SELF-EFFICACY AND COGNITIVE LOAD OF GRADE 11 LEARNERS IN SCIENCE

Authors

  • Heidi Rose M. Gasapo Teacher, Pontevedra National High School, Negros Occidental, Philippines
  • Joji D. Linaugo Associate Professor, Carlos Hilado Memorial State University, Negros Occidental, Philippines orcid.org/0000-0001-9915-7793
  • Kevin Clyde A. Ong Master Teacher, Sum-ag National High School, Negros Occidental, Philippines orcid.org/0000-0001-6816-3920

DOI:

https://doi.org/10.46827/ejes.v13i7.6805

Keywords:

Science education, self-efficacy, cognitive load, descriptive-correlational research design, Central Philippines

Abstract

Self-efficacy and cognitive load are critical factors influencing science learning outcomes. While self-efficacy reflects learners’ confidence in their academic abilities, cognitive load represents the mental demands of processing instructional tasks. Understanding their relationship provides insight into how motivation and cognition interact in complex learning environments. This study employed a descriptive-correlational design to examine the relationship between self-efficacy and cognitive load among Grade 11 learners in Science at a public secondary school in Central Philippines during the School Year 2025–2026. Data were collected using the Academic Self-Efficacy Scale (ASES) and the Academic Cognitive Load Questionnaire (ACLQ). Descriptive statistics determined the levels of self-efficacy and cognitive load, while Pearson product-moment correlation tested their relationship. Findings revealed that learners demonstrated an average level of self-efficacy, reflecting a balanced yet developing sense of academic confidence. Cognitive load was also found to be at an average level, indicating manageable but effortful mental demands in science learning. A significant low positive correlation was established between self-efficacy and cognitive load, suggesting that learners with higher confidence tend to engage more cognitively with science tasks. The study confirms that self-efficacy and cognitive load are meaningfully related, highlighting the importance of enhancing learners’ confidence while maintaining balanced cognitive demands. These findings underscore implications for instructional design, learner support, and curriculum development to promote effective and sustained science learning.

Author Biographies

  • Heidi Rose M. Gasapo, Teacher, Pontevedra National High School, Negros Occidental, Philippines

    Heidi Rose M. Gasapo is a Teacher II assigned at Pontevedra National High School, Pontevedra, Negros Occidental, Philippines. She is a candidate for the Master of Arts in Education major in General Science.

  • Joji D. Linaugo, Associate Professor, Carlos Hilado Memorial State University, Negros Occidental, Philippines orcid.org/0000-0001-9915-7793

    Joji D. Linaugo is an Associate Professor at Carlos Hilado Memorial State University, Talisay City, Negros Occidental, Philippines.

  • Kevin Clyde A. Ong, Master Teacher, Sum-ag National High School, Negros Occidental, Philippines orcid.org/0000-0001-6816-3920

    Kevin Clyde A. Ong is a Master Teacher assigned at Sum-ag National High School. He is also a Graduate School Faculty at La Consolacion College Bacolod, Bacolod City, Negros Occidental, Philippines.

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Published

2026-06-18

Issue

Vol. 13 No. 7 (2026)

Section

Articles

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