RESEARCH SYNOPSIS

EFFECT OF INSTRUCTIONAL MEDIA ON COGNITIVE LOAD OF STUDENTS

AT ELEMENTARY LEVEL

By:
Afroz Jan
PhD Student (Secondary Teacher Education)
Roll # BN837488
Supervisor:
Dr. Munazza Ambreen
Secondary Teacher Education
AIOU, Islamabad
 Operational Definitions
Cognitive load: Cognitive load means the total amount of energy used by the
working memory for completion of the desired tasks. Cognitive load is
categorized into three types.
 Intrinsic cognitive load relates to the inherent difficulty of the subject
matter being learnt. In simple terms, intrinsic load can be described as the
‘necessary’ type of cognitive load. Two factors influence intrinsic cognitive
load: the complexity of the material, and the prior knowledge of the
learner. The load is called 'intrinsic' if it is imposed by the number of
information elements and their interactivity
 Operational Definitions…

 If it is imposed by the manner in which the information is presented

to learners and by the learning activities required of learners, it is
called 'extraneous' or 'germane'. Extraneous cognitive load creates
distractions and prevents working memory from processing new
information. It stops learning. Distractions in the room and badly
chosen media increase extraneous cognitive load and makes it harder to
turn working memory into long term memory. As a result extraneous
cognitive load must be reduced as much as is possible. Extraneous
cognitive load is the working memory load experienced by learners as
they interact with instructional materials.
 Operational definitions…
Germane load refers to the work that is put into constructing a long-lasting store of knowledge or

schema. This significantly accelerates the learning process. Germane cognitive load is a deep

process. It describes the organization of information by integrating and connecting it with exiting

knowledge. Germane cognitive load needs to be maximized as much as possible. Three types of

cognitive load are generally assumed to be additive – that is, intrinsic load + extraneous load +

germane load = total cognitive load. Intrinsic, extraneous, and germane cognitive loads are additive

in that, together, the total load cannot exceed the working memory resources available if learning is

to occur.

Instructional Media:

The term instructional media refers to all aids that are used by the teachers and students. Printed text,

text book, Visual, Audio-visual, Static/display, Electronic (power point slides, images, videos,

teacher-made diagrams, Chalkboard, charts, and handouts ) used in the teaching and learning

processes
 Rationale of the study
The National Achievement Test (NAT) conducted by NEAS in 2014 assessed
learning achievement for science among students.
Out of four provinces and four regions, not a single one showed an average
science score of over 50 percent. The NEAS report also includes
perceptions of teachers concerning the difficulty of teaching science
curriculum. Teachers reported that they are teaching with the help of text book
and students face difficulty in learning science concepts (Pakistan Alliance for
Math and Science ,2017).
 Rationale of the study
Moreover, the Advancements in technology have enabled teachers to design
instructional media rich for teaching learning. For example, Lai, A. F., Chen, C. H.,
& Lee, G. Y. (2019) described that the increasing use of digital technologies has
supplied students with an information-driven environment to enhance their
learning .
The 21st century has observed an increasing use of different technologies as
educational tools due to the revolutionary advances in personal technologies (e.g.,
cell phones, laptops and tablets), an extraordinary growth of social media platforms
to share multimedia materials (e.g., YouTube), and their extraordinary penetration
among the student population (Voorveld, Hilde & Noort, Guda & Muntinga, Daan
& Bronner, Fred. (2018).
 Rationale of the study…………

An over-reliance on the textbook as a source of knowledge to be transmitted means that

the intrinsic load of learning science will be high in Pakistan and other developing
countries (Rollnick, 2000 also cited as (Pell, A. W., Iqbal, H. M., & Sohail, S;2010) .

According to Anshari, M., Almunawar, M. N., Shahrill, M., Wicaksono, D. K., &
Huda, M. (2017) ICTs in education and specifically in science teaching has great impact.
Regarding our context where computer labs are only accessible for students of computer
subject at elementary level (Jogezai, N. A., Ismail, S. A. M. M., & Baloch, F. A. ;2018)
and not used for science teaching.

