The effect of working memory-content-based problem-solving instruction on calculus problem-solving skills of first year students at Ethiopian University

Abstract

Mathematics problem-solving, particularly in calculus, continues to pose significant challenges for university students, especially when tasks require conceptual understanding and multi-step reasoning. This study, conducted within a pragmatic research paradigm, examined the effect of Working Memory–Context-Based Problem-Solving Instruction (WMCBPSI), grounded in Cognitive Load Theory (CLT), on the calculus problem-solving performance of first-year students at an Ethiopian university. The instructional approach was designed to reduce extraneous cognitive load by integrating worked examples, structured self-explanation prompts, and strategies aimed at minimizing split-attention effects. A two-month intervention involving 79 students was implemented using a static group, post-test-only quasi-experimental design, with 41 students in the experimental group and 38 students in the comparison group. The experimental group received calculus instruction through WMCBPSI while the comparison group followed conventional problem-solving instruction. Data were collected using a standardized functional mathematics achievement test, classroom observations, and semi-structured interviews. The results indicated that students exposed to WMCBPSI significantly outperformed their peers in solving calculus problems, particularly those requiring conceptual reasoning and multi-step solution processes. Qualitative findings further revealed that students perceived the structured nature of WMCBPSI as supportive of deeper engagement with complex problem-solving tasks. The study concludes that WMCBPSI is an effective instructional approach for enhancing calculus problem-solving skills, and that aligning instructional practices with principles of human cognitive architecture offers a practical and theoretically grounded model for improving mathematics instruction in higher education, with implications for adaptation across other mathematical domains and diverse learning contexts.