Using Sweller’s cognitive load theory to improve learning of derivative concepts

Esma Canhasi-Kasemi 1, Senad Orhani 2 * , Ismet Temaj 1
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1 Faculty of Education, University of Prizren “Ukshin Hoti”, Prizren, KOSOVO
2 Faculty of Education, University of Prishtina “Hasan Prishtina”, Prishtina, KOSOVO
* Corresponding Author
EUR J SCI MATH ED, Volume 14, Issue 2, pp. 187-202. https://doi.org/10.30935/scimath/18060
Published: 10 March 2026
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ABSTRACT

This study investigates the effectiveness of applying Sweller’s (1988) cognitive load theory (CLT) principles to improve the learning of derivative concepts among first-year university students. The research employed a quasi-experimental pre-/post-test control group design to evaluate the impact of CLT-based instructional strategies–worked examples, visual scaffolds, and structured problem-solving–on students’ achievement and perceived cognitive load. A total of 60 students were randomly assigned to either an experimental group, receiving CLT-based instruction, or a control group, receiving traditional teaching. Data were collected using achievement tests and the cognitive load scale, assessing intrinsic, extraneous, and germane load components. Quantitative data were analyzed using independent samples t-tests and two-way and mixed-design ANOVA, with effect sizes (Cohen’s d, partial η²) reported to determine the magnitude of observed effects. Results indicated that the CLT-based instruction led to significantly higher achievement scores, reduced extraneous cognitive load, and increased germane processing compared to traditional methods. The findings support the theoretical validity of CLT and its practical applicability for mathematics instruction, suggesting that structured visual and example-based learning can optimize students’ cognitive resources and promote deeper understanding of calculus concepts.
Keywords: cognitive load theory, conceptual learning, derivatives, mathematics, pedagogical strategies

CITATION

Canhasi-Kasemi, E., Orhani, S., & Temaj, I. (2026). Using Sweller’s cognitive load theory to improve learning of derivative concepts. European Journal of Science and Mathematics Education, 14(2), 187-202. https://doi.org/10.30935/scimath/18060

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