The study's main objective was to investigate the long and short-term effects of problembased and example-based stem learning on enhancing cognitive load among Egyptian and Omani students. The sample population comprised of 350 teachers and educational stakeholders aged (25-60 years) -an equal number of respondents was drawn from each country. Mixed methods were employed in this research to test the validity of the hypotheses and draw relationships between STEM learning and cognitive load. The tools for data collection were teacher reports, student performance, and engagement reports, questionnaire. The data were analyzed using the Pearson correlation, linear regression, and the Chi-square test. The study results showed that example and problem-based learning methods were superior, particularly peer modeling, erroneous working examples, and standard working examples. The effective peer modeling pedagogical interventions were observing animation, psychomotor skills, self-efficacy, earning/retention, and highly structured problems. The integration of the pedagogical interventions in STEM learning could unlock critical thinking and creative skills among learners, leading to better extraneous, germane, and intrinsic cognitive loads; this would translate to higher success rates in STEM education national development. On the downside, there are critical constraints to unlocking students' potential such as an unclear vision and mission for STEM graduates with university level and new systems.
This paper studied the digital transformation of learning on perceived intellectual competence, students' engagement, and learning experience, 387 students in their first year of high school, were involved, besides eight teachers from different schools. Using a mixed research method; The students took part in a survey using the OLSES scale consisting of twenty-two items: learning in the online environment (10), time management (5), and technology use ( 7). The study also used the Learning Object Evaluation Scale for Teachers (LOES-T) and 5-point Likert scales to examine the teachers' views on students' engagement with web-based learning tools. On the other hand, the qualitative study involved an interview through the Interwise web conferencing tool. A descriptive analysis of the OLSES and LOES-T scale scores and notes from the interviews revealed three themes: (1) perception of students' academic experience, (2) perceptions on self-efficacy and self-regulation, and (3) perceptions on students' engagement. The students agreed that using the Internet in after-school learning activities makes them feel more knowledgeable and confident about applying their knowledge to solve problems within and outside the classroom, resulting in high academic success. The teachers also concluded that the digital learning environment improves students' engagement as they regularly interact with web-based learning tools and are motivated to share their knowledge.
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