The effectiveness of using (Schema, Automation, Chunking) in teaching educational psychology on cognitive load and academic achievement among students at the Faculty of Education, Minia University

The aim of this research was to examine the impact of using strategies (Schema, Automation, and Chunking) in teaching educational psychology on reducing cognitive load and improving academic achievement among students at the Faculty of Education, Minia University. The research involved developing a cognitive load scale and an academic achievement test, as well as preparing experimental treatment materials such as a teacher's guide and activity booklet based on Schema, Automation, and Chunking strategies for two units (Learning - Learning Theories) in the Educational Psychology course for second-year students. The study included a sample of 110 students enrolled in the academic year 2022/2023, divided into 55 experimental groups and 55 control groups. Pre-measurements were conducted on both groups, followed by the implementation of the teaching treatment, and post-measurements were taken using the same tools. The results, analyzed using t-tests, demonstrated the effectiveness of the Schema, Automation, and Chunking strategies in reducing cognitive load and enhancing academic achievement among students in the experimental group. There was a significant difference at the 0.05 level between the average scores of the experimental and control groups in terms of cognitive load and academic achievement, favoring the experimental group. Additionally. Based on these findings, the research recommends raising awareness among teachers and students about the foundations and teaching procedures derived from Sweller's theory of cognitive load.

Keywords: Strategies (Schema, Automation, Chunking), teaching educational psychology, cognitive load, academic achievement, students, Faculty of Education