Reducing the Cognitive Load (RCL) of Mathematics Test Items: Its Effect on Students' Performance and Test Anxiety

Abstract

INTRODUCTION

Assessment of learning is an integral component of the teaching process. It is a tool in obtaining feedback on the quality of their learning. The researcher investigated the extent of applicability of Cognitive Load Theory (CLT) to the educational measurement for improving test score validity and fairness. This study further aimed to evaluate a series of systematic item modifications rooted in CLT that teachers and test developers can use to reduce construct-irrelevant variance when writing mathematics assessment items.

METHODS

The study employed Quasi-Experimental Research Design using intact groups to comprise both experimental and control (comparison) chosen randomly from each section. The research method applied was adapted from the study of Gillmor, S., et. al (2015). In the particular study, the comparison group was given a Traditional Test Item (TTI), while the experimental group received a modified set of the same test items called Reducing Cognitive Load (RCL) adapted from the cognitive load studies as cited by Gillmor, S, et. al (2015).

RESULTS

The study indicated that there was a highly significant difference in terms of score performances in the two sets of test items. It also showed that RCL test item had a large effect on the test performance of students. The study also manifested that students felt nervous, had butterflies in the stomach, nauseated, and troubled in choosing answers while taking TTI. However, students in RCL had never felt nauseated, rarely felt nervousness, and rarely troubled in choosing answers.

DISCUSSIONS

The results demonstrate that the students taking Reducing Cognitive Load of Test Item (RCL) performed better than the students taking Traditional Test Item (TTI). Further, Reducing the Cognitive Load of Test Items (RCTI) had a large effect on the students' performance in taking the test. Furthermore, students in the RCTI displayed a lower level of test anxiety than the students who took TTI. In contrast, students in TTI displayed higher test anxiety. The level of test anxiety of the students was a good predictor to the students' test performance. The result agreed with what Miller (2011) had said that because math anxiety is widespread and tied to poor math skills, educators must understand what they can do to alleviate it. Hence, reducing extraneous cognitive load shall alleviate student stress or anxiety. This result agreed of what Chen and Chang (2009) said that both anxiety and cognitive load are inversely correlated with performance.