Effect of Cognitive Load Management on Physics Achievement at the Secondary Level

Abstract

Cognitive Load Theory (CLT) describes that the human brain has a limited working memory with restricted storage and processing capacity. Thus, cognitive load management plays an important role in the preparation of instructional design. Managing cognitive load while teaching subjects like science or mathematics, where problem-solving and high cognitive activity are involved, can enhance effective learning. The current study investigates the effect of cognitive load management on Physics achievement at the secondary level. A quasi-experimental pre- and post-test control group design was used for the CLT intervention. Sixty-four secondary school students, male and female, from a public school, studying the subject of Physics, were taken as the study group. They were randomly distributed into control and experimental groups (N = 32 each). A concept-based, researcher-made pre- and post-test (MCQs) was administered to both groups before and after the intervention (9 months). The pre- and post-test scores of the experimental and control groups were compared using an independent sample t-test. Within-group differences in scores were determined through a paired sample t-test. The experimental group exhibited a significant increase in scores on the concepts of Physics as compared to the control group. The study has implications for the use of precise and evidence-based strategies for reducing cognitive workload in other subjects to promote effective and long-lasting learning.