Mostafa Salari; Mohammad Hassan Amir Teymouri
Abstract
The purpose of the present study was to determine the effect of the Four-Component Instructional design Model on the extent of extraneous cognitive load and complex task learning in physics courses. With respect to objectives, implications, and research methodology, this study belongs to quasi-experimental ...
Read More
The purpose of the present study was to determine the effect of the Four-Component Instructional design Model on the extent of extraneous cognitive load and complex task learning in physics courses. With respect to objectives, implications, and research methodology, this study belongs to quasi-experimental research designs. The design of the study was a pre-test/post-test one with an experimental group and a control group. The population of the study included all first-grade, high-school, male students of the 5th Locale in Tehran in 1392-93. The sample of the study was selected using multi-level clustered random sampling and included 30 students who were randomly placed in an experimental group (n = 15) and a control group (n = 15). The experimental group underwent the independent variable (instructional design of the physics course based on the Four-Component Model) and the control group was instructed using the traditional method. One instrument for gathering data was Pass, van Merriënboer, and Adam‘s (1994) 9- rating scale, the internal and external validity of which were 0.86 and 0.83, respectively. The other instrument of the study was a complex task learning test developed by the researcher himself; the face validity of the test was judged by experts and professors and the test-retest method showed that the reliability of the test is 0.79. The obtained data were analyzed through the SPSS software and an independent t-test (for determining extraneous cognitive load) and ANCOVA (for complex task learning test) were used to analyze the data. The results of the study demonstrated that Four-Component Instructional design Model had a significant effects on decreasing extraneous cognitive load in the experimental group in comparison with the control group (p>0.00). Also, the results of the study demonstrated a significant increase in the extent of complex task learning for the experimental group in comparison with the control group (Partial Eta Squared =.14, F = 4.34, p <.05).