However, despite the advantages of facilitating learning, some challenges concerning the
instructional media have arisen, including issues related to cognitive load
(Knörzer,Brünken&Park; 2016).
 Rationale of the study …………

There has been some limited empirical research in Pakistan to compare the widespread
rote-learning textbook method with some innovatory approaches. Iqbal and Shayer (2000)
and Saeed and Malik (2004) cited by sohail and iqbal (2010)concluded in their research
studies that the transmissive textbook method for the teaching of the sciences, when
supplemented with video programmes, led to higher attainment gains by reducing cognitive
load. The key issue is not the introduction of different instructional media in teaching and
learning but using in such a way that cognitive load is reduced and learning is enhanced
(Khurshid, K., Shah, A.F., & Reid, N;2016).
 Rationale of Study…

Identifying the relation between total cognitive load and an

instructional media is critical due to the restricted capacity of learners’

working memory (Blayney, Kalyuga, &Sweller; 2015). Recent

researches in the field of instructional media and cognitive load of

students failed to address the fact that the outcomes of the research are

either due to use of instructional media or it is due to cognitive load of

students (Javid Qadir, M., Pacurar, E., & Hameed, A; 2014).

 Rationale of the study…………

The relation between total cognitive load and an instructional Media is critical due to the
restricted capacity of learners’ working memory (Blayney, Kalyuga, &Sweller; 2015).
There are different controversies about use of instructional media and cognitive load of
students,
 Few consider print media as a source to increase cognitive load(Iqbal and Shayer ,2000; Saeed
and Malik ,2004 cited by sohail and iqbal ;2015)& Norman Reid (2016) and using digital
medium of instruction as a source to reduce cognitive load ,While others’ see digital media as a
sourece to increase cognitive load (Mayer, 2013; Mayer, R.E. 2014).
 Few studies yield mixed sort of results Chen and Yan,2016 ; X.-Z Zhang, X.-R Zhang& X.-M
Yang,2016;Smith ,2007 ; Xiaoning 2014; Kaheru et al,2016; Moussa-Inaty, J., Atallah, F., &
Causapin, M;2019). .It suggests that more in-depth study is needed to clarify how use of
Multiple instructional Media affect learners' cognitive processing during learning.

Therefore there was need to investigate the effect of Multiple instructional media on cognitive
load of students at elementary level in Subject of General Science
 Theoritical Framework

When we consider cognitive resource investment in instructional situations, the

Cognitive Load Theory (CLT; Sweller, Van Merriënboer, &Paas, 1998; Sweller, Ayres,
&Kalyuga, 2011) becomes an indispensable source of explanation. Cognitive load
theory resides on three core assumptions:

 Firstly, based on well-established memory models (Anderson, 1983; Atkinson

&Shiffrin, 1971; Baddeley, 1992), it postulates limited working memory
resources in terms of duration and capacity of information storage.
 Secondly, long-term memory resources are assumed to lack such boundaries and
hold benefits for elaborated learning processes.

 Thirdly, mental representation of knowledge should occur via schemata, described

as organized knowledge structures with stable patterns of relationships between
elements (Kalyuga, 2010)
 Conceptual Framework

working memory is limited in both capacity and duration (Cowan 2001;

Martin 2018). In general, working memory processing capabilities allow
individuals to process only small quantities of information at any given time
and retain them for approximately 20–30 s without rehearsal (Adams et al.
2018). As a result, working memory selectively filters information to be
encoded into long-term memory, and instruction that exceeds working
memory capacity will be ineffective.C LT also assumes that limited capacity
working memory becomes effectively unlimited when dealing with familiar
material, previously stored in an immense long-term memory holding many
schémas that vary in their degree of automation. Schemas categorize elements
of information according to the manner in which they will be used.
 Theoretical Framework…

Both schema construction and automation can free working

memory capacity. Knowledge organized in schemas allows learners to
categorize multiple inter- acting elements of information as a single

element, thus reducing the burden on working memory. After

extensive practice schemas can become automated, thereby

allowing learners to further bypass working memory capacity
limitations.
 Theoretical Frame work…

If working memory is overloaded, there is a greater risk that the

content being taught will not be understood by the learner, will be
misinterpreted or confused, will not be effectively encoded in
long-term memory, and that learning will be slowed down
(Martin 2016, p. 8.
There is need for some research to suggest that managing the
cognitive load of novice learners in ‘technical’ domains such
as mathematics, science (Bokosmaty, Sweller&Kalyuga 2015;
Carlson, Chandler & Sweller 2003; Owen &Sweller 1985;
Sweller& Cooper, 1985; Zhu & Simon 1987) through explicit
instruction may also contribute to mange cognitive load (Martin
2016).
 Statement of the Problem
The purpose of this study is to investigate the effect of instructional media
on cognitive level of students in the general science subject. The extent and
nature of instructional media being used in teaching learning process have
diverse implications. Students’ cognitive load is one of the main areas prone to
be affected by the use of instructional media .

