Cognitive Load and Energy Balance Knowledge in High-School Physical Education.
Ontology highlight
ABSTRACT: Purpose
Guided by the cognitive load theory, the purpose of this study was to determine the impacts of cognitive load and school socioeconomic status-related environmental factors on ninth-graders' energy-balanced living knowledge gain.Methods
A stratified random sample of high-school students (N = 150) participated in this study. Data were collected on students' knowledge gain, cognitive load, free and reduced-price meal rates, and student-to-teacher ratio.Results
The path analysis results revealed that the reasoning learning tasks had direct significant effects on students' knowledge gain (βi-Diet and i-Exercise = 0.34, p < .01). The free and reduced-price meal rates and student-to-teacher ratio did not have significant effects on students' knowledge gain (p > .05).Discussion
These findings advance our understanding of the role cognitive learning tasks play in enhancing student learning in the subjects of energy-balanced knowledge and healthy lifestyle.
SUBMITTER: Deng A
PROVIDER: S-EPMC9838786 | biostudies-literature | 2023 Jan
REPOSITORIES: biostudies-literature
Publications
Cognitive Load and Energy Balance Knowledge in High-School Physical Education.
Journal of teaching in physical education : JTPE 20220317 1
<h4>Purpose</h4>Guided by the cognitive load theory, the purpose of this study was to determine the impacts of cognitive load and school socioeconomic status-related environmental factors on ninth-graders' energy-balanced living knowledge gain.<h4>Methods</h4>A stratified random sample of high-school students (<i>N</i> = 150) participated in this study. Data were collected on students' knowledge gain, cognitive load, free and reduced-price meal rates, and student-to-teacher ratio.<h4>Results</h4 ...[more]
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