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dc.contributor.authorMunirah Shaik Kadiren
dc.contributor.authorYeung, Alexander Seeshingen
dc.contributor.authorCaleon, Imelda S.en
dc.contributor.authorDiallo, Thierno M. O.en
dc.contributor.authorForbes, Anneen
dc.contributor.authorKoh, Wei Xunen
dc.identifier.citationMunirah Shaik Kadir, Yeung, A. S., Caleon, I. S., Diallo, T. M. O., Forbes, A., & Koh, W. X. (2023). The effects of load reduction instruction on educational outcomes: An intervention study on hands-on inquiry-based learning in science. Applied Cognitive Psychology. Advance online publication.
dc.identifier.issn0888-4080 (print)-
dc.identifier.issn1099-0720 (online)-
dc.description.abstractLoad reduction instruction (LRI) is an instructional approach designed to manage the cognitive load on students as they learn complex learning materials. According to Cognitive Load Theory, complex learning is associated with high cognitive load and when not effectively managed, could impede learning. Inquiry-based learning with hands-on component, where students conduct experiments to find solutions to problems, are known to incur high cognitive load. In this study, we examined the effects on students' educational outcomes when the five key principles of the LRI framework were implemented to reduce the cognitive load of inquiry-based learning with hands-on involvement. Multiple regression analysis was used to compare the educational outcomes of the intervention and control groups. The control group also experienced hands-on inquiry-based learning, but without LRI. Results showed that students in the intervention group had better outcomes, indicating the effectiveness of LRI in managing the high cognitive load of complex instruction.en
dc.relation.ispartofApplied Cognitive Psychologyen
dc.titleThe effects of load reduction instruction on educational outcomes: An intervention study on hands-on inquiry-based learning in scienceen
dc.description.versionAccepted versionen
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