A printed module should consist of media elements, namely text and pictures, which are self-instructional and could cater to the needs of the user. However, the typical platform of such visualization frequently overloads the limited working memory causing split attention and redundancy effects. The purpose of this study is to design and develop a printed self-instructional module based on Cognitive Load Theory in learning. Media elements are presented with minimal cognitive demands with an action- and task-oriented approach. Utilizing a modified Solomon Group design on 113 trainee teachers selected using purposive sampling, the effectiveness of the developed module was compared to the conventional module. Independent sample t-tests conducted to compare the time of completion in performance between the Control Group working on the conventional module and Group 2 working on the developed module show significant statistical differences in pre- and post-activities. Group 2 reported lower cognitive load scores on the rating scale and graphical plots using computational approach showed higher instructional efficiency. Thus, results show that trainees working on the developed printed module were able to perform faster and better with lower mental effort and had higher performance. (Contains 5 tables and 7 figures.)