Effect of Cognitive Load on Schema Transfer Among Secondary School Students in Ekeremor LGA of Bayelsa State

Abstract

This study examined the effect of cognitive load on schema transfer among secondary school students in Ekeremor Local Government Area of Bayelsa State. The study was anchored on John Sweller’s Cognitive Load Theory, which explains that excessive mental demands interfere with learning, comprehension and transfer of knowledge. Schema transfer refers to the ability of learners to apply previously acquired knowledge structures to new learning situations. The study adopted a correlational survey research design. The population consisted of senior secondary school students in public secondary schools in Ekeremor LGA. A sample of 400 students was selected through a stratified random sampling technique. Two instruments were used for data collection: the Cognitive Load Scale (CLS) and the Schema Transfer Achievement Test (STAT). The instruments were validated by experts in Educational Psychology and Measurement and Evaluation, while reliability coefficients of 0.82 and 0.79, respectively, were obtained using Cronbach’s Alpha. Data collected were analyzed using mean, standard deviation, Pearson Product Moment Correlation and multiple regression analysis at a 0.05 level of significance. Findings revealed that intrinsic cognitive load, extraneous cognitive load and germane cognitive load significantly influenced schema transfer among secondary school students. Extraneous cognitive load showed a negative relationship with schema transfer, while germane cognitive load positively predicted transfer performance. The study further revealed that students exposed to well-structured instructional materials demonstrated higher schema transfer acquisition and transfer abilities than students exposed to overloaded instructional environments. The study concluded that cognitive load significantly determines students’ ability to transfer schemas during learning activities. It was recommended that teachers should simplify instructional materials, adopt learner-centred teaching strategies and organize classroom information in ways that reduce unnecessary mental burden and enhance meaningful learning.