Cognitive Load and BSED Mathematics First Year Students’ Performance in Solving Word Problems in Mathematics

Abstract

The study aimed to determine the cognitive load and performance level in solving word problems in mathematics of first year students enrolled in Bachelor of Secondary Education Major in Mathematics in one of the state colleges in Zamboanga City. Additionally, it also intended to identify if significant relationship existed between cognitive load and the performance level of students in solving mathematics word problems. To address the research problem, a descriptive-quantitative correlational design was employed. The results indicated that cognitive load of students was “moderate” while the performance level in solving word problems in mathematics was average. This apparently revealed a very weak negative correlation, interpreted as not significant, between cognitive load and their performance. Presumably, the increase or decrease in cognitive load does not necessarily affect with their performance in solving math problems. In conclusion, cognitive overload might be one of the factors that affects performance level based on the results of the study. Other factors such as students’ comprehension, foundational knowledge in algebra, as well as solving parallel problem experience may be considered variables of interest. Practical implications include pedagogical improvements in all branches of mathematics. A similar study should be conducted in a larger sample and include a broader topic in mathematics or even higher mathematics and other variables that will surely benefit curriculum implementors and propose appropriate interventions.