Cognitive Load of University Students and Its Relationship To Their Academic Achievement

Texas Journal of Philology, Culture and History ISSN NO: 2770-8608
https://zienjournals.com Date of Publication: 21-02-2022

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Cognitive Load of University Students and its Relationship

to their Academic Achievement
Meeaad Jasim Salman Al-Sarry 1, Ban Hassan Majeed 2, Safa Khudhair Kareem 3
1
Al-Mustansiriya University, College of Education, Baghdad, Iraq.
[email protected]
2
University of Baghdad, College of Education for Pure Science, Ibn al-Haithem, Computer Science
Department, Baghdad, Iraq.
[email protected]
3
Middle Technical University/ Preparation of trained technicians Institute, Baghdad, Iraq
[email protected]
Abstract: The research aims to identify the amount of cognitive load among students of the Department of
Mathematics with level of academic achievement in general mathematics information; and the relationship
between cognitive load and academic achievement in general mathematics information. The sample
consisted of (200) male and female students from the Department of Mathematics who were chosen
randomly. To achieve the objectives of the research, a tool was built to measure the cognitive load consisted
of (21) items, and the validity and reliability of the tool were verified authenticity and constancy by using
(percentage, Pearson correlation coefficient and one-sample t-test) as statistical means. It was concluded that
the research sample has a cognitive burden. The mathematical activities, skills and tasks practiced by the
students of the Mathematics department contribute to increas the cognitive load. They possess a
comprehensive mathematical knowledge of concepts, skills, principles and problems, which represents their
academic achievement in mathematics. The cognitive load is positively correlated with academic
achievement. The researchers came up with a set of recommendations and suggestions.
Keywords: Cognitive load Academic achievement University students Mathematics
Introduction
Knowledge is one of the qualities that God Almighty distinguished man from other creatures, and the
student must be well prepared and must possess a lot of information and knowledge of all its patterns,
acquisition and practice. Learners to use this knowledge appropriately in facing the issues they face, which
develops their general problem-solving skills, and helps them analyze the totality of educational ideas and
issues with a careful look, enhance their self-confidence, and help them adapt to the current situations and
developments.
Mathematical scientific knowledge with its various components (concepts, principles, skills and issues) is
one of the types of direct educational experiences and its acquisition passes through multiple educational-
learning stages and steps that differ according to the age and school stages that the student goes through,
which may sometimes exceed his memory capacity and contradict his method of processing information and
this may be called a burden, and a mental effort for the knowledge it carries, and it is of particular
importance to this research, which represents a clear challenge at this particular time. We use blended
learning as a result of the (COVID-19 pandemic and crisis), where the focused attention to processing
information is affected by multimedia, which occurs when you need separate sources of information (such as
audio, group text chat , private text chat, and watching avatar movements) to mental integration and
attention to achieve a better understanding.
The process of listening in learning mathematics is limited, as well as the process of retrieving information
from memory and processing it, and its success and failure greatly affect understanding, in addition to the
electronic programs used and the options and performances they contain, which in their entirety represent an
additional burden and burden to scientific mathematical knowledge and contribute to its acquisition and
application for the university students.
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Given the importance of knowledge and its applications for the university student and the clear interest in it
in most international and Arabic studies, which has a significant impact on his performance and achievement
in classroom situations, especially students of the mathematics department in the faculties of education,
which in turn has great repercussions on their achievement and the achievement of their students later in all
the subjects they study, so the problem The current research is summarized by answering the following
question: What is the level of the mathematical cognitive burden among students of the Department of
Mathematics in the College of Education - Al-Mustansiriya University, and what is its relationship to their
academic achievement?
The importance of the current research is represented in the importance of each from the point of view of the
students of the Department of Mathematics and their opinion of the reality of the cognitive burden and
mental effort in the study of mathematics. Acquisition and application of general mathematical knowledge.
The lack of recent research conducted in this field at the local level. The research provides a tool for
measuring the mathematical cognitive load that can be used, a theoretical framework that sheds light on the
theory of the cognitive load and its types. Also the current research is limited to students of Al-Mustansiriya
University, College of Education / Department of Mathematics for morning studies / for the academic year
(2020/2021)
Theoretical Background and Previous Studies:

