SELF-EFFICACY AND COGNITIVE LOAD OF GRADE 11 LEARNERS IN SCIENCE

Heidi Rose M. Gasapo, Joji D. Linaugo, Kevin Clyde A. Ong

Abstract


Self-efficacy and cognitive load are critical factors influencing science learning outcomes. While self-efficacy reflects learners’ confidence in their academic abilities, cognitive load represents the mental demands of processing instructional tasks. Understanding their relationship provides insight into how motivation and cognition interact in complex learning environments. This study employed a descriptive-correlational design to examine the relationship between self-efficacy and cognitive load among Grade 11 learners in Science at a public secondary school in Central Philippines during the School Year 2025–2026. Data were collected using the Academic Self-Efficacy Scale (ASES) and the Academic Cognitive Load Questionnaire (ACLQ). Descriptive statistics determined the levels of self-efficacy and cognitive load, while Pearson product-moment correlation tested their relationship. Findings revealed that learners demonstrated an average level of self-efficacy, reflecting a balanced yet developing sense of academic confidence. Cognitive load was also found to be at an average level, indicating manageable but effortful mental demands in science learning. A significant low positive correlation was established between self-efficacy and cognitive load, suggesting that learners with higher confidence tend to engage more cognitively with science tasks. The study confirms that self-efficacy and cognitive load are meaningfully related, highlighting the importance of enhancing learners’ confidence while maintaining balanced cognitive demands. These findings underscore implications for instructional design, learner support, and curriculum development to promote effective and sustained science learning.

Keywords


Science education, self-efficacy, cognitive load, descriptive-correlational research design, Central Philippines

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References


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DOI: http://dx.doi.org/10.46827/ejes.v13i7.6805

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