Graduate Action Research Project

Emory & Henry College

Spring 2014
Christopher Aston Hatcher
Research Topic
If given additional background information in relation to World War II, can
students better recall the dates and/or pertinent numbers of specific events in the
war?

Introduction/Rationale
I often hear people who have an inability to remember important dates and
information about an event, things that in history are vitally important.
Students should not be penalized the whole point value for knowing
everything but the date.
Making classes more memorable so that students retain information better is
key, and that starts with effective lesson planning.
When thinking about the question I have posed, planning to beef up the
information surrounding the event to help retention of the date or other
pertinent numbers is important.
This can be achieved by including a memorable piece of information about
the event, something perhaps off-color or out of the ordinary that would stand
out and therefore help students differentiate it from the mass of information
they are given.
An example of such background information is this: in World War II, the
United States was able to break a Japanese Navy code titled JN-25b in early
spring of 1942. By the time they suspected an attack on Midway Island, an
American held airstrip in the Pacific, they began intercepting Japanese
transmissions about the next target, a target identified by the code as AF.
The Americans, to try to trick the Japanese, who were unaware the
Americans were attempting to break their coded messages, sent out a
message that suggested Midway Islands water purification pump was having
issues and fresh water was needed. The Japanese responded to the
correspondence by releasing their own coded message that read, target AF
was short on water. Therefore, military command was able to tell that the
Japanese meant Midway Island when referring to AF.

Literature Review
Before we can understand how to increase a students knowledge, we have
to understand prior knowledge, which refers to all the knowledge which
readers have acquired through their lives. Some theorists use the term prior

knowledge synonymously with world knowledge, background knowledge,

memory storage, or experiential background, (Weber).
Question students as to what they already know regarding the assigned
selection. Expand on the terms and information they already understand.
Elicit a large number of associations from the students to the prior
knowledge they already possess and help them see the connections.
(Weber)
Increase the amount of background information by providing more in-depth
ideas regarding the topic. This will help
the students understand the selection at a higher level. (Weber)
Working memory is critical to the acquisition of increasingly more complex
knowledge and skills. It is often linked to successful learning and student
academic achievement. (Learn NC)
Students better remember information when it is familiar and meaningful to
them. Using this strategy includes both activating students prior knowledge
as well as discussing with students the reason for or benefit of learning the
information. (Learn NC)
The elaboration principle, that memory is best when we process an item
deeply, connecting it with our rich fund of pre-existing knowledge. (Berkeley)

Research Design

This research takes place in one school, Emory High School, with three
10th grade classes. There are 52 total students in those three classes.
Class A and Class B (first and sixth period) will be given the additional
information regarding the Battle of Midway during their World War II unit.
This information will be background information, and information that they
would not usually receive during the typical instruction of the course.
The information is not required by the state-mandated S.O.L. test.
Class C (fourth period), would not be given the additional information and
serve as a control.

References
Explaining the "miracle" at midway. (2012, May 02). Retrieved from
http://navalaviationnews.navylive.dodlive.mil/2012/05/03/explaining-the- miracleat-midway/
Wildenberg, T. (2005). How the japanese lost the battle of midway. Retrieved
from http://www.usnwc.edu/getattachment/5a946533-608d-409e-9738b2c12543026e/How-the-Japanese-Lost-the-Battle-of-Midway--review
Porter, M.Ed., K. (n.d.). Prereading strategies. Retrieved from
http://departments.weber.edu/teachall/reading/prereading.html

Watson, PH.D., S. M. R., & Gable, PH.D., R. A. (n.d.).Using knowledge of

student cognition to differentiate instruction. Retrieved from
http://www.learnnc.org/lp/editions/every-learner/6693
Kihlstrom, J. F. (2011, March 08). How students learn -- and how we can help
them. Retrieved from http://socrates.berkeley.edu/~kihlstrm/GSI_2011.htm