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In the domain of Circuit Theory, the main goal of the experiment was to investigate a hypothesis that Example-Problem-Based Learning (EPBL) would lead to less mental effort during the test phase and learning phase than Teacher-Centred Learning (TCL) strategy. The participants were 38 vocational diploma-level students who were novices in completing the given tasks. As a means of data collection, the nine-point mental effort rating scale was used to indicate how much mental effort they put in after completing the problem during test phase and learning phase. The reliability of mental effort rating scale showed a reliability coefficient (Cronbach’s alpha) of .95 (test phase) and .79 (learning phase). It was hypothesized and confirmed that EPBL would lead to less mental effort invested during the learning phase than the TCL approach. However, the results showed that there was not a significant main effect of instructional approach on mean mental effort invested during the test phase.