Date of Award:

5-2026

Document Type:

Dissertation

Degree Name:

Doctor of Philosophy (PhD)

Department:

School of Teacher Education and Leadership

Committee Chair(s)

Michelle Frierson

Committee

Michelle Frierson

Committee

Jessica Shumway

Committee

Katherine Vela

Committee

Tye Campbell

Committee

Sindura Kularajan

Abstract

Students enrolled in college-level statistics courses often lack the foundational skills of statistical concepts which can potentially lead to increased mental load. Additionally, the curricula within undergraduate classes often focus on traditional theory with little student exploration or participation. This combination of increased mental load and passive lectures can be explored through the Cognitive Load Theory (CLT). CLT examines how new information enters the limited capacity of an individual’s working memory and how exceeding this capacity affects the ability to transfer the information to long-term memory. This research focused on the extraneous cognitive load, or the load imposed by the learning environment, and instructional materials. Active learning provided the lens for examining collaboration and participation in the statistics classroom while embedding CLT instructional materials within the curricula. The purpose of this study was to examine differences between active learning and lecture-only lessons while using CLT materials to reduce cognitive load in an undergraduate statistics course at a mid-size university in the Western U.S. The study covered one 15-week semester in a business statistics course with an enrollment of 31 students. Because of attrition, 13 students completed all four surveys for quantitative analysis and six students were interviewed.

Both quantitative and qualitative methods were employed in this mixed-methods, quasi-experimental within-subjects design. Data were analyzed using descriptive statistics, non-parametric statistical tests, and thematic analysis. Though no statistical significance was found between the active learning and lecture-only lessons, evidence within the qualitative data suggested students’ perceptions of active learning and CLT instructional materials led to increased understanding and engagement.

The results of this research could lead to instructional and curricula changes within undergraduate quantitative courses. Intentionally embedding CLT instructional materials within an active learning environment could benefit students as they reduce their extraneous mental load in efforts to improve conceptual understanding. Future research includes investigating additional factors affecting mental load and how active learning could lead to more equitable classrooms of all sizes and subjects.

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