Exploring the Impact of Multiple Representations on Algebra Learning
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| Title: | Exploring the Impact of Multiple Representations on Algebra Learning |
|---|---|
| Language: | English |
| Authors: | Kristine Hannah V. Guevarra (ORCID |
| Source: | International Society for Technology, Education, and Science. 2025. |
| Availability: | International Society for Technology, Education, and Science. 944 Maysey Drive, San Antonio, TX 78227. Tel: 515-294-1075; Fax: 515-294-1003; email: istesoffice@gmail.com; Web site: http://www.istes.org |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2025 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Grade 9 High Schools Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Foreign Countries, Grade 9, High School Teachers, High School Students, Mathematics Instruction, Mathematics Education, Teaching Methods, Conventional Instruction, Algebra, Learning Modalities, Visual Aids, Instructional Effectiveness |
| Geographic Terms: | Philippines |
| Abstract: | Algebra is a fundamental part of mathematics that develops students' problem-solving and analytical skills, yet many learners struggle with it when taught using traditional methods, often resulting in poor performance and limited understanding. To address this, educators have adopted innovative approaches such as Multiple Representations-Based Instruction (MRBI), which uses graphs, equations, and verbal explanations to improve comprehension and engagement. This study examined the effect of MRBI on the Algebra performance of 62 Grade 9 students at Kapayapaan Integrated School, selected based on their first grading period results. The students were evaluated through an Algebra test and a survey questionnaire. Researchers employed an experimental approach to assess the differences in performance between students who experienced Conventional teaching and those who were taught using MRBI. The analysis using t-tests demonstrated a notable gain in post-test scores among MRBI students, highlighting it as a superior teaching method. However, Pearson correlation analysis showed no significant relationship between students' perceptions of MRBI and their test performance. These findings suggest that MRBI enhances students' problem-solving abilities, although longer exposure may yield greater benefits. Despite its advantages, the Conventional method remains a useful teaching approach in Algebra. Future research may explore integrating educational technology with MRBI. [For the complete proceedings, see ED678959.] |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED678991 |
| Database: | ERIC |
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