Impact of Subject Reduction on cognitive load and Mathematics performance in Nigerian basic education

Abstract

This study investigates the effect of reducing the number of subjects students are required to take on their cogni tive load and academic performance in mathematics within the Nigerian education system. The research employed a quasi-experimental design grounded in Cognitive Load Theory (CLT), utilizing pre- and post-test surveys to assess students' achievements in mathematics, alongside a cognitive load scale to measure perceived mental effort. A total of 500 students and 30 teachers from selected public schools across six states in the North-East region of Nigeria participated in the study. Data were collected via the Kobo Collect platform. The Mathematics Achievement Test consisted of 32 items, while the Cognitive Load Scale contained 21 items. Both instruments exhibited high internal consistency, with Standard Cronbach’s alpha values of 0.87 for the Mathematics Achievement Test and 0.82 for the Cognitive Load Scale respectively. Data analysis was conducted using the Statistical Package for the Social Sciences (SPSS), which facilitated both descriptive and inferential statistical procedures. The findings revealed a significant reduction in cognitive load among students taught using the reduced curriculum along with and improvement in their academic performance in mathematics. The treatment group achieved an average post-test score of 79.3%, compared to 65.4% in the control group, with this difference being statistically significant (p < 0.05). These results indicate that reducing the number of subjects alleviates students' cognitive burden and enhances their academic performance in mathematics. The null hypothesis, which proposed no significant difference between the two groups, was rejected, confirming that subject reduction leads to lower cognitive load and improved academic achievement.