Cognitive Load and Bachelor of Secondary Education Mathematics First Year Students’ Performance in Solving Word Problems in Mathematics
DOI:
https://doi.org/10.67903/ijroms0043Keywords:
Algebra, BSED-Mathematics, Cognitive Load, Real-life Mathematics, Solving Word ProblemsAbstract
The study determined the cognitive load and performance level of first-year Bachelor of Secondary Education Major in Mathematics students in solving mathematics word problems at a state college in Zamboanga City. It also examined the relationship between cognitive load and performance and determined whether significant differences existed when students were grouped according to sex. A descriptive-correlational research design was employed, and descriptive and inferential statistical analyses were conducted using SPSS version 20. Results showed that students experienced high intrinsic and germane cognitive loads and low extraneous cognitive loads, with an overall moderate cognitive load. Their performance in solving real-life word problems involving linear equations, including age, work, number, speed, and mixture problems, was at an average level. A very weak negative correlation was found between cognitive load and problem-solving performance, but the relationship was not statistically significant. Likewise, no significant differences were found in cognitive load or performance when students were grouped according to sex. The findings suggest that cognitive load, as measured in the study, was not significantly associated with students’ performance in solving mathematics word problems. Factors such as comprehension, foundational algebra knowledge, and experience with similar problems may be considered in future research. Further studies involving larger samples, broader mathematical topics, and additional learner-related variables are recommended to provide a more comprehensive understanding of students’ word-problem performance.
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