The Influence Of Free-Goal Effect And Worked-Example Effect To Students With Different Learning Levels On Different Subjects

Cognitive Load Theory is mainly based on Limited Resource Theory and Schema Theory. It examines learning and problem-solving from the perspective of resource allocation. It assumes that:cognitive structure contains a limited working memory capacity and an unlimited long-term memory capacity. A large number of schema is stored in long-term memory. Schema construction and automation play a very crucial role to learning. Schema automation can save long-term memory for a long time, and reduce the load on working memory, so that learning and problem-solving occurs esaily. The series of instructional design principles which are derived from Cognitive Load Theory also play a major role in teaching. Free-Goal Effect and Worked example Effect are the two most common and important instructional design principles according to Cognitive Load Theory to address the learner's cognitive resources constraints.In this study, guided by Cognitive Load Theory, quantitative research group testing method is used to compare the influence of Free-Goal Effect and Worked Example Effect to different students with different learning levels in language and mathematics achievement. And some evidence to support the extensive use and operation recommendations will be provided. Experiments in this study selected 129 second-year junior school students and 154 six-grade students as subjects, who respectively received the test both in language and mathematics in three different experimental treatments.The results show that:â‘ To students of different learning level who are facing the same task, their cognitive load had a significant difference. Overall, the cognitive load of students with learning low-level is the highest.â‘¡In the three experimental treatments, the students writing and math scores and corresponding scores of the cognitive load emerged as significant differences.â‘¢In language, Free-Goal Effect and Worked Example Effect have effects on cognitive load scores, but Free-Goal Effect under the experimental is better. Meanwhile, the high-level and the medium-level group are easily affected compared to low-level group.â‘£In Mathemetics, Free-Goal Effect and Worked Example Effect also have effects on cognitive load scores, but Worked Example Effect under the experimental is better. Meanwhile, the medium-level and low-level group are easily affected compared to high-level group.