Abstract
Explicit instruction is a teaching strategy that aims to avoid cognitive overload experienced by students which aims to improve academic performance. Previous research has mentioned working memory as a cognitive capacity that processes information and cognitive control and supports the success of explicit teaching on student academic performance. The core components of the executive function consist of working memory, but also inhibitory control and shifting. This review of the article provides new directions for the development of cognitive load theory on explicit teaching and research on executive function-based information processing aimed at avoiding cognitive load.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
