Effects of Multiple Representation in Student^s Metacognitive Awareness and Conceptual Understanding in Mechanics Mark Joseph F. Orillo (a), Voltaire M. Mistades (a*)
(a) De La Salle University
* voltaire.mistades[at]dlsu.edu.ph
Abstract
This study focused on the effect of the use of Multiple Representations on Grade 11 students^ conceptual understanding and metacognitive awareness in learning concepts in physics (mechanics). There were five Multiple Representations (MRs) used in this study namely: (a) drawing/sketch, (b) free-body diagram/FBD, (c) description, (d) mathematical equation, and (e) concept map (KWL). These MRs were embedded in the teachers^ lesson plan as a strategy in teaching and learning selected Mechanics topics. All these MRs were used by the teacher to discuss each lesson, and by the students to understand and do the tasks given to them. The conceptual understanding of the students was measured by obtaining the mean scores from the formative test scores in the form of quizzes for the topics, Kinematics, Laws of Motion, and Universal Law of Gravitation. The students^ metacognitive awareness was measured using the Metacognitive Awareness Inventory (MAI) questionnaire, given as a pre- and post-test. Perception of the students^ on the use of MRs were also gathered in the form of short response questions. Students^ responses to these questions were also used to elaborate and explain the results in the MAI^s subcategories. Formative tests^ mean scores revealed that students got passing grades in all three quizzes. Results also showed that there was an increasing trend in the students^ quiz mean scores from quiz 1 to quiz 3. Sample paired t-Test also showed that the increase in the students^ scores from quiz 1 to quiz 2, quiz 2 to quiz 3, and quiz 1 to quiz 3 were significant at p < 0.05. The MAI results showed that there was significant difference when comparing the students^ pre- and post-test scores at p < 0.05. This means that the use of MRs made the students more aware of how they think and how they learn physics. Short response results also revealed evidences of the students^ metacognitive awareness.
