The Influence of Planning an Assignment on Students’ Cognitive Load and Academic Achievement

Abstract

This study aims to provide more insight into students’ cognitive processes while planning a learning task and students’ academic achievement. Research shows that Self-Regulated Learning-skills (SRL-skills) can be valuable for learning. Interventions intended to improve SRL-skills are aimed at all skills related to the theory of SRL. However, planning may be the most influential element of this theory because it influences learning strategies afterward. Two between-subject design experiments were conducted to answer the question ‘What influence does a planning phase intervention have on students’ experienced cognitive load (CL) and academic achievement during the learning phase?’ A mixed-methods design was used to gain insight into participants’ planning phase. Experiment 1 showed no difference in intrinsic CL. However, significant differences in germane CL, extraneous CL and academic achievement were found. Academic achievement was higher for students who did not plan their learning task. Experiment 2 found no differences in all types of CL and academic achievement. Several limitations can explain these findings. Participants in experiment 1 worked together; students in experiment 2 worked individually. Also, participants in the experimental group did not find the planning assignment suitable for the given learning task. Lastly, the planning intervention could be more comprehensive.