Cognitive load
The development of the cognitive burden theory began in the late seventies of the last century with a focus
on problem solving, and the cognitive burden theory was built on many researches in the fields of
(educational psychology) and (cognitive psychology). Miller’s 1950 research and Badley’s research were
among the most important research on working memory on which this theory is based [1,2]. The theory of
cognitive load is broadly related to the framework of information processing and the learner's use of
memory, which consists of three main parts: sensory memory, working memory, and long-term memory.
Specialists have added many things to this principle as a result of continuous scientific and educational
development [3,4]. This theory asserts that a person who takes new information needs the ability to have
time to understand and integrate new information with previous information to organize and form a new
understanding of the world around him. Also, the amount of information processing activity is focused on
working memory and its effectiveness in using the total amount of mental activity that can be Working
memory has to deal with, and this theory suggests that differences in performance are due to the total
volume of mental activity used to store information in working memory, and simultaneous visual and
auditory processing of information can cause cognitive overload due to limited cognitive processing
capabilities[5-7].
It is the information imposed on the working memory for the purpose of storage and processing; and it is
defined procedurally by the amount of mental activity that the student of the Mathematics Department in the
College of Education exerts during his processing of information to perform a task, represented by the
degree that the student obtains when responding to the items of the cognitive burden scale prepared for this
purpose [8,9]. There are three types of cognitive load: intrinsic intrinsic load, extrinsic or passive intrusive
load, and close effective load. Intrinsic cognitive load refers to the cognitive load caused by the structure and
complexity of the learning material, wherein teachers or instructional designers cannot do much to affect the
core cognitive load. Intrusive cognitive load refers to the cognitive load caused by coordination and the way
information is presented, finally, close cognitive load refers to the cognitive load caused by the learners'
efforts to process and understand the material [10,11].
The goal of CLT is to increase this type of cognitive load so that the learner can have more cognitive
resources available to solve the problems they encounter. Cognitive psychologists have introduced the term
"cognitive load" to refer to the amount and processing of information necessary in a learner's working
memory (the part of short-term memory involved in conscious perceptual and linguistic processing). The
amount that can be processed without causing cognitive overload depends on the amount of working
memory the individual has and the amount of information the learner can retain in the short-term memory.
People are inherently limited in the amount of cognitive load they can tolerate, and thus easing the cognitive
load is one of the main goals of the educational process [12-14].
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Principles of cognitive load theory in the learning and instruction design process:
1- practical examples: it helps the learner to save time and effort during the learning process and solve
problems.
2- complementarity: it helps learners to build cognitive schemes in solving problems 3- The principle of
focusing attention: it presents an integrated text.
3- assortment (the model): the investment of the two sub-components in working memory (visual and
spatial) and the audio loop in reducing the cognitive burden.
4- amplitude: that is, it is the lack of repetition in the process of presenting information in two different
forms.
5- lack of experience: It is the presence of differences between educational designs according to the learner's
experiences.
6- isolating the interacting elements: This principle emphasizes separating and sorting the interacting
elements in educational situations and presenting them separately, in order to reduce the level of cognitive
burden and the occurrence of learning.
7- imagination: it means imagining concepts or issues during the learning process.
8- gradual fading of directions: This principle is related to the first and second principles, whereby the
novice learner is directed to the steps of solving examples based on the cognitive scheme, and problems are
designed in the form of questions and asked to be solved with the aim of canceling the directions. [15-20]
It can identify and promise as sources of mental effort exerted by the learner in the process of teaching and
learning. These types have gone through the stages of development of the cognitive burden theory, and these
types are : Internal cognitive load which is also called (the intrinsic cognitive load) and this type is
determined by the complexity of the educational tasks, i.e. the amount of interactive elements that must be
treated at the same time [21,22], it helps the designers of the educational process to build information in an
appropriate manner because it will reduce the internal cognitive burden as well as it helps to exclude any
mental activities that are not directed to building and acquiring cognitive structures, and that it arises from
the nature imposed by the information presented, as some materials are difficult to learn because they
require the treatment of many elements that are intertwined at the same time [23,24].
External cognitive load; it is also called (the extraneous cognitive load), this type is attributed to the teaching
methods used to present information to the learner, such as maps, concepts and drawings. The learner
possesses knowledge about that subject, and the learner in such a case learns by any educational media, and
then the learning will be successful, on the contrary, if the internal cognitive load is high (difficult content),
and the teaching methods that are used to present the information are high burden, that is, inappropriate, and
the total cognitive load It outperforms the capabilities of working memory, and then the learner fails [25,26],
this kind of cognitive burden occurs as a result of the educational sub-strategy and the processes that are
related to it and that do not contribute to the learning process, such as dealing with distracted attention
[27,28].
Relevant cognitive load is the closely related cognitive load differs from the previous two types, in its
positive relationship with learning, because it arises as a result of devoting knowledge resources to the
acquisition and formation of cognitive structures Cognitive [29-31]. This kind occurs due to the correct
educational strategy as well as the processes associated with it in the educational process such as induction
and prolongation. The interacting elements gradually. In the early stages of the learning process, the internal
cognitive burden is determined by the lack of interactivity of the elements as well as the learner’s lack of
experience, so that the learner with high rates has types of knowledge as it enables them to treat a group of
interlocking elements as one element, accordingly the more the learners’ experience increases, the more they
become able to withstand higher levels of interacting elements [32-34].
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Academic Achievement
It is the information and skills acquired by learners as a result of studying a specific subject or unit of
study.” Academic achievement is defined procedurally as the level of information and skills of the student of
the Mathematics Department at the College of Education - Al-Mustansiriya University, represented by the
degree he obtains in the achievement test prepared for this purpose [35].
Previous studies
Table 1
Previous studies
Name; Study Sampl tools Result

