Document Type



Curriculum and Instruction

First Advisor's Name

M.O. Thirunarayanan

First Advisor's Committee Title

Committee Chair

Second Advisor's Name

Vish C.Visweswaran

Third Advisor's Name

Sneh Gulati

Fourth Advisor's Name

Aixa Perez-Prado

Fifth Advisor's Name

Mohammed Farouk


Cognitive load, extraneous load, minimizing, light, sound, impact, gender, age, interaction, significance

Date of Defense



The impact of eliminating extraneous sound and light on students’ achievement was investigated under four conditions: Light and Sound controlled, Sound Only controlled, Light Only controlled and neither Light nor Sound controlled. Group, age and gender were the control variables. Four randomly selected groups of high school freshmen students with different backgrounds were the participants in this study. Academic achievement was the dependent variable measured on a pretest, a posttest and a post-posttest, each separated by an interval of 15 days. ANOVA was used to test the various hypotheses related to the impact of eliminating sound and light on student learning. Independent sample T tests on the effect of gender indicated a significant effect while age was non- significant. Follow up analysis indicated that sound and light are not potential sources of extraneous load when tested individually.





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