TY - JOUR
T1 - The effects of load reduction instruction on educational outcomes
T2 - an intervention study on hands-on inquiry-based learning in science.
AU - Kadir, Munirah Shaik
AU - Yeung, Alexander Seeshing
AU - Santos Caleon, Imelda
AU - Diallo, Thierno
AU - Forbes, Anne
AU - Xun Koh, Wei
PY - 2023/7/1
Y1 - 2023/7/1
N2 - 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.
AB - 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.
KW - cognitive load theory
KW - hands-on learning
KW - intervention study
KW - load reduction instruction
UR - http://www.scopus.com/inward/record.url?scp=85159278557&partnerID=8YFLogxK
U2 - 10.1002/acp.4077
DO - 10.1002/acp.4077
M3 - Article
SN - 0888-4080
VL - 37
SP - 814
EP - 829
JO - Applied Cognitive Psychology
JF - Applied Cognitive Psychology
IS - 4
ER -