Effects of Multiple representations and Problem- solving learning strategies on Physics students’ problem-solving abilities

Authors

DOI:

https://doi.org/10.31686/ijier.vol9.iss4.3045

Keywords:

Multiple representations, problem-solving, representational abilities, problem-solving abilities

Abstract

Student’s learning in physics takes many forms. Equations, diagrams, graphs and words all can be used to describe physical phenomena. Constructing descriptions of physical situations with these representations and focusing on their correct usage led to this study which investigated physics students’ knowledge of multiple representations and problem-solving abilities using multiple representations learning strategy and problem-solving learning strategy as an intervention. The pretest-posttest, control group quasi-experimental design with a 3x2x3 factorial matrix was used. A total of 294 Senior Secondary School-two (SSII) Physics students selected from six purposively sampled co-educational schools in Education Districts V of Lagos State formed the sample. Test of Knowledge of Multiple Representations Abilities in Projectiles and Equilibrium of forces (TKMRA-PE), Multiple Representations Abilities Assessment Instrument (MRAI) and Problem-Solving Assessment Instrument (PSAI). The reliability coefficient of the TKMRA-PE, MRAI, and PSAI were 0.83, 0.75 and 0.70 respectively. Data gathered were subjected to statistical techniques of Analysis of Covariance (ANCOVA) at 0.05 level of significant. Findings from the results showed significant effect of multiple representations learning strategies on problem-solving abilities; F (2, 291) = 4.440; p< 0.05, Ƞ2 =0.030. The descriptive statistics revealed the magnitude of problem-solving abilities across the groups. Students exposed to multiple representations learning strategy had the highest problem-solving abilities (x= 3.83), than their counterparts in problem-solving learning strategy( x = 29.4), and those conventional strategy group had the least problem-solving abilities(x =22.3). The finding showed that irrespective of gender and ability level, multiple representations and problem-solving strategies facilitate learning and should be recommended for teaching and learning of physics in senior secondary schools in Nigeria.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Author Biographies

YINKA TOSIN ORULEBAJA, Lagos State University

Department of Science & Technology Education, Faculty of Education

OLATUNDE LAWAL OWOLABI, Lagos State University

DEAN OF FACULTY OF EDUCATION

HAKEEM AKINTOYE, Lagos State University

SENIOR LECTURER, DEPARTMENT OF SCIENCE AND TECHNOLOGY EDUCATION

References

Ainsworth, S. (1999).The functions of multiple representations. Computers & education, 33(2), 131-152.

Arons, A. B., & Redish, E. F. (1997). Teaching introductory physics (Vol. 22). New York: Wiley

Cook, M. (2006). Visual representations in science education: The influence of prior knowledge and cognitive load theory on instructional design principles. Science Education, 90(6), 1073-1091.

Dufresne, R. J., Gerace, W. J., & Leonard, W. J. (1997). Solving physics problems with multiple representations. Physics Teacher, 35, 270–275.

Finkelstein, N., D., Perkins, K.K., Adams, W., Kohl, P., & Podolefsky, N. (2005). Can computer simulations replace real equipment in undergraduate laboratories? In AIP Conference Proceedings, 790, 101.

Fredlund, T., Airey, J., & Linder, C. (2012).Exploring the role of physics representations: an illustrative example from students sharing knowledge about refraction. European Journal of Physics, 33(3), 657.

Hegarty, M., & Sims, V.K. (1994).Individual differences in mental animation during mechanical reasoning.Memory and Cognition, 22(4), 411-430.

Hestenes, D. (1996). Modeling Methodology for Physics Teachers.Retrieved from http://modeling.la.asu.edu/modeling/MODELING.PDF.

Ibrahim, B., & Rebello, N. S. (2012). Representational task formats and problem solvingstrategies in kinematics and work. Physical Review Special Topics-Physics Education Research 8(010126.).

Kay, C. (2010). Latin American theories of development and underdevelopment (Vol. 102).Routledge.

Kearney, M., & Treagust, D. F. (2001).Constructivism as a referent in the design and development of a computer program using interactive digital video to enhance learning in physics.Australasian Journal of Educational Technology, 17(1).

Kohl, P.B., & Finkelstein, N.D. (2005).Student representational competence and self-assessment when solving physics problems.Physical Review Special Topics—Physics Education Research, 1(1), 010104-1–010104-11.

Kohl, P., & Finkelstein, N. (2006a).Student representational competence and the role of instructional environment in introductory physics. In P. Heron, L. McCullough & J. Marx (Eds.), 2005 Physics Education Research Conference (Vol. 818, pp. 93-96).

Kohl, P. B., & Finkelstein, N. D. (2006b).Effect of instructional environment on physics students’ representational skills.PhysicalReviewSpecialTopics–PhysicsEducation Research, 2(010102).

Kohl P.B., Finkelstein N. (2017) Understanding and Promoting Effective Use of Representations in Physics Learning. In: Treagust D., Duit R., Fischer H. (eds) Multiple Representations in Physics Education. Models and Modeling in Science Education, vol 10. Springer, Cham.

Kohl, P. B., Rosengrant D., & Finkelstein, N. D. (2007). Strongly and weakly directed approaches to teaching multiple representation use in physics. Physical Review Special Topics – Physics Education Research, 3(010108), 1-10.