Therefore, the current study is an attempt to unveil the effect of instructional

media on the cognitive load of elementary level students particularly in
General Science subject.
 Statement of the Problem

Elementary level is considered fundamental step for creating and

developing basic understanding in science subjects that may be helpful for

studying science curricula in form of physics, chemistry and biology at

secondary level . Therefore this research study calls for an investigation of

effect of instructional media on cognitive load of students at elementary level.

 Significance of the study

This study will have both theoretical and educational significance.

Theoretical significance.

There are few research studies conducted in field of technology and cognitive load. The
proposed study will contribute to the existing body of knowledge and full fill research gap
regarding instructional media and its effect on cognitive load of students.The future
researchers would also have an advantage to seek guidelines by the study to their great
concern. They will explore more approaches to manage cognitive load imposed on students
due to instructional media.

Educational significance of studying effect of instructional media on cognitive load of

students at elementary level is particularly for teachers and students. Advancement in
technology has shown an increased use of technology in teaching learning process in the
form of (sound, video, animation presentation).
 Significance of the study…….

Educational Significance.

It is time to research the effect of these instructional medias on students ‘cognitive load.The study will sensitize teachers by providing an opportunity to

design the instructional strategies carefully to reduce the cognitive load of students.Teachers can utilize ICT-based instructional media to

(1) replace the old paradigm (2) describes reallife applications; (3) explain things better; (4) overcoming real-life problems (5) add color to the subject(6)

breaking the monotony of lectures(7) using audio-visual channels (8) organizes lectures better (9) ask students to be more involved (10) attract other

students' interests (11) improve students' long-term memory or memories related to the material being taught.
 Literature Review

Instructional media as physical tools used in conveying information, in

the form of learning material to students (Ratminingsih,2016).Ratminingsih
(2016) divided instructional media into four groups, namely
(1) media resulting from printed technology, (2) media produced by audio-
visual technology, (3) media produced by computer technology, and
(4)media combined between printed and computer.
Hung (2014) illustrated that students seek data from both the print-based
channel and the visual channel for making sense of a science text, and the
integration of the two channels also involves students’ prior knowledge of the
learning concepts. Thus, it is meaningful for teachers to design instructional
activities carefully, using the advantages of the technologies at their disposal
(Bower, Lee, & Dalgarno, 2017).
 Literature Review…

Identifying the relation between total cognitive load and an instructional

media is critical due to the restricted capacity of learners’ working memory
(Blayney, Kalyuga, &Sweller, 2015). Cognitive load theory suggests that
instructional design is improved when the limited capacity of the working
memory is considered. There are three components of cognitive load: intrinsic
cognitive load, germane cognitive load, and extraneous cognitive load.
Extraneous load refers to activities irrelevant to the task and does not
contribute to learning. It is created by the manner in which information is
presented. Minimizing extraneous load through appropriate instructional
media allows more working memory to be available for germane processing,
leading to more meaningful learning(R L Willis, D Lynch, P Fradale, and T
Yeigh; 2018)
 Literature Review…

Chen, & Yan (2016) investigated the impact of instructional media on science
learning, and stated that the students that learned with animation with
narration outperformed those that used animation with on-screen text, in terms
of their immediate and long-term retention. Technology based instructional
media can present relevant materials in various formats and help students to
process the materials in meaningful ways. The experimental results display
that the students learning with this approach found made significant gains in
their learning as compared to those learning science with conventional science
learning; moreover, their perceptions of extraneous cognitive load were
significantly reduced during the learning activity(Lai, A.-F., Chen, C.-H., &
Lee, G.-Y,2018).
 Objectives of the study

The objectives of the study will be to:

1. Measure the level of intrinsic cognitive load of students at

elementary level in the subject of general science.

2. Measure the level of extraneous cognitive load of students at

elementary level in the subject of general science.