Year; e
Country
1 Al- the relationship of the (400) adopted there are no statistically
Abadi; cognitive burden to the male the significant differences for the
2014; self-ability of the & Self- gender variable. Confrontation
Iraq students of the femal Ability
University of Diyala e Scale
2 Al- cognitive burden and (400) a that undergraduate students in
Sabab; its relationship to male measur scientific faculties have a high
2016; mental capacity & e of level of cognitive burden, and the
Iraq according to its levels femal cogniti results showed that undergraduate
among university e ve students have average mental
students burden capacity for males and females,
as well while the mental capacity of
as a students in scientific faculties is
measur wider than human faculties, the
e of results also showed a correlation
mental between cognitive burden Mental
capacit capacity according to the variable
y of gender and specialization
3 Khalil; reveal the differences (60) Helmy there were no statistically
2019; between the sexes on male El-Feel significant differences between
Eygept the dimensions of the & Scale the mean scores of the two groups
cognitive burden femal (2015) (male and female) in the cognitive
among graduate e burden scale and its dimensions
students
Method
To achieve the objectives of this research, the researchers used the analytical descriptive research method,
due to its suitability to the subject of this research in terms of describing the phenomenon, analyzing it and
finding the relationship between the variables of this research. The population of this research consisted of
all the students of the Mathematics Department of the morning study - College of Education / Al-
Mustansiriya University for the academic year (2020-2021), and their number was (839) male and female
students. As for the research sample, it includes the exploratory sample on which the research tool was
applied and it consisted of (30) male and female students who were randomly selected from the Mathematics
Department - College of Education / Al-Mustansiriya University in order to verify the stability of the
research tool. And the original research sample, as the research tool was applied to the original research
sample, which consisted of (200) male and female students who were randomly selected from the total
research community from the Department of Mathematics - College of Education / Al-Mustansiriya
University.
The two research tools: In order to measure the cognitive burden included in this research, a scale was built
to measure the cognitive burden in mathematics, where this scale consisted of (21) items distributed over
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three dimensions (the intrinsic cognitive burden, the extraneous cognitive burden, the closely related
cognitive burden) for each dimension. (7) Paragraphs, with five alternatives (very high, high, medium, low
and very low). Academic achievement test. [36,37].
Statistical analysis of the cognitive load test
Authenticity of the tool:
1- The validity of the arbitrators: The questionnaire of the scale was presented to (6) arbitrators in the
specialization of curricula and methods of teaching mathematics in the Department of Mathematics,
Educational and Psychological Sciences, in both Al-Mustansiriya University as well as the
University of Baghdad in order to assess the validity of each item for the items of the scale in order
to measure the cognitive load and to express their observations And their amendments to the
paragraphs of the scale and their readiness for implementation, a 98% approval rate was obtained,
with some minor linguistic adjustments being made in the wording of the paragraphs.
2- The validity of the construction: The construction validity of this scale was verified by the following
methods:
A. Extracting the discriminatory power of the cognitive burden scale items: In order to measure the
discriminatory power using the two extreme groups, the cognitive burden scale was applied to
the discrimination sample (statistical analysis), which numbered (100) male and female students
from the College of Education / Department of Mathematics, after correcting the questionnaires.
The order of the answers is ascending and descending, the items of the scale were analyzed using
(chi-square), see Table (2):
table(2)
The discriminatory power of the items of the cognitive burden scale in the two-samples method
