Effects of Varying the Complexity of Instructional Materials on Middle School Math Students’ Engagement
Major
Educational Studies
Submission Type
Poster
Area of Study or Work
Educational Studies
Faculty Advisor
Leah Nillas
Location
State Farm Hall
Start Date
4-13-2024 9:00 AM
End Date
4-13-2024 12:00 PM
Abstract
Recent research has shown that the complexity, and method of delivery of instruction effects student engagement and problem-solving skills (Wischgoll et al., 2019). A large majority of this research is based on the Cognitive Load Theory (CLT) which suggests that the capacity of working memory is constrained and excessive demand on it during a learning task can impede a student's ability to learn (de Jong, 2010). The purpose of this teacher research is to determine how the engagement and problem-solving skills of students with different levels of mathematics ability (advanced and basic) change when the complexity of their instruction is varied. This study was conducted in a 6th-grade middle school mathematics classroom, in a mid-sized suburban school. There was a total of 105 students, with 60% in basic level mathematics, and 40% in advanced mathematics. I created lessons that were classified into low and high cognitive loads based on specific criteria like duration, prior knowledge, amount of problems asked, and materials required for the lesson. The data I collected included field notes, lesson plans, daily reflections, student work samples, and student surveys. I hypothesized that students will have lower levels of engagement and problem-solving accuracy when the cognitive load of the lesson is classified as high cognitive load. Through this research middle school teachers can adapt their means of instruction based on student engagement during instruction and facilitate lessons and activities that will not overload students working brain capacity.
Effects of Varying the Complexity of Instructional Materials on Middle School Math Students’ Engagement
State Farm Hall
Recent research has shown that the complexity, and method of delivery of instruction effects student engagement and problem-solving skills (Wischgoll et al., 2019). A large majority of this research is based on the Cognitive Load Theory (CLT) which suggests that the capacity of working memory is constrained and excessive demand on it during a learning task can impede a student's ability to learn (de Jong, 2010). The purpose of this teacher research is to determine how the engagement and problem-solving skills of students with different levels of mathematics ability (advanced and basic) change when the complexity of their instruction is varied. This study was conducted in a 6th-grade middle school mathematics classroom, in a mid-sized suburban school. There was a total of 105 students, with 60% in basic level mathematics, and 40% in advanced mathematics. I created lessons that were classified into low and high cognitive loads based on specific criteria like duration, prior knowledge, amount of problems asked, and materials required for the lesson. The data I collected included field notes, lesson plans, daily reflections, student work samples, and student surveys. I hypothesized that students will have lower levels of engagement and problem-solving accuracy when the cognitive load of the lesson is classified as high cognitive load. Through this research middle school teachers can adapt their means of instruction based on student engagement during instruction and facilitate lessons and activities that will not overload students working brain capacity.