Indian Journal of Learner Psychology and Educational Behaviour

ABSTRACT

Cognitive load theory has emerged as a significant framework for understanding how learners process, store, and retrieve information in educational settings. In Indian classrooms, where large class sizes, curriculum density, and examination-oriented teaching are prevalent, cognitive overload is a persistent challenge affecting student performance. This paper explores the impact of cognitive load on academic achievement among school and higher secondary students in India. It examines the types of cognitive load—intrinsic, extraneous, and germane—and their influence on learning efficiency. The study also analyses classroom factors such as instructional design, teacher pace, language complexity, and multimedia usage that contribute to cognitive overload. Through a theoretical and pedagogical lens, the paper highlights strategies for reducing extraneous load and enhancing germane load to improve learning outcomes. The findings suggest that optimized instructional design and learner-centered teaching can significantly enhance academic performance in Indian educational contexts.

KEYWORDS: Cognitive Load, Academic Performance, Indian Classrooms, Learning Psychology, Instructional Design