English abstract
The purpose of this study was to explore the Effectiveness of A Learning Program Based on the Cognitive Load Theory on Low achievers in physics on 12th grade through testing the following hypotheses which are: There is no statistically significant differences between the mean scores of the experimental and control groups in the post-test in physics for the 12th grade. There is no statistically significant differences between the mean scores of the experimental group in the repeated measurements in the post and preactivities in physics for the 12th grade. The sample of this study consisted of (20) female students from the Nakhal Basic Learning School, assigned into two groups: an experimental group including (10) female students and a control group including (10) female students. To examin the study hypotheses, a Learning program was designed and it consisted of (19) lectures. Each Learning lecture run between (45) minutes and one hours. The cognitive load scale was applied to determine the type of load in each group and to measure the parity of the two groups. The applying of self-assessment, observation cards and the post and pre-physics exams were applied. After collecting data, analytical statistical method revealed the following results: There is a statistically significant difference between the mean scores of the experimental and control groups in the post-test in physics for the 12th grade, in favor of the Learning program. And there are no statistically significant differences between the mean scores of the experimental group in the repeated measurements in the post and preactivities in physics for the 12th grade, because of using of self-assessment and observation cards. In the light of the results of this study, a set of recommendations and suggestions were made.
