Perceived cognitive load and students’ performance in social studies

Samuel Zulu Achor; Linus Iorember Zaria; Emmanuel Edoja Achor

doi:10.30862/jri.v2i2.74

Authors

Samuel Zulu Achor Kogi State College of Education, Nigeria
Linus Iorember Zaria Benue State University, Nigeria
Emmanuel Edoja Achor Benue State University, Nigeria

DOI:

https://doi.org/10.30862/jri.v2i2.74

Keywords:

Social studies, cognitive load, performance, gender, learners

Abstract

The aim of this study was to investigate impact perceived cognitive load could have on basic eight students’ performance in social studies. A correlational survey research design was used in the study. The population consisted of 3,957 upper basic eight students of secondary schools in Kogi east education. This study employed a sample size of 250 basic eight social studies students. Two instruments: social studies performance test and students' perceived cognitive load were used for data collection. The data collected were analyzed using regression analysis. The findings revealed that there was significant impact of cognitive load on basic eight students’ mean performance scores in social studies. There was significant impact of cognitive load on basic eight male and also female students’ mean performance scores in social studies. The study recommends among others that School authorities and administrators should make provision for activities that would lead to reduction in cognitive load in social studies among others to enhance performance.

Author Biographies

Samuel Zulu Achor, Kogi State College of Education, Nigeria

Registry Department; Administrator

Linus Iorember Zaria, Benue State University, Nigeria

Department of Arts and Social Sciences; Professor

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