3. Measure the level of Germane cognitive load of students at

elementary level in the subject of general science.
 Objectives of the study

4. Investigate the effect of instructional media on extraneous

cognitive load of students in the subject of general science at
elementary level.

5. Investigate the effect of instructional media on intrinsic

cognitive load of students in the subject of general science at
elementary level.

6. Investigate the effect of instructional media on germane

cognitive load of students in the subject of general science at
elementary level.
 Research Questions
Following research questions are formulated for objectives 1,2,3 in this study:

1. What is the level of intrinsic cognitive load of students due to

instructional media in teaching of general science subject at
elementary level?

2. What is the level of extraneous `cognitive load of students due

to instructional media in teaching of general science subject at
elementary level?
3. What is the level of germane cognitive load of students due to
instructional media in teaching of general science subject at
elementary level?
 Research Hypotheses
The following hypotheses are formulated for objectives 4,5,6.

H01: There is no significant difference in effect of instructional media on the

intrinsic cognitive load of students in the subject of general science at elementary
level.

H02: There is no significant difference in effect of instructional media on the

extraneous cognitive load of students in the subject of general science at
elementary level.

H03: There is no significant difference in effect of instructional media on the

germane cognitive load of students in the subject of general science at elementary
level.
 Delimitations of Study

•Study will be delimited to only,

1. Govt Boys Secondary schools in District Mianwali.

2. 7th class

3. Units 2, unit3, unit4&unit 5 of General science(Punjab text

book board)of 7th grade.

4. Printed text, text book as basic instructional media, Visual,

Audio-visual, Static/display, power point slides, images, videos,

teacher-made diagrams, Chalkboard, charts, and handouts .

 Population and Sample of the study
The population of this study will include all 7th grade students (6,0246)
enrolled in Public Sector Boys High Schools(81) in District Mianwali.
(schoolportal.punjab.gov.pk).
Sample of study.
Experiment will be conducted in GHS PAKKI SHAH MARDAN .
School principle is ready to give permission. So this school has been selected
Sample of study will be 147 students enrolled in 7th grade in this
school.Participants will be randomly assigned (49 students per group) to three
treatment groups. The sample groups are assumed to be homogeneous in their
cognitive and learning abilities.
 Research Design
This study will use an experimental design with quantitative data. A between-
groups experimental design with self-evaluation of a cognitive load test
will be employed. This type of design is used to compare two or more
treatment conditions. Each treatment condition includes a different group
of individuals. It is almost always possible to assign an individual to one of
several treatment conditions. Therefore, score is free from the following
influences :( 1) practice/experience, (2) fatigue/boredom, and (3) contrast
effects. This study will include two experimental groups and one
comparison group in a six-week period. The research procedure will be as
follows:
1. Students will be randomly assigned to three groups:
2. In two experimental groups, one group of students will receive instructions using
PowerPoint slides with text and images as learning content. The other group will be
taught by mean of videos on learning content as instructional media .The independent
variable in this study will be the instructional media (e.g., Printed text, text book,
Visual, Audio-visual, Static/display, power point slides, images, videos, teacher-made
diagrams, Chalkboard, charts, and handouts) .Cognitive load (intrinsic, extraneous,
Germane cognitive load) will be dependent variable in this study
 Research Design…
.The cognitive load measurement is an adaptation from Leppink et al. (2014).
Leppink et al. (2014) developed a more precise instrument for measuring
Cognitive Load, which better differentiates three types of Cognitive Load:
intrinsic load, extraneous load and germane load. The instrument is a 13-item
self-evaluated report, with items
• 1 to 4 measuring intrinsic load (e.g., The content covered in the text
book/power point slides/ video was very complex),
• items 5 to 8 measuring extraneous load (e.g., The explanations and
instructions in this text book/power point slides/video were very unclear)
and items
• 9 to 13 measuring germane load (e.g., The text book/power point
slides/video really enhanced my understanding of the content that was
covered).
 Resign procedure
• Pre test will be administered at the start of experiment
and post test at the end of each unit completion in three
groups will be completed. This specific plan will help the
researchers to acquire prompt responses and information
in immediate learning and affective outcomes relevant to
the different types of instructional media (e.g., Printed
text, text book, Visual, Audio-visual, Static/display, (power
point slides, images, videos, teacher-made diagrams,
Chalkboard, charts, and handouts) .Participants for this
study will be randomly assigned to one of the three
groups for six weeks.
 Research Design

