The Effect of Instruction Based on Cognitive Load theory on Academic Achievement, Perceived Cognitive Load and Motivation to Learning in Science Courses

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 quasi-experimental 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.