cognitive load during problem solving effects on learning sweller

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Cognitive load during problem solving: Effects on learning

1988, Cognitive science

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This paper reports on a context-based problem solving instruction implemented to a group of high school mathematics learners to promote their problem solving skills. Participants consisted of a convenient sample (n = 57) of grade 10 learners who were of a disadvantaged socio-economic status and were low-performing in mathematics. Results from the achievement test suggested that the context-based problem solving instruction was effective in accelerating learners’ problem solving performance (p < 0.05). Using a cognitive load theory, it is possible to explain aspects of learners’ problem solving performance in terms of human cognitive architecture.

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The background of the research is based on the fact that problem solving skills and its process is still low so that those create overload information. Another way to overcome this problem is to use a problem-based learning model which concerns on cognitive load theory. This study is aimed to determine on how students' problem solving skills when using a problem-based learning model modified by cognitive load theory. This research method uses a combination of research methods, namely quantitative as primary data and qualitative as secondary data. The population in this study are all students of grade VII Junior High School accredited A in Tangerang Regency. The sampling technique used is cluster random sampling and the selected sample is 60 students of Grade VII SMP Negeri 3 Cikupa which divided into experimental class and control class. The instruments in this research are 5 short essay tests and non-tests, questionnaire and interview. Based on data analysis’ result, it can be ...

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