The Effects of Multi-Modal Representations Used within the Context of Process-Based Instruction on Problem Solving, Academic Achievement, and Retention (original) (raw)
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This study aims to test the effectiveness of a multimodal approach in learning. The method used in this study is an experimental research method whose implementation uses a quasi-experiment type. The steps of implementing the effectiveness test, namely (1) determining the control group and the experimental group, (2) conducting the pretest, (3) carrying out learning in the control and experimental class, (4) conducting the postest, and (5) analyzing the experimental test results. The multimodal approach has been tested through the t-test to improve students' literary psychological analysis skills. The results of the effectiveness test showed a significant difference in students' psychological analysis abilities in general between the post-test scores of the control class and the experimental class (p = 0.00 <0.05). This shows that the two variances are not the same, so the variance to compare the population average (t-test for Equality of Means) in the t-test test must be...
Relating multiple representations and translating between them is important to acquire deeper knowledge about a domain. To relate representations, learners have to mentally search for similarities and differences. To translate between representations, learners need to interpret the effects that changes in one representation have on corresponding representations. The question is how presenting representations may improve or hinder the processes of relation and translation. In this study we examined the effect of sequencing dynamic representations on learning outcomes. Two versions of the same simulation-based learning environment, that of the physics topic of moments, were compared: a learning environment providing the representations step-by-step (experimental condition) and a learning environment providing all representations at once (control condition). The subjects were 120 students from secondary vocational education (aged 15 to 21). Overall, we found the subjects learned from working in the learning environment; the post-test scores on the domain and understanding items were significantly better than the pre-test scores. This was true for both the subjects with and without prior knowledge on the domain. Moreover, the subjects with prior knowledge scored significantly better on both the pre-test and the post-test compared to the subjects without prior knowledge. Despite our expectations, no differences were found between the two experimental conditions. The subjects learned equally well regardless of the way in which the representations were presented. Also, the extent to which the subjects' experienced complexity of both the topic and the learning environment did not differ between the experimental conditions.
This study investigated the effect of Sequential Multiple Representations in Enhancing Senior Secondary School Physics Students' Achievement in Electric circuits. The intervention involved a sequence of four lessons conducted over a period of 6 weeks, with the first and last week used for pre and post-test. The intervention was set deliberately to push students to use multiple representations in a particular sequence (starting from word to symbols, diagram, and then generating equations) to solve electric circuit problems. Two research questions and two hypotheses were set up to guide the study. A quasi-experimental research design of a pre-test post-test non-equivalent control group was used for the study. The population of the study comprised all 3600 students offering physics in the fifteen public coeducational senior secondary schools in the Bauchi metropolis. The sample size of the study was 86 using multi-stage sampling. The instrument used for data collection was a Physics Problem-Solving Task on Electric Circuit (PPSTEC) with a reliability coefficient of 0.76. The research questions were answered using mean and standard deviation while the hypotheses were tested using ANCOVA at 0.05 significance level. The findings of the study indicate that SMR can be effective in enhancing students' achievement in physics and there was no gender difference when students were taught using SMR. Based on the finding it was concluded that the use of sequential multiple representations as a teaching strategy is an effective tool for enhancing students' achievement. The research, therefore, recommends further research with different sets of students, and in different contexts across Nigeria to provide more empirical evidence on the role of sequential multiple representations as a means of developing students' problem-solving skills in electric circuit problems.