Combining Cognitive Load Theory and Motivational Theory by adding a Mastery Goal Orientated statement to Worked Examples and Problem Solving strategies

Abstract

The main aim of this thesis was to combine motivational theory with cognitive load theory, which has rarely been attempted. Five experiments using randomized designs were conducted with a high school algebra topic to investigate whether a mastery goal orientation statement could enhance the positive effects of worked examples. There were three main hypotheses. First, it was hypothesised that a mastery statement would enhance the positive effects of worked examples compared to a performance goal orientation statement. Second, it was predicted that worked examples would lead to higher learning outcomes than a problem-solving strategy (a worked example effect), either combined with a mastery statement, or without (a control statement). Third, it was predicted that for both worked examples and problem-solving strategies, a mastery statement would lead to higher learning outcomes than a control statement. Experiment 1 tested the first hypothesis by positioning the statements after a treatment acquisition period and before testing, finding that a mastery statement led to higher learning outcomes than a performance statement. Hence, the statement and design format were used again in Experiments 2-3, but failed to show a consistent worked example effect, or an advantage for the mastery statement over a control statement. As a result modifications were made in Experiments 4-5 by shortening the mastery statement positioning it before the acquisition phase, and reducing the content of the learning domain. Additionally the learners’ mastery goal orientations (MAGO) were measured. Results in the last two experiments indicated that only the problem-solving strategy could be improved by the addition of a mastery statement; for worked examples no benefits were found. Nevertheless, overall there was significant support for a worked example effect. However, it was also found that the worked example effect was more likely to occur with students who had high levels of mastery approach goal orientations (MAGO). In summary, the results suggest that worked examples, an instructional strategy generated by cognitive load theory, can be combined successfully with aspects of motivational theory. However, the learning environment created may consist of highly complex interactions between learning strategies and motivational traits, which have significant educational implications for teaching, learning, and research.