Indian Journal of Learner Psychology and Educational Behaviour

ABSTRACT

Cognitive load theory provides a scientifically grounded explanation of how learners process, store, and retrieve information during learning activities. In the context of Indian classrooms, where academic pressure, syllabus density, and teacher-centered instruction remain dominant, cognitive overload has become a critical barrier to effective learning. This paper investigates the impact of cognitive load on student academic performance, emphasizing intrinsic, extraneous, and germane load dimensions. It explores how classroom structure, teaching methodologies, language complexity, and technological integration influence learners’ cognitive capacity. The study further highlights pedagogical strategies that can optimize cognitive processing and improve academic outcomes. Findings indicate that reducing extraneous load and enhancing germane load significantly improves comprehension, retention, and academic achievement among Indian students.

KEYWORDS: Cognitive Load, Academic Performance, Indian Education, Working Memory, Learning Psychology