Relation Between Cognitive Load and Achievement Level in Some Theoretical Subjects For Third Stage Students in Department of Physical Education and Sport Sciences at College of Basic Education

Abstract

Objectives. This study aimed to examine the relationships between intrinsic (inner) and extraneous (external) cognitive load and academic achievement in selected theoretical courses—Rehabilitation of Athletic Trauma and Principles of Scientific Research—among third-year students in the Department of Physical Education and Sport Sciences, College of Basic Education, University of Mosul.

Materials and Methods. A descriptive correlational design was used. The sample consisted of 52 third-year students (22 females and 30 males) drawn from a population of 76 students (72%) using total sampling. Data were collected using a cognitive load questionnaire adapted from Al-Badawi (2014), containing 30 items: 15 items measuring intrinsic cognitive load and 15 items measuring extraneous cognitive load. Responses were recorded on a three-option format (Yes, Relatively, No) with graded scoring. Academic achievement was represented by students’ course attainment in the two specified theoretical subjects. Data were analyzed using descriptive statistics (mean and standard deviation) and correlation analysis to determine relationships between cognitive load dimensions and academic achievement.

Results. The findings indicated a positive relationship between intrinsic (inner) cognitive load and academic achievement among the sampled students. In contrast, extraneous (external) cognitive load showed a negative relationship with academic achievement in the same sample.

Conclusions. Intrinsic cognitive load appears to be associated with better academic attainment, whereas higher extraneous cognitive load is linked to lower attainment in theoretical coursework. These results suggest that instructional strategies should minimize extraneous cognitive load (e.g., reducing irrelevant information and improving clarity of materials) while appropriately managing intrinsic cognitive load through structured sequencing and learning support.