Impact of Cognitive Load and Instructional Design Strategies on Students’ Attitudes and Learning Outcomes in Mathematics: A PLS-SEM Approach

This study investigates the interplay between instructional design strategies, cognitive load, and students’ attitudes toward mathematics using partial least squares structural equation modeling (PLS-SEM). Focusing on senior high school mathematics in the Philippines, the research highlights the novel integration of Cognitive Load Theory (CLT) into instructional design within this context, addressing a significant gap in local empirical studies. Data were collected from 694 Grade 11 students and 39 mathematics teachers across 11 public secondary schools. Constructs measured include Load Reduction Instruction (LRI), Students’ Attitudes toward Mathematics (SAM), and cognitive load types, with validated instruments used for both students and teachers. Findings revealed significant positive relationships among LRI, SAM, and germane cognitive load (GCL), reinforcing CLT’s theoretical assumptions. Teacher characteristics moderately influenced instructional design strategies (31.6%), while the effect of cognitive load on LRI (3.7%) and SAM (4.8%) was minimal. Effect size analysis confirmed that teacher characteristics had the strongest influence, whereas cognitive load factors demonstrated small effects. This study contributes to the literature by contextualizing CLT-based instructional design in Philippine senior high school mathematics. It emphasizes the importance of refining instructional practices to reduce extraneous load and enhance student learning outcomes. Future research should examine additional variables such as engagement and motivation, as well as longitudinal effects of instructional interventions.