Research proposal writing is a foundational academic skill that underpins effective scholarly inquiry across disciplines. Despite its importance, undergraduate students frequently encounter difficulties in understanding, organizing, and presenting the essential components of a research proposal. These challenges often stem from the abstract nature of research concepts, limited prior exposure to systematic inquiry, and instructional approaches that emphasize content coverage over cognitive structuring. This paper presents a mnemonic-based instructional model designed to support undergraduate students in memorizing, organizing, and applying key research proposal components. The TIPORHLMWBRA framework is introduced and discussed as a pedagogical tool grounded in cognitive learning theory, particularly principles related to memory, information processing, and cognitive load management. Drawing on existing literature in research methods pedagogy and cognitive psychology, the paper explores the relevance of mnemonic strategies for research methods instruction. The pedagogical application of the framework is examined, with attention given to classroom integration, revision support, and learner-centered benefits. The discussion highlights the strengths, flexibility, and limitations of mnemonic-based learning in higher education contexts. The paper concludes by outlining implications for teaching practice and recommending areas for further research to evaluate the long-term effectiveness and adaptability of mnemonic frameworks in research education.

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