The use of multiple representation approach in enhancing the learning of fluid mechanics in undergraduate physics classes in Ethiopia

Abstract

The inadequate understanding of fluid mechanics is a phenomenon widely experienced by undergraduate Physics students. The study aimed to establish students’ preconceptions on this topic then develop Multiple Representation teaching sequences and establish the effect thereof in two iterations. Multiple intelligence theory, variation theory, and cognitive theory were used to guide the study. This study was conducted at two Ethiopian universities. Students’ preconceptions were first categorised and then analysed using categories and frequency counts. This informed the development of a Multiple Representation Approach aimed at enhancing the learning of fluid mechanics. Research methods used to evaluate multiple representations' effectiveness comprised a quasi-experimental design. Open-ended questionnaires, the Fluid Mechanics Concept Inventory and the Test of Multiple Representation Approach Related Attitudes were used to collect data from N = 128 undergraduate students, 64 in Iteration I and 64 in Iteration II. Every iteration consisted of two groups of students selected from two universities. Before any intervention, the students’ prior knowledge was established by using the Open Ended Questionnaire and fluid mechanics conceptual inventory. Both groups received instruction based on both the Multiple Representation Approach and the traditional lecture method. The first version of the multiple representations only used four representations, which resulted in no significant difference between the experimental and control groups. Before the second intervention, the new group of students included 64 students, of which 32 were from each group. The second development of the multiple representations followed, using eight representations. This resulted in a significant difference between the intervention and control groups on both Open-Ended Questionnaire and fluid mechanics conceptual inventory. The results showed that using eight multiple representations was significantly effective compared to using two, three, or four in students’ understanding of fluid mechanics concepts. In addition, students had positive attitudes towards the use of the Multiple Representation Approach. The study included two phases, perhaps it would have been better to include more than two phases. It is recommended that scholars in the field of study ought to conduct further research on other Physics topics.