EFFECT OF COGNITIVE LOAD MANAGEMENT & ITS DIMENSIONS ON SECONDARY SCHOOL STUDENTS’ ATTITUDE TOWARDS CHEMISTRY

Abstract

Chemistry learning requires students to process abstract concepts, symbolic representations, mathematical relationships, laboratory procedures and interconnected ideas. This may impose substantial demands on working memory, at times leading to cognitive overload. This study examined the predictive relationship between cognitive load management and secondary school students’ attitude towards Chemistry in Anambra State, Nigeria, with a focus on the relative contributions of intrinsic load management, extraneous load reduction and germane load enhancement. The study adopted a predictive correlational research design. The population comprised 20,418 Senior Secondary Two (SS2) students offering Chemistry in public secondary schools in Anambra State. A sample of 1,021 students was selected through a multistage sampling procedure. Data were collected using the 30-item Students’ Cognitive Load Management Questionnaire (SCLMQ) and the 20-item Chemistry Attitude Scale (CAS), with Cronbach alpha coefficients of .91 and .87, respectively. Simple and multiple linear regression analyses were employed at the .05 level of significance. Composite cognitive load management did not significantly predict students’ attitude towards Chemistry, R = .003, R² = .000, F(1, 1019) = .009, p = .925. However, the three dimensions jointly produced a statistically significant regression model, R² = .009, F(3, 1017) = 2.957, p = .032. Intrinsic load management made a significant negative contribution (β = −.092, p = .010), while extraneous load reduction made a significant positive contribution (β = .088, p = .015). Germane load enhancement did not make a significant contribution (β = −.007, p = .830). The findings suggest that cognitive load management should not be treated as a homogeneous construct when examining students’ attitudes towards Chemistry. Chemistry instruction should particularly minimise unnecessary cognitive demands while appropriately sequencing complex content and supporting meaningful cognitive processing.