.

The current situation with students’learning interests call for innovative approaches to teaching and
learning that can make the subject matter more engaging and relevant to students

Derraco and Derraco (2022) found that students perceived Araling Panlipunan as a boring subject due to
the use of traditional teaching methods, such as lectures and textbooks. Students had difficulty
understanding the subject matter, which contributed to their low learning interest.

Ofiaza (2022) found that teaching methods play a crucial role in shaping students' learning interest in
Araling Panlipunan. His study revealed that students view effective teaching methods help in making
students more motivated. Interactive teaching methods have been found to increase students' interest
and engagement in the subject. These methods promote active learning and provide students with
opportunities to engage with the subject matter in different ways, enhancing their understanding and
appreciation of the subject (Adipat et al., 2021).

Teachers and educators should consider these factors when designing and implementing effective
instructional strategies and learning materials that promote students' interest and motivation to learn
Araling Panlipunan.

Students’ interest is vital in learning World History (Ca et al., 2020). Given the complexity of the
subject, it is essential for them to actively engage in successful teaching and learning processes
(Setiawan et al., 2020).

In the Philippines, the Department of Education (DepEd, 2016) incorporated World History as one of
the subjects of the K12 curriculum. It aims to produce functionally literate learners who can shape
their perspectives while developing their knowledge and skills. Given this context, the students
must develop their thinking skills and interest to learn the subject successfully and achieve these
visions (Corpuz & Gloria, 2013). However, most students are not into History because they
perceive this subject as boring due to the conventional instruction (Lorbis, 2019). They must
memorize names, places, and dates, eventually lessening their interest (Balante et al., 2023).
Also, some students have insufficient prior knowledge of the lessons given the effect of the
pandemic modality (Agayon & Pentang, 2022; Cena & Bual, 2021; Garcia & Bual, 2022; Margario et al.,
2022; Rios et al., 2023). Some are even promoted to the next grade level regardless of acquiring
the learning competencies (Cruz & Nuqui, 2014). These circumstances compromise students’ thinking
skills and interests (Derraco & Derraco, 2022).

In public schools of Bacolod City, Philippines, it is observed that students’ thinking skills are limited to
remembering due to traditional instruction (Lobaton et al., 2023). Most learners lack the foundation
of World History since this subject does not adhere to the spiral curriculum, unlike other subjects
(Refugio et al., 2020).

Montelibano, R. J. P., Bual, J. M., & Madrigal, D. V. (2023). Thinking Skills and Learning Interest in World
History of Junior High Students in a Public School. Philippine Social Science Journal, 6(3), 54–62.
https://doi.org/10.52006/main.v6i3.8.25

Lorbis, J. C. C. (2019). Utilization of contextualized teaching and learning (CTL) approach in grade two
Araling Panlipunan. Online Submission. https://eric.ed.gov/?id=ED603874

Balante, J., Sobrecarey, J., & Mantog, J. (2023). Enhancing learning interest in Araling Panlipunan 3
through the use of multimedia-based instruction. International Journal of Advance Research and
Innovative Ideas in Education, 9(4) 2023.

Agayon, A, & Pentang, J. (2022). Teachers in the new normal: Challenges and coping mechanisms in
secondary schools. International Journal of Humanities and Education Development, 4(1), 67–75.
https://dAndaloi.org/10.22161/jhed.4.1.8

Cena, J. B., & Bual, J. M. (2021). Spiritual well-being of senior high school students of Philippine public
schools. Philippine Social Science Journal, 4(4), 50–61. https://doi.org/10.52006/main.v4i4.446

Margario, B. M., Solidarios, J. T., & Bual, J. M. (2022). Learning environment, motivation, and challenges
of junior high students under physical education modular instruction. Asian Journal of Education and
Social Studies, 47-59.
Lobaton, V. P. Y., Salvador, R. T., & Oliveres, S. M. M. (2023). Cognitive academic language proficiency and
critical thinking skills of Filipino maritime students. http://dx.doi.org/10.2139/ssrn.4488374

Refugio, C. N., Galleto, P. G., Noblefranca, C. D., Inoferio, H. V., Macias Jr, A. O., Colina, D. G., & Dimalig, C.
Y. (2020). Content knowledge level of elementary mathematics teachers: The case of a school district in
the Philippines. Cypriot Journal of Educational Sciences, 15(3), 619-633.
https://doi.org/10.18844/cjes.v15i3.4551

Miguel-Revilla, D. (2021). What is history education good for? A comparative analysis of students’
conceptions about the relevance of history. Journal of Curriculum Studies, 54(1), 70–84.
https://doi.org/10.1080/00220272.2021.1896784

