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Self-instructional module based on cognitive load theory: a study on information retention among trainee teachers

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Abstract

The aim of the research is to study the information retention among trainee teachers using a self-instructional printed module based on Cognitive Load Theory for learning spreadsheet software. Effective pedagogical considerations integrating the theoretical concepts related to cognitive load are reflected in the design and development of the module. As working memory limitations affect knowledge acquisition, instructions should be designed with the aim of reducing any unnecessary cognitive load. Repeated measures Analysis of Variance was conducted on 36 trainee teachers working on the developed module, and the results showed no effect on information retention. However, recorded performance scores were high and sustained throughout the post-activities, indicating that trainees may have demonstrated better retention skills. Generally, the results provide some evidence that modifications to the design of the instructions are necessary to improve the module so as to produce trainees with a deeper comprehension and better retention of Information and Communication Technology knowledge and skills.

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Acknowledgments

The authors would like to thank the Universiti Teknologi Malaysia (UTM) and Ministry of Education (MOE) Malaysia for their support in making this project possible. This work was supported by the Research University Grant (RJ130000.7810.4L093) initiated by UTM and MOE.

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Authors and Affiliations

  1. Department of Educational Technology, Institut Pendidikan Guru Kampus Tun Hussein Onn, Batu Pahat, Johor, Malaysia

    Chiek Pin Ong

  2. Department of Educational Science, Mathematics and Creative Multimedia, Faculty of Education, Universiti Teknologi Malaysia (UTM), 81310, Johor Bahru, Johor, Malaysia

    Zaidatun Tasir

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  1. Chiek Pin Ong
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  2. Zaidatun Tasir
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Ong, C.P., Tasir, Z. Self-instructional module based on cognitive load theory: a study on information retention among trainee teachers. Education Tech Research Dev 63, 499–515 (2015). https://doi.org/10.1007/s11423-015-9383-8

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