Date of Award:

5-2026

Document Type:

Thesis

Degree Name:

Master of Science (MS)

Department:

Engineering Education

Committee Chair(s)

Cassandra McCall

Committee

Cassandra McCall

Committee

Wade Goodridge

Committee

Oenardi Lawanto

Abstract

Engineering programs often emphasize subject-matter expertise over pedagogical training, which can leave students struggling with course demands and contribute to retention challenges. This study applied Cognitive Load Theory (CLT) to examine how undergraduate engineering students experience the cognitive demands of their coursework compared to non-engineering classes. Using a sequential explanatory mixed methods design, cognitive load surveys were followed by interviews to address two research questions: (1) What are the differences in intrinsic and extraneous cognitive load levels between engineering courses and non-engineering courses taken concurrently by undergraduate engineering students? (2) How do engineering students perceive the unique challenges or benefits related to intrinsic and extraneous cognitive load in their early undergraduate engineering courses as compared to non-engineering courses they are taking? Broad comparisons revealed no significant differences in load, but disaggregated analyses showed that mathematics courses were rated higher than engineering in both intrinsic and extraneous load, while that of engineering courses exceeded all other non-math courses. Interviews revealed that students see math as part of engineering and described engineering courses as conceptually dense, fast-paced, and resource-limited. Findings highlight the need for CLT-informed strategies alongside flexible, student-centered practices that address peripheral factors such as anxiety, competing responsibilities, and resource accessibility.

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