Mohammad Rezazadeh Shermeh; Soheila Hashemi
Abstract
The aim of this study was to compare three methods of teaching based on the cognitive load theory (CLT), multimedia education, and speech on the level of achievement and motivation of students in learning the fourth elementary science course, which was done as a quasi-experimental project. The statistical ...
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The aim of this study was to compare three methods of teaching based on the cognitive load theory (CLT), multimedia education, and speech on the level of achievement and motivation of students in learning the fourth elementary science course, which was done as a quasi-experimental project. The statistical population of the study was the students of a school equipped with information technology in Mahmudabad city. The tools of this research include 1. Researcher-made learning test in the fourth science course 2. Questionnaire of academic achievement motivation of Verland et al. (1985) 3. Academic motivation scale (AMS) and 4. Measurement scale of Pass and Van Merriënboer (1993). The results of the questionnaires and the learning test were analyzed by using ANOVA. The results showed that the level of learning, the motivation of students who were under teaching based on cognitive load theory was significantly higher than students who received multimedia education and speech. Also, the mean of the cognitive load in speech group was 4.47, multimedia group 3.82, and in training group based on cognitive load theory 3.63. This means that students in the teaching group based on cognitive load theory received less cognitive load than students in other groups. Based on the results of this study, it is suggested that teachers and educational planners train the basic principles of cognitive theory so that they learn these principles and due to the limited capacity of students' active memory and the motivational aspects of the learning environment, they apply them in teaching and planning lessons.
