The Effect of Prior Knowledge and Instructional Design on Students’ Cognitive Load and Mathematical Problem Solving Ability
DOI:
https://doi.org/10.59890/ijasse.v4i3.12Keywords:
Instructional Design, Prior Knowledge, Cognitive Load, Problem Solving AbilityAbstract
This study investigates the effects of instructional design and prior knowledge on students’ mathematical problem-solving ability and cognitive load. Using a quantitative approach with a 2×2 factorial experimental design, the study involved 88 eleventh-grade students selected through cluster random sampling. Data were collected using a mathematical problem-solving test and a cognitive load questionnaire and analyzed using Two-Way ANOVA after meeting normality and homogeneity assumptions. The findings show that both prior knowledge and instructional design significantly affect mathematical problem-solving ability and cognitive load, and that an interaction exists between these variables. Students with high prior knowledge demonstrate better problem-solving ability and lower cognitive load. Segmenting is more effective for high prior-knowledge students, whereas pre-training benefits low prior-knowledge students.
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