Experimental Design (A Between-Groups Experimental Design with Three

Levels)
Six week Before After completion of
lessons lesson lesson
XpptBI O(Q) E(Q)
XvbI O(Q) E(Q)
XTBI O(Q) E(Q)

Xppt BI power point slides and images based supplementary instructional media
XvBI Video Based supplementary Instructional Media
XTBI Text book as basic instructional media
E Experimentation
Q Questionnaire
O Observation
 Procedure of study

Pretest Cognitive load test(designed by J Leppink, Fred Paas and Jeroen Van
Merrienboer,2013) will be adapted to use as pretest
Use of instructional Media Teaching of units(2,3,4,5) of general science subject

Posttest Cognitive load test( designed by J Leppink, Fred Paas and Jeroen Van
Merrienboer;2013)will be adapted for using as posttest at the end of
each unit.
Conceptual FrameWork
 Threats to Validity
• Attrition
• Attrition occurs when a particpant withdraws from a study before it is
completed. Some attrition is common, it is a threat to internal validity
when there is a high rate of attrition and especially when the rates of
attritiona are different in each group.It can be controlled through control
group.
• Limiting Confounding by Individual Differences. Assignments bias
occurs when experimental groups differ with respect to individual
differences. Environmental Variables can also be confounding. We control
these confounds by Random Assignment (randomization)
• Communication between groups
• When particpants in one group communicate with partcipants in another
group there is a potential for outcomes to be determined by factors other
than the effect of the independent variable. There are several different ways
in which between group communication can be problematic:
• Diffusion occurs when the treatment effects spread from a treatment group
to a control group. For example, when people receiving no treatment learn
 Threats to Validity...
• Compensatory equalization occurs when one group learns about the treatment another is
receiving and demands the same treatment. This is especially a risk when there is a no-
treatment control group, and it can occur when two or more treatments are being compared.
• Compensatory rivalry occurs when particpants behave in a manner different from their usual
behavior when they learn that another group is receiving treatment that is perceived to be
special or better. They may be tryign to show the researcher that they can improve even
without treatment.
• Resentful demoralization is sort of the opposite of compensatory rivalry. It occurs when
particpants give up, becoming less prodcutive and less motivated, upon learning that they are
in a no-treatment or placebo control group.These can be minimized by Minimizing variability
within treatments, Standardize Procedures and Treatment Setting ,Random
Assignment ,Sample Size.
• Generalizability
In between subjects research design, subjects are randomly assigned into different groups
with both pre-posttests. The main effects of testing in addition to the interaction of testing and
the treatment are controlled. As a result, generalizability is improved (Chong-ho Yu & Barbara
Ohlund , 2018).
 DATA ANALYSIS

Data will be analyzed by using descriptive statistics such as mean ,standard

deviation and ANOVA will be used to measure effect of instructional formats

on cognitive load of students in general science subject at elementary level.

 
 Allignment
Hypotheses
Objectives Research questions tool Analysis
1.Measure 1. What is the level of H01: There is no Cognitive load test descriptive
the level of intrinsic cognitive significant effect (10 statements) statistics such as
cognitive load of students in of instructional used as Pre-test and mean ,standard
load of teaching of general media on the Post-test designed deviation and
science subject at intrinsic cognitive by J Leppink, Fred ANOVA will be
students at elementary level? load of students in Paas and Jeroen Van used
elementary 2. What is the level the subject of Merrienboer(2013) .
level in the of extraneous general science at
subject of `cognitive load of elementary level.
general students due to
science. instructional
media in teaching
of general science
subject at
elementary level?
 Allignment
Hypotheses
Objectives Research questions tool Analysis
3. What is the
level of germane
cognitive load of
students due to
instructional
media in
teaching of H02: There is no significant
2.Investigate general science effect of instructional media on
the effect of subject at the extraneous cognitive load
instructional elementary of students in the subject of
media on level? general science at elementary
level.
cognitive load   H03: There is no significant
of students in effect of instructional media on
the subject of the germane cognitive load of
general students in the subject of
science at general science at elementary
elementary level.
level.
 INSTRUMENTATION

Cognitive load test (10 statements) used as Pre-test and Post-test designed by J
Leppink, Fred Paas and Jeroen Van Merrienboer(2013) .
INSTRUMENTATION
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Thank you