University of Sistan and Baluchestan Journal of Educational Psychology Studies 2228-6683 21 55 2024 09 22 The Effectiveness of Group Training Based on Cognitive Load Theory on Understanding the Concepts of Science and Academic Enthusiasm in Elementary Male Students The Effectiveness of Group Training Based on Cognitive Load Theory on Understanding the Concepts of Science and Academic Enthusiasm in Elementary Male Students 8551 10.22111/jeps.2024.41098.4884 FA Mehdi Starami Master of Educational Psychology, Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran Siavash Talepasand Professor, Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran. Journal Article 2021 12 28 The present study aimed to determine the effectiveness of cognitive load theory-based group instruction on understanding science concepts and academic motivation in sixth-grade elementary school boys. The research design was a quasi-experimental pre-test-post-test with a control group. The statistical population consisted of all sixth-grade boys in non-public elementary schools in Kordkuy city, Golestan province, in the academic year 2020-2021. A sample of 50 students was selected using a multi-stage random sampling method and randomly assigned to an experimental group (n = 25) and a control group (n = 25). Participants completed a researcher-made science concept understanding test and the Academic Motivation Questionnaire (Fredricks et al., 2004). The cognitive load theory-based group instruction program was implemented over 6 sessions. The hypotheses were tested using the analysis of covariance model. The findings indicated that the cognitive load theory-based group instruction strategy was effective in improving science concept understanding (p < 0.01) and academic motivation (p < 0.05, t = 3.01). The results of the study suggest that cognitive load theory-based group instruction helps students better understand science concepts and improves academic motivation. The implications of this study are particularly important for the science curriculum in the elementary school years. The present study aimed to determine the effectiveness of cognitive load theory-based group instruction on understanding science concepts and academic motivation in sixth-grade elementary school boys. The research design was a quasi-experimental pre-test-post-test with a control group. The statistical population consisted of all sixth-grade boys in non-public elementary schools in Kordkuy city, Golestan province, in the academic year 2020-2021. A sample of 50 students was selected using a multi-stage random sampling method and randomly assigned to an experimental group (n = 25) and a control group (n = 25). Participants completed a researcher-made science concept understanding test and the Academic Motivation Questionnaire (Fredricks et al., 2004). The cognitive load theory-based group instruction program was implemented over 6 sessions. The hypotheses were tested using the analysis of covariance model. The findings indicated that the cognitive load theory-based group instruction strategy was effective in improving science concept understanding (p < 0.01) and academic motivation (p < 0.05, t = 3.01). The results of the study suggest that cognitive load theory-based group instruction helps students better understand science concepts and improves academic motivation. The implications of this study are particularly important for the science curriculum in the elementary school years. https://jeps.usb.ac.ir/article_8551_b7e396faa01999fbe2aad7c2efa3e2ad.pdf