EJMT Abstract

Cognitive load theory assumes that some learning environment impose greater demands than others, consequently impose a higher information processing load on limited cognitive resources in working memory. The theory holds that if an instructional strategy reduces extraneous cognitive load and/or increases germane cognitive load during learning as compared to another instructional strategy, then it will be more efficient in promoting learning, provided that the total cognitive load does not exceed the total mental resources. Based on this premise, three phases of quasi-experimental studies were conducted to investigate the effects of integrating the graphic calculator in mathematics teaching and learning on Form Four Malaysian secondary school students’ performance. The findings from this study indicated that integrating the use of graphic calculator can reduce cognitive load and lead to better performance in learning of Straight Lines topic and increase 3-dimensional instructional efficiency index. Thus the graphic calculator strategy is instructionally more efficient than the conventional instructional strategy. Overall, this study has shown promising implications for the potential of the tool in teaching mathematics at Malaysian secondary school level.