Differences In Learning Efficiency Between Mathematical Disability Students And High Ability Students In High Schools

Improving efficiency of study is an important issue. Many students of high school can not get good marks in exams mostly due to inefficient study. The thesis first introduce Cognitive Load Theory advanced by John Sweller, then discuss the influences that Intrinsic Cognitive Load in learning materials themselves exert on efficiency of study in class of mathematical learning disability and ability of high school students. The whole research consists of four tests. In accordance with learning materials of small intrinsic cognitive load, test one and two were carried out by two kinds of teaching modes: one with more explanation; two with less explanation. In accordance with learning materials of big intrinsic cognitive load, test three and four were also done by two kinds of teaching modes: three with more explanation; four with less explanation. After each test, there is a prompt quiz. The results suggest: the main factors that cause outstanding differences of efficiency of study in class between mathematical learning disability and ability of high school students are learners' own total amount of cognitive resources, and intrinsic cognitive load of learning contents. Choices of teaching modes, in certain circumstances, play a certain role in changing efficiency of study in class of learning disability of high school students, but this kind of effect is produced under some conditions when intrinsic load caused by mathematical material is a litter smaller.