Electronic Theses and Dissertations

Date

2025

Document Type

Thesis

Degree Name

Master of Science

Department

Psychology

Committee Chair

Shelbi Kuhlmann

Committee Member

Gina Caucci

Committee Member

Nicholas Simon

Abstract

Cognitive Load Theory has recently been revised to exclude germane load as a distinct construct, prompting a re-evaluation of intrinsic and extraneous load measures. This study tested the psychometric validity and predictive utility of a two-factor cognitive load model during algebra problem-solving with worked examples or independent practice. Confirmatory and exploratory factor analyses supported the structural validity of two established instruments (Leppink et al., 2013; Krieglstein et al., 2023) when germane load items were removed. Regression analyses indicated no significant differences in cognitive load or learning outcomes between instructional groups. However, pre-test performance strongly predicted post-test scores, and intrinsic and extraneous load scores approached significance as predictors. These results provide empirical support for the revised two-factor model and underscore its relevance to instructional design. Findings also highlight the importance of prior knowledge in moderating the effectiveness of worked examples.

Comments

Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to ProQuest.

Notes

Open Access

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