The Effectiveness of an Educational-Learning Program Based on the Theory of Cognitive Load in the Achievement of Students in the General Psychology Subject in Colleges of Education and in the Development of their Future Thinking

Abstract

This educational-learning program is based on the theory of the cognitive load in achieving general psychology for students of colleges of education and developing their future thinking. The two researchers relied on an experimental design with partial control. The design of these two equal groups involves a pre- and post-test for future thinking and a post-achievement test. Group (B) is the experimental group that studies the subject of general psychology according with the program. This group consists of (65) male and female students while group (A) is the control group that studies the same subject according to the traditional method, (65) students. The two researchers statistically equalized both groups in a number of variables to be measured by the researcher-made tools. The first tool was an achievement test of (40) items with (30) objective items and (10) essay items. The validity and consistency were verified, distinguishing its items, their level of difficulty, and the effectiveness of the wrong alternatives. The researchers also prepared a correction standard. The second tool measures the future thinking in its final form of (40) items, with a five-point scale with a discretionary scale (always, often, sometimes, rarely, never). There is a statistically significant difference between the students of the two research groups in the achievement test and future thinking, in favor of the experimental group. This means that the educational-learning program had a positive effect on students’ achievement. Thus, the null hypothesis is rejected. Based on the results, conclusions, recommendations and proposals are set.