The Effectiveness of Cognitive Load and Internal Motivation on the Performance in Study Skills

Abstract

The current study aims to identify the effect of each of the levels of cognitive load and internal motivation and interaction among them on performance in the following study skills (receiving information, understanding information, storing information, and retrieving information). The study’s basic sample consisted of (116) male and female 11^th -grade students in Amman schools in Jordan. The study instruments included the cognitive load measure prepared by Mohammed Neama and Najeh Mamouri, 2015, and developed the researchers, the motivation test for Learning prepared by de Gopal Rao, 2004 and developed by the researchers, and the receiving information measure prepared by Ibrahim Sayed Samadouni, 1990 and developed by the researcher, and the understanding information measure prepared by Yahya Qasem; Fahmy Fadel, 2014 and developed by the researchers), and the storing information measure prepared by Adel Hussein, 2001 and developed by the researchers, in addition to the students' grade point average (GPA) as an indicator for retrieving information. The results found that there is a statistically significant effect of levels of cognitive load on the skill of storing information in favor of the low level. It also shows that there is a statistically significant effect of the levels of internal motivation on the skills of understanding information and storing information in favor of the high level. Besides, it shows that there is a statistically significant interaction of the effect of the cognitive load and the internal motivation on the information retrieving skill in favor of the high cognitive load with the high internal motivation, and the low cognitive load with the low internal motivation.

Keywords: information processing methods, cognitive load, internal motivation, study skills.

DOI: 10.7176/JEP/11-4-10

Publication date: February 29^th 2020