Laras, W., Siswoyo, & Fauzi, B. (2015). Pendekatan multi representasi. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 1(1), 31-38.

Larkin, J.H. (1981a). Cognition of learning physics.American Journal of Physics, 49(6),534-541.

Masrifah, Agus, S., Parlindungan , S.& Wawan, S.(2020). An Investigation of Physics Teachers’

Multiple Representation Ability on Newton’s Law Concept . Jurnal Penelitian

dan Pengembangan Pendidikan Fisika) Volume 6 Issue 1, Morris,G.A., Branum-Martin, L., Harshman,N. Baker, S.D., Mazur, E., Mzoughi T. & McCauley V. (2006). “Testing the test: Item response curves and test quality.”Am. J. Phys. 74(5), 449-453.

Nurrahmawati, Cholis Sa’dijah, Sudirman & Makbul Muksar (2019) .Multiple Representations’ Ability in Solving Word Problem .International Journal of Recent Technology and Engineering (IJRTE) ISSN: 2277-3878,Volume-8, Issue- 1C2

Opfermann, M., Schmeck, A., & Fischer, H. E. (2017). Multiple Representations in Physics and Science Education - Why Should We Use Them? In D. F. Treagust, R. Duit, & H. E. Fischer (Eds.), Multiple Representations in Physics Education (pp. 1-22). Springer, Cham. https://doi.org/10.1007/978-3-319-58914-5_1

Redish, E. F., & Steinberg, R. N. (1999). Teaching Physics: Figuring Out What Works.

Reif, U. (1995). A unified approach to subdivision algorithms near extraordinary vertices.Computer Aided Geometric Design, 12(2), 153-174.

Rosengrant, D., E. Etkina .E, &. Van Heuvelen,A.(2006)National Association for Research in Science Teaching 2006 Proceedings, San Francisco, CA .

Sari, AP, Feranie, S, & Karim, S (2015).‘Penerapan Pembelajaran Berbasis Masalah dengan Pendekatan Multirepresentasi untuk Meningkatkan Prestasi Belajar dan Konsistensi Ilmiah Berbasis Multirepresentasi pada Materi Elastisitas’, Jurnal Penelitian & Pengembangan Pendidikan Fisika, vol. 1, no. 2, pp. 45-50.

Siswanto, J, Susantini, E, & Jatmiko, B .(2016) ‘Kepraktisan Model Pembelajaran Investigasi Based Multiple Representation (IBMR) dalam pembelajaran Fisika’, Journal Penelitian Pembelajaran Fisika, vol. 7, pp. 127-31.

Treagust, D., Won, M., & McLure, F. (2018). Multiple representations and students’ conceptual change in science. In T. G. Amin & O. Levrini (Eds.), Converging Perspectives on Conceptual Change (p. 121-128). Routledge, London. https://doi.org/10.4324 /9781315467139

Van Heuvelen, A. (1991). Overview, case study physics. American Journal of Physics, 59(10), 898-907.

Van Heuvelen, A., & Etkina, E. (2006).The physics active learning guide. San Francisco, CA: Pearson, Addison Wesley.

Van Heuvelen, A., & Zou, X. L. (2001). Multiple representations of work energy processes. American Journal of Physics, 69(2), 184–194.

Vygotsky, L. S. (1978). Mind in society: The development of higher mental process.

Waldrip, B. & V. Prain, V.(2004). Enhancing learning through using multi-modal representations of concepts. Paper presented at the annual meeting of the American Education Research Association (AERA).

West African Examination Council (2010).Chief examiner’s report.General Certificate/School Certificate O’Level paper.Retrieved from www.waeconline.org.ng/e-learning/index.htm.

West African Examination Council (2012).Chief examiner’s report.General Certificate/School Certificate O’Level paper. Retrieved from www.waeconline.org.ng/e-learning/index.htm

West African Examination Council (2013).Chief examiner’s report.General Certificate/School Certificate O’Level paper.Retrieved from www.waeconline.org.ng/e-learning/index.htm.

West African Examination Council (2015).Chief examiner’s report.General Certificate/School Certificate O’Level paper. Retrieved from www.waeconline.org.ng/e-learning/index.htm

West African Examination Council (2017).Chief examiner’s report.General Certificate/School Certificate O’Level paper.Retrieved from www.waeconline.org.ng/e-learning/index.htm.

West African Examination Council (2018).Chief examiner’s report.General Certificate/School Certificate O’Level paper. Retrieved from www.waeconline.org.ng/e-learning/index.htm

Widianingtiyas, L, Siswoyo, S, Bakri, F (2015). ‘Pengaruh pendekatan multi representasi dalam pembelajaran fisika terhadap kemampuan kognitif siswa SMA’, Jurnal Penelitian & Pengembangan Pendidikan Fisika, vol. 1, no. 1, pp. 31-7.

Downloads

Published

2021-04-01
CITATION
DOI: 10.31686/ijier.vol9.iss4.3045

How to Cite

ORULEBAJA, Y. T., OWOLABI, O. L., & AKINTOYE, H. (2021). Effects of Multiple representations and Problem- solving learning strategies on Physics students’ problem-solving abilities. International Journal for Innovation Education and Research, 9(4), 350–365. https://doi.org/10.31686/ijier.vol9.iss4.3045
Received 2021-03-09
Accepted 2021-03-22
Published 2021-04-01