Effectiveness of Cognitive Load-Managed Math Instruction (CLM-Maths) in Improving Problem-Solving Performance of Students with Learning Disabilities

Authors

  • Mehtab Hussain Department of Special Education, Allama Iqbal Open University Islamabad (AIOU)

Abstract

This study was conducted to evaluate the effectiveness of Cognitive Load-Managed Math Instruction (CLM-Maths), a CLT (Cognitive Load Theory) based phased instruction plan, to improve the problem-solving skills in students with learning disabilities. A sample of 40 LD (Learning Disabilities) students was selected randomly from a special education institute and were assigned into experimental and control groups. Experimental group (n = 20) received CLM-Maths for a period of four weeks. Control group (n = 20) continued with the traditional instruction. A 15-point math problem-solving test (KR-20 = 0.88) was used to collect the data. Data were analysed using descriptive statistics, t-tests, ANCOVA and Cohen’s d. Baseline performance of the both groups was similar (p = .30). Control group did not show considerable improvement across the tests (p = .54). In contrast, experimental group displayed a substantial improvement in performance after intervention (p < .001). Posttest between group analysis also confirmed that the experimental group performed significantly better than the control group (p < .001). ANCOVA results corroborated the effectiveness of the intervention while controlling pretest score (p < .001). Cohen’s d established that the effect size of intervention was large (d = 1.27). Hence evidenced that CLM-Maths is an efficacious strategy to improve the problem-solving abilities in LD students.

Keywords: Cognitive Load Theory, Learning Disabilities, Mathematics Instruction, Problem-solving, Special Education

Author Biography

Mehtab Hussain, Department of Special Education, Allama Iqbal Open University Islamabad (AIOU)

I’m an MPhil Scholar at Allama Iqbal Open University, Islamabad, driven by a passion for designing inclusive, equitable learning environments. With over ten years of experience in special education, I explore how cognitive load theory, handwriting development, and AI integration can support learners with diverse needs. I actively present my research on inclusive teaching strategies and technology-enhanced learning at academic conferences. My goal is to transform classroom practice and advance educational equity.

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Published

2025-12-30

Issue

Vol. 11 No. 2 (2025): International Journal of Innovation in Teaching and Learning (IJITL)

Section

Articles

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Copyright (c) 2025 International Journal of Innovation in Teaching and Learning (IJITL)

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