The effectiveness of using the cognitive load theory in developing levels of cognitive depth and reducing psychological stress among students of the French Language department with low academic achievement

Omar, Hesham Ramadan; Ali, Ahmed Ghanem Ahmed

doi:10.21608/jsrep.2021.200012

The effectiveness of using the cognitive load theory in developing levels of cognitive depth and reducing psychological stress among students of the French Language department with low academic achievement

Document Type : Original Article

Authors

¹ 1Lecturer of Curricula and Methods of Teaching French at the Faculty of Education in Dakahlia, Al-Azhar University, Egypt.

² 2Lecturer of educational psychology and educational statistics at the Faculty of Education in Dakahlia, Al-Azhar University, Egypt.

10.21608/jsrep.2021.200012

Abstract

The research aimed to identify the effectiveness of using the cognitive load theory in developing levels of cognitive depth and reducing psychological stress among students of the French Language deprtment with low academic achievement. The research sample consisted of (27) students with low academic achievement in the French Language department, Faculty of Education, Al-Azhar University. They were divided into two groups (experimental 14) students, and (control 13) students. The cognitive depth levels scale, the psychological stress scale, and the educational content prepared according to the procedures of the cognitive load theory were used. The research reached the following results: There is a statistically significant difference between the mean ranks of students of the experimental and control groups in the levels of depth of knowledge and the total degree, and in psychological stress in thepost measurement in favor of the experimental group. There is a statistically significant difference between the pre- post-measurement at all levels of depth of knowledge and in the total degree, and in psychological stress, in favor of the post-measurement. There is a statistically significant difference between the pre- and tracking measurements at all levels of depth of knowledge and in the total degree, and in psychological stress in favor of the tracking measurement, while there were no statistically significant differences between the post and tracking measurements at all levels of depth of knowledge and in the total degree, and in psychological stress.

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