Testing and self-management of cognitive load in accounting. A case example of Zimbabwe university students
Sithole, STM, Testing and self-management of cognitive load in accounting. A case example of Zimbabwe university students, Sydney Business School Higher Degree Research Student Conference, 7-9 August 2013, Wollongong, NSW, pp. 1-10. (2013) [Refereed Conference Paper]
Previous research using Cognitive Load Theory (CLT) has established the
importance of integrating a diagram and the relevant text in instructional material. It is
widely acknowledged that cognitive load theories play an important part in facilitating
the structure of learning materials in physics, biology, mathematics, accounting, and
other related disciplines. What has not been established is whether self-management
of split attention (separated diagram and explanatory text) by learners has any effect
on learning. In Zimbabwe learners have been exposed to a wide range of
instructional format. However, the need to improve learning persists. The importance
of students taking control of their cognition will be investigated using university
accounting students from Zimbabwe. The techniques accounting students can use to
manage their cognitive load using spilt attention learning material will be investigated.
Analysis of the data using ANOVA which will involve computation of statistical
measures to determine the differences between the groups selected.