The effect of an instruction designed by cognitive load theory principles on 7th grade students' achievement in algebra topics and cognitive load

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2011
Takır, Aygil
The purpose of this study was to investigate the effect of an instruction designed by the Cognitive Load Theory (CLT) principles on 7th grade students‟ achievement in Algebra topics and cognitive load. Two groups (experimental and control) from a public school in Istanbul took part in the study. Each group had 40 students; totally 80 students were included in the study. A quasi-experimental research design was utilized. The study was conducted in totally six weeks in 2010-2011 fall semester. The instruction designed by CLT principles was used in the experimental group, while the instruction recommended by the MONE was used in the control group of the study. For each Algebra unit, the researcher developed Teachers‟ Guidelines and Students‟ Booklets for using in the experimental group. At the end of each unit, the Subjective Rating Scale (SRS) was used to measure students‟ cognitive load for both groups. After the completion of the treatment, the Algebra Achievement Test (AAT) developed by the researcher was administrated to the groups. The Students Questionnaire (SQ) was administrated to the experimental group for finding about student’s views and opinions related to the treatment. Students‟ interviews were conducted at the end of the treatment. Both descriptive and inferential statistical (MANOVA) techniques were used for analyzing quantitative data. Further, content analysis was used for analyzing the qualitative data. Statistical mean difference was obtained for all tests in favor of experimental group and the findings of quantitative data analysis results were supported by the qualitative data analysis results. It can be concluded that the instruction designed by CLT principles is effective for the Algebra teaching.
Citation Formats
A. Takır, “The effect of an instruction designed by cognitive load theory principles on 7th grade students’ achievement in algebra topics and cognitive load,” Ph.D. - Doctoral Program, Middle East Technical University, 2011.