Rai, R. K. (2022). Simplifying the study of history: An action research. International Journal of Scientific
Research and Education, 5(2), 28-36. Retrieved from https://ijsred.com/volume5/issue2/IJSRED-
V5I2P28.pdf

Adi, D., & Ariesta, I. (2019). Infographic in relation to the human information - processing system and its
effectiveness to deliver complex information. Journal of Physics: Conference Series, 1175, 012256.
https://doi.org/10.1088/1742-6596/1175/1/012256
With the developments in digital technologies, the increase in the amount of accessible information and
the multimedia concept, it has become necessary to present complex information in a simplified
manner.

ÇAKA, C., & DURSUN, Ö. (2022). Evaluation of the Effectiveness of Different Infographic Designs. Journal
of Educational Technology and Online Learning. https://doi.org/10.31681/jetol.1075352

Infographics are “visualizations of data and ideas that try to convey complex information to an audience
in a manner that can be quickly consumed and easily understood.

Infographics are an effective means to communicate with audiences, draw attention, and make concepts
digestible in a quick and straightforward way.

Abbazio, J. M., & Yang, Z. S. (2022). Are Infographics Worth It?: An Assessment of Information Retention
in Relation to Information Embedded in Infographics. Music Reference Services Quarterly, 25(4), 99–130.
https://doi.org/10.1080/10588167.2022.2060631

Alqudah et al. (2019) concluded that presenting lecture material in infographics increased students’
perception and positively affected their interaction.

Alqudah, D., Bidin, A. B., & Hussin, M. A. H. B. M. (2019). The Impact of Educational Infographic on
Students’ Interaction and Perception in Jordanian Higher Education: Experimental Study. International
Journal of Instruction, 12(4), 669–688. https://eric.ed.gov/?id=EJ1230044

Infographics is a graphic method of communicating information and knowledge, its task is to present
complex information in a convenient and understandable way. This modern trend is a form of
communication design.Infographics are a way to talk about complex things easily. It makes the obscure
comfortable, corrects confusion, and turns the murky into concrete. Infographics transform something
that can be readinto something that can be seen, that is, by converting text symbols into graphic symbols
or combining them into a whole.

It is appropriate if infographics are used effectively in the educational process. Because the
student will gain more knowledge if he sees and thinks than if he hears and reads the
information. Using infographics, the teacher can quickly convey a large amount of information to the
students. The use of graphics is of great importance, especially for the involvement of elementary
school students in the learning process, because they enrich their imagination with the help of various
pictures, objects, and graphic information. I believe that in order to improve the quality of education, it
is necessary to establish the correct and effective use of infographics in schools. For this, every
teacher should know how to use modern technologies and create useful infographics.

Melikuzievich, S. I. (2022). AN EFFECTIVE WAY TO PRESENT EDUCATIONAL MATERIALS. Galaxy

Educators and designers can maximize the potential of infographics as powerful educational tools by
carefully addressing challenges and capitalizing on emerging technologies.

Bhat, S., & Alyahya, S. (2024). Infographics in Educational Settings: A Literature Review. IEEE Access, 1–1.
https://doi.org/10.1109/access.2023.3348083

Presenting information in a visual format helps viewers digest complex concepts in an efficient, effective
manner.

Spicer, J. O., & Coleman, C. G. (2022). Creating Effective Infographics and Visual Abstracts to Disseminate
Research and Facilitate Medical Education on Social Media. Clinical Infectious
Diseases, 74(Supplement_3), e14–e22. https://doi.org/10.1093/cid/ciac058

Infographics are visual representations of knowledge or data meant to present complex information
quickly and clearly. They use pictures, diagrams, maps, charts, graphs, and statistics to present
information. They often prove effective in educational contexts as they use imagery to highlight, explain,
or enhance text-based information. They capture attention, convey information, and encourage data
retention among learners.

The results revealed that using infographics as a teaching strategy motivates students to become active
participants in the classes to comprehend the relationship between the graphics and data. Using
infographics as a learning strategy inspires students to learn from their peers and as an assessment tool,
drives them to introspect themselves to improve their oral presentations/assignments/course projects.
The students develop critical thinking, analytical ability, logical reasoning, collaborative learning, and
information analysis.

Sobhana, N. P. (2023). Harnessing the Power of Infographics in Education . Advances in Social Sciences
Research Journal, 10(6), 489–506. https://doi.org/10.14738/assrj.106.14988