The effects of load reduction instruction on educational outcomes : An intervention study on hands-on inquiry-based learning in science

Journal article

Shaik Kadir, Munirah Binte, Yeung, See Shing, Caleon, Imelda Santos, Diallo, Thierno, Forbes, Anne and Koh, Wei Xun. (2023). The effects of load reduction instruction on educational outcomes : An intervention study on hands-on inquiry-based learning in science. Applied Cognitive Psychology. 37(4), pp. 814-829. https://doi.org/10.1002/acp.4077
AuthorsShaik Kadir, Munirah Binte, Yeung, See Shing, Caleon, Imelda Santos, Diallo, Thierno, Forbes, Anne and Koh, Wei Xun
Abstract

Load reduction instruction (LRI) is an instructional approach designed to manage the cognitive load on students as they learn complex learning materials. According to Cognitive Load Theory, complex learning is associated with high cognitive load and when not effectively managed, could impede learning. Inquiry-based learning with hands-on component, where students conduct experiments to find solutions to problems, are known to incur high cognitive load. In this study, we examined the effects on students' educational outcomes when the five key principles of the LRI framework were implemented to reduce the cognitive load of inquiry-based learning with hands-on involvement. Multiple regression analysis was used to compare the educational outcomes of the intervention and control groups. The control group also experienced hands-on inquiry-based learning, but without LRI. Results showed that students in the intervention group had better outcomes, indicating the effectiveness of LRI in managing the high cognitive load of complex instruction.

Keywordscognitive load theory; hands-on learning; intervention study; load reduction instruction
Year01 Jan 2023
JournalApplied Cognitive Psychology
Journal citation37 (4), pp. 814-829
PublisherJohn Wiley and Sons Ltd (UK)
ISSN0888-4080
Digital Object Identifier (DOI)https://doi.org/10.1002/acp.4077
Web address (URL)https://onlinelibrary.wiley.com/doi/10.1002/acp.4077
Open accessPublished as non-open access
Research or scholarlyResearch
Page range814-829
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online11 Jul 2023
Publication process dates
Accepted28 Apr 2023
Deposited17 Jul 2024
Grant ID35088-1759842
Additional information

© 2023 John Wiley & Sons Ltd.

Australian Catholic University ACUIPA. Grant Number: #35088-1759842

Place of publicationUnited Kingdom
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