THE EFFECT OF INSTRUCTION BASED ON COGNITIVE LOAD THEORY ON ACADEMIC ACHIEVEMENT, PERCEIVED COGNITIVE LOAD AND MOTIVATION TO LEARNING IN SCIENCE COURSES

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ABDI ALI; ROSTAMI MARYAM

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Journal: (JOURNAL OF INSTRUCTION AND EVALUATION) JOURNAL OF EDUCATIONAL SCIENCES Year:2018 | Volume:10 | Issue:40 Page(s): 43-67

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Title

THE EFFECT OF INSTRUCTION BASED ON COGNITIVE LOAD THEORY ON ACADEMIC ACHIEVEMENT, PERCEIVED COGNITIVE LOAD AND MOTIVATION TO LEARNING IN SCIENCE COURSES

Author(s)

ABDI ALI | ROSTAMI MARYAM | Issue Writer Certificate

Keywords

COGNITIVE LOAD THEORYQ1

MOTIVATION TOWARDS SCIENCE COURSEQ1

PERCEIVED COGNITIVE LOADQ2

Abstract

The purpose of this study was to investigate the effect of instruction based on COGNITIVE LOAD THEORY on academic achievement, PERCEIVED COGNITIVE LOAD and motivation to learning in science courses. The method of research was a quasiexperimental with non-equivalent groups, which includes pre and post-test design with the control group. A total of 58 sixth grade students from two different classes were involved in the study (experimental group N=28 and control group N=23).They were selected through available sampling. The experimental group were trained through the science course syllabus based on cognitive load effects (Worked Example Effect and Completion Problem Effect, Attention Split Effect, Modality Effect, Redundancy effect) and the control group through traditional and common teaching methods for six weeks. For collecting the data, a teacher-made achievement test on sciences which consisted of 20 multiple choice questions and a motivation toward sciences questionnaire were applied. Also, at the end of each unit, the Subjective Rating Scale (SRS) was used to measure the students’cognitive load. Both descriptive and inferential statistical (ANCOVA) techniques were used for analyzing the data. The results showed that instruction designed by CLT principles was effective for teaching sciences. Also, the findings showed that students in the experimental group developed more positive motivation towards science after the treatment.

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APA: Copy

ABDI, ALI, & ROSTAMI, MARYAM. (2018). THE EFFECT OF INSTRUCTION BASED ON COGNITIVE LOAD THEORY ON ACADEMIC ACHIEVEMENT, PERCEIVED COGNITIVE LOAD AND MOTIVATION TO LEARNING IN SCIENCE COURSES. (JOURNAL OF INSTRUCTION AND EVALUATION) JOURNAL OF EDUCATIONAL SCIENCES, 10(40 ), 43-67. SID. https://sid.ir/paper/183454/en

Vancouver: Copy

ABDI ALI, ROSTAMI MARYAM. THE EFFECT OF INSTRUCTION BASED ON COGNITIVE LOAD THEORY ON ACADEMIC ACHIEVEMENT, PERCEIVED COGNITIVE LOAD AND MOTIVATION TO LEARNING IN SCIENCE COURSES. (JOURNAL OF INSTRUCTION AND EVALUATION) JOURNAL OF EDUCATIONAL SCIENCES[Internet]. 2018;10(40 ):43-67. Available from: https://sid.ir/paper/183454/en

IEEE: Copy

ALI ABDI, and MARYAM ROSTAMI, “THE EFFECT OF INSTRUCTION BASED ON COGNITIVE LOAD THEORY ON ACADEMIC ACHIEVEMENT, PERCEIVED COGNITIVE LOAD AND MOTIVATION TO LEARNING IN SCIENCE COURSES,” (JOURNAL OF INSTRUCTION AND EVALUATION) JOURNAL OF EDUCATIONAL SCIENCES, vol. 10, no. 40 , pp. 43–67, 2018, [Online]. Available: https://sid.ir/paper/183454/en

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