Cognitive Load and Academic Performance in Examination Among Science Students in Enugu State

This study examines the relationship between cognitive load and academic performance in examinations among secondary school science students in Enugu State, South East Nigeria. Cognitive load theory posits that working memory has limited capacity, and when instructional demands exceed this capacity, learning and performance suffer. Despite its practical relevance to Nigerian science classrooms, cognitive load has received minimal empirical attention at the secondary school level in South East Nigeria. The study employs a descriptive correlational design, involving 280 SS2 students enrolled in Physics, Chemistry, and Biology from seven schools in Enugu North and Isi-Uzo Local Government Areas. The NASA Task Load Index (adapted for the secondary school context) and students' mid-year examination scores in science subjects were used as instruments. Data were analysed using Pearson correlation and multiple regression. Findings reveal a significant negative relationship between perceived cognitive load during examinations and performance scores, particularly in Physics. Information density in examination questions and inadequate preparation time were identified as primary contributors to extraneous load. Students who employed spaced retrieval practice as a study strategy reported lower cognitive load during examinations. These findings have practical implications for examination design and instructional sequencing in Nigerian science classrooms. The Enugu State Ministry of Education is advised to review the cognitive demands embedded in senior secondary science examinations and to train teachers in strategies for managing intrinsic and extraneous load in instruction. Keywords: cognitive load, academic performance, science students, Enugu State, examination.