The Impact of Integrating Cognitive Load Theory into Mathematics Instruction: A Design-Based Study in Iraqi Middle School Classrooms
DOI:
https://doi.org/10.31185/bsj.Vol21.Iss36.1287Keywords:
Cognitive Load Theory, mathematics achievement, middle school education, algebra instruction, error reductionAbstract
Mathematics learning among middle school students is very complicated, especially when it involves algebra, as it needs a combination of symbols, formulas, and multi-step procedures. Regarding the Iraqi educational setting, students' performance is generally very low, with many procedural mistakes, which is caused by traditional teaching methods that do not take into account the limitations of students' cognition. This research was designed to investigate the impact of mathematics teaching based on the guidelines of Cognitive Load Theory on reducing mistakes among middle school students. A design-based research approach with a one-group quasi-experiment pre-test/post-test approach was considered for the research. A total of 25 students from the second grade of the middle school, all of whom are female students from Al-Narjis Secondary School for Girls, Wasit Governorate, Iraq, participated in the research. An instructional unit on algebraic expressions and equations, based on cognitive load theory, was created and implemented over a period of four weeks. Data collection methods included a researcher-developed achievement test in mathematics, an error analysis tool, and classroom observation. Results of the quantitative data were analyzed using descriptive statistics, t-tests, effect size, and correlation. Results from this research indicate a significant statistical impact on the achievement of the participants in mathematics following the implementation of this instructional unit (p<.001), as well as a significant decrease in the number of common mistakes made at the level of algebra. Additionally, the participants realized faster problem-solving as well as greater classroom engagement. Greater classroom engagement of participants has a significant positive correlation to achievement at the second test. This research drew a conclusion indicating that a cognitively based instructional process is a powerful factor in impacting positive outcomes for the achievement of middle school mathematics. This research's findings place a great emphasis on cognitively based instructional processes to positively impact mathematics achievement at the national level of Iraq.
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