item Upper group Lower group Calculate Significan
s d ce
T value
1 3.313 1.465 2.037 1.104 3.671 Yes
2 3.066 1.360 2.481 1.315 3.254 Yes
3 3.616 1.343 2.047 1.312 4.342 Yes
4 3.185 1.466 1.777 1.133 3.466 Yes
5 3.703 1.299 2.592 1.420 2.999 Yes
6 3.740 1.141 2.185 1.277 4.718 Yes
7 3.851 0.847 1.370 0.727 11.549 Yes
8 3.296 1.559 1.740 1.264 4.028 Yes
9 3.814 1.306 1.840 0.965 6.316 Yes
10 3.414 1.1967 1.592 1.097 5.831 Yes
11 3.074 Yes
1.962 1.346 2.852
0 1.5135
12 3.148 1.208 1.851 1.112 4.104 Yes
13 3.851 1.238 1.888 1.257 5.781 Yes
14 3.962 1.261 1.896 0.860 7.033 Yes
15 2.925 1.585 1.185 0.474 5.465 Yes
16 3.148 1.432 1.703 1.211 4.003 Yes
17 3.740 0.885 1.481 1.201 7.868 Yes
18 3.814 1.089 1.962 1.065 6.317 Yes
19 3.592 1.394 1.807 0.448 6.334 Yes
20 3.555 1.196 1.329 1.337 6،447 Yes
21 3.629 1.221 1.066 0.490 10.122 Yes
B. The method of correlation of the degree of the paragraph with the total degree of the cognitive burden
scale: It is to obtain the correlation between the degree of each paragraph and the total degree of the scale in
general, where the Point-Baserial correlation was used, and it was shown that all the paragraphs are
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statistically significant, see Table (3).
Table (3)
The values of the correlation coefficients between the paragraph score and the total score of the cognitive
burden scale
item Correlation items Correlation Significance
s Coefficient Coefficient
1 0.105 12 0.378 Yes
2 0.992 13 0.900 Yes
3 0.866 14 0.290 Yes
4 0.526 15 0.504 Yes
5 0.904 16 0.544 Yes
6 0.588 17 0.054 Yes
7 0.207 18 0.990 Yes
8 0.482 19 0.090 Yes
9 0.248 20 0.195 Yes
10 0.053 21 0.160 Yes
11 0.411 Yes
C. Correlation coefficient between the degree of the paragraph and the total degree of the domain to which it
belongs for the cognitive burden scale: The correlation coefficient was found between the degree of each
paragraph and the degree of the domain to which it belongs, and it was found that it indicates the internal
consistency in the test paragraphs and the table (4) illustrates this.
Table (4)
the correlation coefficients between the paragraph score and the total score of the domain to which it
belongs for the cognitive load scale
field the the intruder closely related Indication
s essential level
item Correlatio items Correlatio Items Correlation 0.50
s n n Coefficient
Coefficien Coefficient
t
1 0.784 1 0.983 1 0.911 yes
2 0.583 2 0.895 2 0.034 yes
3 0.322 3 0.410 3 0.902 yes
4 0.274 4 0. 013 4 0.713 yes
5 0.475 5 0.503 5 0.105 yes
6 0.713 6 0.140 6 0.353 yes
7 0.394 7 0.232 7 0.015 yes
D. Correlation coefficient between the degree of the domain and the total degree of the cognitive burden
scale: The correlation coefficient between the degrees of each domain and the total degree of the scale was
adopted by adopting the Pearson correlation coefficient, where it was found that all correlation coefficients
are statistically significant ; see Table (5).
Table (5)
the correlation coefficients between the domain degree and the total degree of the cognitive burden scale
the scale fields correlation indicati
coefficient on
cognitive the essential 0.024 Yes
load the intruder 0.136
closely 0.290
related
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The stability of the tool: The stability of the research tool (the cognitive burden scale) was calculated on the
members of the previous exploratory sample, which numbered (30) male and female students, in the
Department of Mathematics - College of Education / Al-Mustansiriya University using two methods:
1- The method of re-applying the tool: The stability was calculated after re-applying the cognitive burden
scale on the stability sample of (30) male and female students, as the value of the reliability coefficient was
extracted, which was found to be equal to (0.8024), and this indicator is good.
2- Alpha Cronbach method: The researchers used the Alpha Cronbach method to calculate the stability of
the scale, where the total stability coefficient was (0.8308), which indicates that the scale enjoys a high
degree of stability.
Final Application: After the researchers completed the procedures for constructing the cognitive burden
scale and verifying its validity and reliability, the scale was applied to the research sample, which amounted
to (200) male and female students who were randomly selected from the Mathematics Department.
Statistical analysis of the academic achievement test:

