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The effects of load reduction instruction on educational outcomes : An intervention study on hands-on inquiry-based learning in science
Shaik Kadir, Munirah Binte Yeung, See Shing Caleon, Imelda Santos Diallo, Thierno Forbes, Anne Koh, Wei Xun
Shaik Kadir, Munirah Binte
Yeung, See Shing
Caleon, Imelda Santos
Diallo, Thierno
Forbes, Anne
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.
Keywords
cognitive load theory, hands-on learning, intervention study, load reduction instruction
Date
2023
Type
Journal article
Journal
Book
Volume
37
Issue
4
Page Range
814-829
Article Number
ACU Department
Institute for Positive Psychology and Education
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
DOI
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled
Notes
© 2023 John Wiley & Sons Ltd.
Australian Catholic University ACUIPA. Grant Number: #35088-1759842
Australian Catholic University ACUIPA. Grant Number: #35088-1759842