Measuring cognitive load level in a multimedia learning environment towards the development of I-SIM
DOI:
https://doi.org/10.51798/sijis.v3i1.232Keywords:
Cognitive Load, Multimedia Environment, I-SIM, ICT, Academic performance, TechnologyAbstract
This study was administered to measure the Cognitive Load Level in a Multimedia Learning Environment towards the Development of I-SIM (Interactive Strategic Instructional Material) for Grade 7 Science students of Cayetano Arellano High School. Random sampling technique was used to determine the respondents. Pre-test and post-test instruments were prepared and the I-SIM was made from Science 7 least mastered skills, checked, and validated by Science experts in the field of Physics with the use of rubrics. Afterwards, the technicalities of the I-SIM was validated and assessed by the Tech-Vocational assesors. An adapted questionnaire by Leppink was used, modified and tested through Chronbach’s alpha. Questionnaire and other materials was digitized using google forms, then various communication letters was made. Researcher administered the pre-test, then the I-SIM followed by the Leppink questionnaire, lastly the post-test and interview. Cognitive load level were above average after, These are evident in their post-test performance together with interview results and answered descriptively through mean and standard deviation. There is no significant difference between the Cognitive Load level and Academic performance that was revealed using Pearson-r correlation. In paired T-test, it revealed that there is a significant difference between the pre-test and post-test scores of students who were exposed in a multimedia learning environment where I-SIM was utilized. This simply implicated that learning was still present though Cognitive level was above average. Furthermore, based on the results, the reduction Cognitive Load is recommended to sustain academic performance of the students to be able to develop I-SIM.
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