EXPLORING THE NEXUS AMONG MULTIPLE REPRESENTATIONS, PROBLEM-SOLVING AND MULTIPLE REPRESENTATIONAL ABILITIES OF PHYSICS STUDENTS
Abstract
This study examined the relationship among multiple representations, problem-solving and multiple representational abilities of senior secondary school physics students. Correlation and multiple regression analysis were adopted. Two hundred and ninety-four senior secondary school Physics students selected from six purposively sampled coeducational and urban 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) were used to collect data. The reliability coefficients were determined to be 0.83, 0.75 and 0.70 using split-half reliability coefficient respectively. Three research questions raised for investigation alongside one corresponding null hypothesis were tested. Quantitative data gathered were analysed using the bar graph, Pearson Product Moment Correlation Coefficient and Regression analysis. Findings of this study revealed that there was no relationship between multiple representational and problem-solving abilities; r = .260; p > 0.05. Furthermore, the study revealed that there was a significant causal relationship among multiple representations, problem-solving and multiple representational abilities. Multiple representations and problem-solving accounted for 31.4% of the variance in the multiple representational abilities of physics students. The study concluded that multiple representations enhanced multiple representational abilities in Physics. The use of multiple representations should be explored by Physics teachers to develop in-depth conceptual understanding.
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