Unravelling the Interplay between Critical Thinking and Cognitive Load among Secondary School Students in Kashmir

Madhumita  Pradhan; Manas Ranjan Dash; Firdous Ahmad Sofal; Mohammad Akram

doi:10.59828/ijeve.v2i10.85

Authors

Madhumita Pradhan Research Scholar, Department of Education, Central University of Kashmir Author https://orcid.org/0009-0006-0570-819X
Manas Ranjan Dash Research Scholar, Department of Education, Central University of Kashmir Author https://orcid.org/0009-0009-2447-6883
Firdous Ahmad Sofal Assistant Professor, Department of Education, Central University of Kashmir Author https://orcid.org/0000-0002-0121-9608
Mohammad Akram Research Scholar, Department of Education, Central University of Kashmir Author https://orcid.org/0009-0003-8113-7868

DOI:

https://doi.org/10.59828/ijeve.v2i10.85

Keywords:

Critical Thinking, Cognitive Load, Secondary School Students, Kashmir

Abstract

Background of the Study: Critical thinking is essential for analysing information, solving problems and making informed decisions, while excessive cognitive load may constrain effective information processing. Examining their interplay is therefore important for improving secondary education.

Purpose: The study aimed to assess critical thinking and cognitive load among secondary school students in Kashmir and compare them across gender, locale and type of institution and examine their relationship and predictive association.

Methodology: A descriptive survey design was adopted with 100 secondary school students selected through simple random sampling from three districts representing Central, North and South Kashmir. Data were collected using the Critical Thinking Scale by Hemanta Lata Sharma and Priyamvada (85 items; α = .92) and Cognitive Load Scale by Aneet Kumar and Sushil Kumar Singh (38 items; reliability = .75). The data were analysed using independent-samples t-tests, Pearson’s product-moment correlation and simple linear regression.

Findings: No, statistically significant differences were observed in critical-thinking or cognitive-load scores by gender or locale. Private-school students obtained significantly higher critical-thinking scores than government-school students, whereas the difference in cognitive-load scores by institution type was not statistically significant. Critical thinking was moderately and negatively correlated with cognitive load (r = -.405, p < .001). Simple linear regression indicated that critical thinking significantly predicted cognitive load, explaining 16.4% of its variance (R² = .164, F (1, 98) = 19.281, p < .001; β = -.405). These findings indicate a statistical association rather than a causal relationship.

Future Direction: Future studies should employ larger samples, longitudinal designs and intervention-based approaches to investigate cognitive-load-sensitive pedagogies for strengthening critical thinking and improving learning outcomes.