A Comparative Analysis of Cognitive Load Theory and Constructivist Learning: Evaluating Competing Approaches in Higher Education

Abstract

This study examines the efficacy of Cognitive Load Theory (CLT) versus Constructivist Learning approaches in higher education settings. Utilizing a mixed-methods design, data were collected from three universities through structured surveys and in-depth interviews. Our findings reveal that while CLT shows significant improvements in task completion rates and student retention (p < 0.05), Constructivist Learning fosters deeper comprehension and critical thinking skills. This analysis elucidates the strengths and weaknesses of both frameworks, contributing to a nuanced understanding of pedagogical effectiveness in contemporary educational paradigms.