Date of Publication

8-2019

Document Type

Master's Thesis

Degree Name

Master of Science in Teaching Major in Physics

Subject Categories

Science and Mathematics Education

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Science Education

Thesis Adviser

Voltaire M. Mistades

Defense Panel Chair

Lydia S. Roleda

Defense Panel Member

Maricar S. Prudente
Marie E. Paz Morales

Abstract/Summary

This study focused on the effect of the use of Multiple Representations on students’ conceptual understanding and metacognitive awareness in leaning mechanics concepts in physics. The participants were 207 Grade 11 students from the General Academic Strand (GAS) Track and Humanities and Social Science (HUMSS) Track of the Senior High School San Nicholas III, Bacoor City, Cavite. 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, and were used during the fourth quarter of school year 2018-2019. 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 getting the mean scores from the formative test scores in the form of quizzes. Three quizzes were given in Kinematics, Laws of Motion and Universal Law of Gravitation with ten items each. Each test is composed of five, Identification and five, True or False items and was checked and validated by a Master teacher. The metacognitive awareness was measured using the Metacognitive Awareness Inventory (MAI) questionnaire which was given as a pre and posttest before and after the implementation of the use of different MRs in teaching and learning mechanics. 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. This means that the use of different MRs in teaching and learning Kinematics, Laws of Motion and Universal Law of Gravitation might have a positive significant impact on students’ conceptual understanding. The MAI results showed that there was significant difference on the students’ pre and posttest scores at p < 0.05. This means that the use of MRs might have significantly made the students more aware of how they think and how they learn physics. Short response results also revealed some evidences of the students’ metacognitive awareness. It mentioned examples, situations or reasons why students got low scores in the test and how would they improve on things that they lack or do not understand.

In general, the study revealed that the use of different MRs in teaching Kinematics, Laws of Motion and Universal Law of Gravitation have significant effect on students’ conceptual understanding and metacognitive awareness at p <0.05. This means that the use of MRs in teaching and learning mechanics concepts have helped the students better grasp the lesson and be more aware and recognize how they understand these concepts.

To improve the research the following can be considered. Other students from different strands such as TVL (Technical-Vocational-Livelihood), which will be the controlled group in the research, could have been a good source of data. Furthermore, multiple representations could have been used to discuss greater number of Physics topics.

Abstract Format

html

Language

English

Format

Electronic

Accession Number

CDTG007355

Keywords

Metacognition; Mechanics—Study and teaching

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Embargo Period

7-27-2022

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