Effect of Multiple Representation–Based Instructions (MR-BI) On SHS Students’ Ability To Solve Problems On Linear Functions And Their Applications

Ernest. K. Ofosu, Isaac Owusu-Darko and Gyedu Alhassan Abubakar
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Ernest. K. Ofosu: SDA College of Education P. O. Box 18 Asokore, Koforidua Ghana, West Africa
Isaac Owusu-Darko: SDA College of Education P. O. Box 18 Asokore, Koforidua Ghana, West Africa
Gyedu Alhassan Abubakar: Ashaiman Senior High School P. O. Box 304 Ashaiman Ghana, West Africa

International Journal of Research and Scientific Innovation, 2020, vol. 7, issue 9, 234-239

Abstract: This study investigated the effect of Multiple Representation-Based Instructions (MR-BI) on students’ ability to solve problems on linear functions and their applications among SHS 3 students in the Eastern Region of Ghana. Two schools were selected one at Koforidua in the Koforidua municipality and the other in the Kwaebibrem Municipality. The research method used was quasi-experiment. One intact group of students from each school (N=60, n1=30, n2=30) was used. In the experiment, the Control group was exposed to traditional teaching and learning of linear functions and their applications while in the experimental group, MR-BI teaching and learning were used. Pre and Post Tests were conducted to collect primer data. Interview guide was also used in this study. Quantitative data analysis showed the experimental group with MR-BI performed better while the control group performed poorly. The results from the quantitative data indicated that the use of MR-BI had a positive impact on senior high school students’ proficiency in solving problems on linear functions and their applications after the experiment. The means of the treatment group (M=44.10; SD=14.084) and control group (M=20.00; SD=10.850) were found to be statistically significant in the post-test (t=-7.425; P

Date: 2020
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