The effect of multiple choice test on the subject of change in matter for the science lesson prepared according to the principles of cognitive load theory on student achievement

Our ultimate goal in education is to actively use the information we have acquired and to offer solutions to the problems we encounter in line with the information we have acquired. Although our brain is an excellent processor, if we do not load information in a certain order and within the framework of certain principles, it overheats and becomes difficult. Strain brings cognitive load along with it. The aim of this study is to examine the effect of the multiple-choice test on the subject of change in the science lesson, prepared according to the principles of cognitive load theory, on student achievement. In this context, considering the principles of cognitive load theory, a 16-item multiple-choice test aimed at reducing cognitive load was created. The sample of the study consists of 1617, 5, 6, 7 and 8th grade students in secondary schools in Devrek district of Zonguldak province. The mann-whitney u test was used in data analysis. The mann-whitney u test was used in data analysis. In line with the findings, it is seen that there is a significant difference between the test prepared in line with the principles of cognitive load theory and the plain test.