The Impact of the Formal Strategy of the Theory of Cognitive Burden in Acquiring the Concepts of Middle School Students Ali al-Shammari Nada Khudair1, Abbas al-kraee Hamdan Mahdi 1,*, Abd al-Khafaji Abbas Karim1 1Faculty of Basic Education, Babylon University *Corresponding Author: Hamdan Mahdi Abbas al-kraee, Faculty of Basic Education, Babylon University, Email: aaaannnn12350@gmail.com
Online published on 23 December, 2019. Abstract The present research aims to identify the effect of the formal strategy based on the cognitive burden theory in acquiring the historical concepts of the fourth literary students. The research was conducted on the fourth grade students. The school was randomly selected (Al-Mahaweel Preparatory School for Girls with 61 students). The researcher used the experimental method as the most suitable method for this research. The experiment was applied to the two research groups with a period of (1) years. 8 weeks), and used the pat The statistical methods (t-test, kai square (k2), coefficient of paragraph distinction, coefficient of paragraph difficulty, effectiveness of wrong alternatives, Pearson correlation coefficient, Spearman-Brown correlation coefficient). The researcher found that there was a statistically significant difference between the two groups of research in the post-acquisition experiment in favor of the experimental group. Top Keywords Formal strategy, cognitive burden, historical concepts, preparatory stage. Top |