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Integrating Supplementary Learning Materials in KSSM History: Improving Understanding and Retention among Secondary Students

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Bibliographic Details
Title: Integrating Supplementary Learning Materials in KSSM History: Improving Understanding and Retention among Secondary Students
Language: English
Authors: Lee Bih Ni
Source: Online Submission. 2026.
Peer Reviewed: N
Page Count: 8
Publication Date: 2026
Document Type: Reports - Research
Education Level: Secondary Education
Descriptors: Foreign Countries, History Instruction, Secondary School Students, Instructional Materials, Comprehension, Retention (Psychology), Instructional Effectiveness, Student Improvement, Primary Sources, Critical Thinking, Learner Engagement, Student Motivation, Multimedia Materials
Geographic Terms: Malaysia
Abstract: The integration of supplementary learning materials in KSSM History has become increasingly significant in addressing students' difficulties in understanding historical concepts and improving long-term retention. In recent years, Malaysian secondary education has emphasized the need for more engaging, multimodal, and contextualized instructional resources to complement textbook-based learning. However, many classrooms still rely heavily on conventional teaching methods, which limit students' historical thinking development and reduce engagement with complex content. This study explores how supplementary learning materials can enhance comprehension and retention among secondary school students, particularly within the KSSM History curriculum framework. Prior research suggests that digital resources, primary sources, and contextual learning materials can significantly improve historical understanding and engagement. Therefore, this study contributes to ongoing discussions on improving history education through instructional innovation.
Abstractor: As Provided
Entry Date: 2026
Accession Number: ED680897
Database: ERIC
Description
Abstract:The integration of supplementary learning materials in KSSM History has become increasingly significant in addressing students' difficulties in understanding historical concepts and improving long-term retention. In recent years, Malaysian secondary education has emphasized the need for more engaging, multimodal, and contextualized instructional resources to complement textbook-based learning. However, many classrooms still rely heavily on conventional teaching methods, which limit students' historical thinking development and reduce engagement with complex content. This study explores how supplementary learning materials can enhance comprehension and retention among secondary school students, particularly within the KSSM History curriculum framework. Prior research suggests that digital resources, primary sources, and contextual learning materials can significantly improve historical understanding and engagement. Therefore, this study contributes to ongoing discussions on improving history education through instructional innovation.