Tool validity: Two types of validity were found as follows:
1- The veracity of the arbitrators:
The test was presented to (6) arbitrators in the field of mathematics and mathematics curricula and methods
in the Department of Mathematics, Educational and Psychological Sciences, in both Al-Mustansiriya
University as well as the University of Baghdad in order to assess the validity of each of the test items in
order to measure academic achievement and to express their observations and modifications to the test items
and their readiness For the application, the approval was obtained at 80%, with some minor modifications to
the test paragraphs.
2- Structure validity: The construction validity of this test was verified by the following methods:
A. Difficulty factor for paragraphs:
The calculation of the difficulty coefficient for the test items is necessary, as it may delete the items that are
easy, as well as the substantive and article items that are difficult, and after the equation for finding the
difficulty coefficient was approved, the coefficients were acceptable as the sources refer to them, because
they fall within the period (0.20). -0.67), which is the acceptance period. See Table (6).
Table (6)
The difficulty coefficient of the academic achievement test
item difficulty indicatio items difficulty indicatio
s coefficient n coefficie n
nt
1 acceptabl 16 acceptab
0.453399 e 0.490436 le
0.471917 e 0.527473 le
0.508955 e 0.620066 le
0.416362 e 0.453399 le
0.453399 e 0.471917 le
0.651243 e 0.617831 le
0.360806 e 0.583029 le
0.546451 e 0.576453 le
0.545992 e 0.527473 le
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0.416362 e 0.601547 le
0.438237 e 0.56451 le
0.503029 e 0.69414 le
0.659476 e 0.486732 le
0.620066 e 0.527473 le
0.411834 e 0.675621 le
31 0.551660 acceptab
le
B. Paragraph discrimination strength: The equation that pertains to the discrimination coefficient of the
items has been adopted to find the discrimination coefficient for the items. The item is considered acceptable
if the proportion of its coefficient of discrimination is (20%) or more, and it is weak if its discrimination is
less than this percentage, so it is advised to delete it. Therefore, all test items can be considered acceptable.
In distinguishing them, as in Table (7), which shows the discrimination coefficient.
Table (7),
the discriminatory power of the objective paragraphs, 25 items (correction: 0, 1)
item Coefficient indicatio item Coefficien indication
s of n s t of
Excellence Excellenc
e
1 0.2779 Featured 14 0.5110 Featured
13 0. 3166 Featured
Table (8)
the discriminatory power of the academic achievement test for essay paragraphs (correction: 0, 1, 2)
No Upper group Lower group Calculate indicati
. d t-test on
mean St. dev. mean St.
dev.
1 0.581 Yes
1.342 0.6012 4.532 7 4.532
2 0.402 Yes
1.474 0.7890 5.702 1 5.702
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3 7.871 0.598 Yes
1.885 0.3012 1 1 7.8711
4 1.207 0.612 Yes
4 0.3019 5.311 0 5.311
5 1.033 0.398 Yes
7 0.5057 6.740 0 6.740
6 12.36 0.256 Yes
1.346 0.4126 0 1 12.360
C- Effectiveness of alternatives: the existing alternatives must be camouflaged, that is, an alternative is
chosen by the student in a percentage that should not be less than 5% of the students, and the choice of the
wrong alternative is usually from the lower group more than the upper group. The effectiveness of the
alternatives for the objective paragraphs was found and it was found that the wrong alternatives attracted the
students of the lower group more than the upper group, with a percentage of no less than 5% of the total
students, and thus all of them are camouflaged. Table (9) shows the effectiveness of the alternatives to the
substantive paragraphs:
Table (9)
the effectiveness of false alternatives to the academic achievement test
No a b c No a b C
. .
1 - 14 - -
0.084 0.0740 0.1481
0 -0.1506 7 5
2 - - 15
0.148 0.131
15 -0.2021 1 -0.185- -0.192
3 - 16
0.148
-0.1311 15 -0.1311 -0.256
4 - 17 -
0.148 0.0740
15 -0.1011 -0.296 7 -0.296 -0.1759
5 - - 18 -
0.1851 0.148 0.0740
9 15 -0.2412 7
6 - 19
0.074
07 -0.296 -0.2966 -0.3413
7 - 20 -
0.185 0.1481
-0.2212 19 5 -0.1311
8 - - 21 -
0.148 0.2592 0.2022
15 6 2 -0.0800
9 - 22 - -
0.259 0.1481 0.1851
26 -0.1311 5 9
10 23 -
0.1851
-0.1475 -0.215 9 -0.1849 -0.2022
11 - - - 24 -0.2686 -0.2016
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0.345 0.2222 0.071
3 2 7
12 - 25 - -
0.295 0.0740 0.1851
-0.1441 6 7 9
13 - - -
0.074 0.2592 0.194
07 6 5
The stability of the tool: The stability of the research tool, the academic achievement test, was calculated on
the members of the previous exploratory sample, which numbered (30) male and female students, in the
Department of Mathematics - College of Education / Al-Mustansiriya University using two methods:
1- Retest method: The stability was calculated after re-applying the academic achievement test on the
stability sample of (30) male and female students.
2- The method of fixing the correctors:
A. The corrector himself:
To verify the stability of the correction for the article paragraphs, the test paragraphs of the statistical
analysis sample were corrected by the researchers, and after a period of time (15) days, the paragraphs were
re-corrected, and by adopting the Cooper equation, it was found that the stability of the correction for the
corrector with itself is 0.95, as this value is considered acceptable.
B. The debugger with another debugger:
The test was corrected by another debugger in order to ensure the accuracy of the grades given to the
students, and based on the same equation, the stability of the correction was found, which is (0.91), which is
considered an acceptable value, where the stability of the correction is acceptable if its coefficient is (75%)
or more.
Final Application: After completing the procedures for constructing the academic achievement test and
verifying its validity and reliability, the scale was applied to the research sample, which amounted to (200)
male and female students who were randomly selected from the Mathematics Department.
Statistical means: Pearson correlation coefficient was used to obtain the results
Results
The first objective: to identify the level of cognitive burden among students of the Department of
Mathematics, and to achieve it, the arithmetic mean of the research sample scores was extracted on the
cognitive burden scale and the hypothetical average. From the tabular T-value at the significance level
(0.05) and the degree of freedom (199), and this indicates that the sample members have a cognitive burden,
see table (10).
Table (10)
The difference between the arithmetic mean and the hypothetical mean of the CL scale
No. test hypothetical SMA St.dev. t-test Significance
Items mean value Level
calculated tabular
200 21 63 69.500 10.505 8.480 1.96 Yes
The second objective: to identify the academic achievement of the students of the Department of
Mathematics and to achieve the arithmetic mean of the scores of the research sample was extracted on the
academic achievement test for general mathematics information and the hypothetical average reached (18)
degrees, and to know the significance of the statistical differences between the arithmetic mean and the
hypothetical average, the T-test was used for the sample One, the results showed that the calculated t-value
is greater than the tabular value of (1.96) at the significance level (0.05) and the degree of freedom (199),
and this indicates that the sample members have an academic achievement in general mathematics
information, and Table (11) illustrates.
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Table (11)
The calculated and tabular T-value to indicate the difference between the arithmetic mean and the
hypothetical mean of the academic achievement test
No. test hypothetical SMA St.dev. t-test Significance

items mean value Level
calculated tabular
200 31 18 21.980 8.986 5.720 1.96 Yes
The third objective: To identify the relationship between cognitive burden and academic achievement, and
to achieve it, the Pearson correlation coefficient was calculated between the total score of the research
sample on the cognitive burden scale and the total score on the achievement test. The value of the
correlation coefficient was (0.4901), and this indicates that There is a positive correlation between the
cognitive load and academic achievement, and table (12) illustrates this.
Table (12)
Correlation coefficient between cognitive load and academic achievement
Variables SMA St.dev. correlation coefficient Significance

level
cognitive load 69.500 10.505 0.4901 yes

academic achievement 21.980 8.986
Conclusion
In light of the findings of the research through data analysis, it was concluded that the individuals of the
research sample have a cognitive burden. The mathematical activities, skills and tasks practiced by students
of the Department of Mathematics contribute to increasing the cognitive load. The members of the research
sample possess comprehensive mathematical knowledge of concepts, skills, principles and problems, which
represents their academic achievement in mathematics. The cognitive load is positively correlated with
academic achievement.
Recommendations
In light of the results and conclusions reached by the researchers, a special educational environment must be
provided, far from any pressures that help security and psychological stability, in order to reduce the
cognitive burden of the learner. The possibility of university cadres benefiting from the scale prepared by
the two researchers and the results that were reached to identify students who suffer from the cognitive
burden in mathematics in order to develop appropriate solutions to address such cases. The use of strategies
emanating from the theory of cognitive load in the educational process. The foundations of the theory of
cognitive burden, its principles and assumptions must be taken into account when building educational
curricula for mathematics for university levels. Establishing training courses and indicative programs on
strategies to reduce the cognitive load.
References
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Cognitive Load of University Students and Its Relationship To Their Academic Achievement

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Texas Journal of Philology, Culture and History ISSN NO: 2770-8608

https://zienjournals.com Date of Publication: 21-02-2022

Cognitive Load of University Students and its Relationship

Keywords: Cognitive load Academic achievement University students Mathematics

Theoretical Background and Previous Studies:

Name; Study Sampl tools Result

Statistical analysis of the academic achievement test:

No. test hypothetical SMA St.dev. t-test Significance

Variables SMA St.dev. correlation coefficient Significance

cognitive load 69.500 10.505 0.4901 yes

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