Journal of Pedagogical Sociology and Psychology
Impact of multiple representations-based instruction on teaching and learning of linear equations
Kofi Nkonkonya Mpuangnan 1 * , Blankson Kwaku Adjei 2, Samantha Nkonkonya Govender 1
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1 Department of Curriculum & Instructional Studies, University of Zululand, South Africa
2 University of Education Winneba, Ghana
* Corresponding Author
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ARTICLE INFO

Journal of Pedagogical Sociology and Psychology, 2024 - Volume 6 Issue 1, pp. 58-76
https://doi.org/10.33902/jpsp.202425242

Article Type: Research Article

Published Online: 10 Mar 2024

Views: 446 | Downloads: 357

ABSTRACT
This paper investigates the impact of multiple representations-based instruction on the teaching and learning processes of linear equations among students in Standard VIII. It focuses on how different representations, such as graphs, tables, and equations, affect comprehension, retention, and overall mastery of linear equations in this educational context. An experimental design was employed, involving 159 students selected from Techiman Municipality in the Brong Ahafo Region of Ghana using a simple random sampling technique. Also, 86 mathematics teachers were randomly chosen to gather diverse viewpoints and valuable insights aimed at improving the teaching methods for this concept. Data collection instruments included a linear equations achievement test (pre-test & post-test) and a questionnaire. The collected data were analysed by using descriptive and inferential statistics. The study revealed that most teachers primarily relied on algebraic representation but only a few incorporated multiple representations due to various challenges such as time constraints, difficulty for students, lack of materials, and absence from the syllabus. It was further found that the implementation of multiple representations-based instructions resulted in a significant improvement in learners' scores in the linear equations achievement test, highlighting the effectiveness of this instructional approach. It was recommended that teachers teach linear equations in one variable using other representations such as manipulatives and graphics to enhance understanding. Also, students are encouraged to cultivate proficiency in integrating multiple representations when tackling problems related to linear equations. Further research should be conducted on equipping teachers with ample resources and designing robust training programs to enable them to adeptly incorporate multiple representations-based instruction for teaching linear equations.
KEYWORDS
Ghana linear equation mathematics multiple representation-based instructions standard viii
In-text citation: (Mpuangnan et al., 2024)
Reference: Mpuangnan, K. N., Adjei, B. K., & Govender, S. N. (2024). Impact of multiple representations-based instruction on teaching and learning of linear equations. Journal of Pedagogical Sociology and Psychology, 6(1), 58-76. https://doi.org/10.33902/jpsp.202425242
In-text citation: (1), (2), (3), etc.
Reference: Mpuangnan KN, Adjei BK, Govender SN. Impact of multiple representations-based instruction on teaching and learning of linear equations. Journal of Pedagogical Sociology and Psychology. 2024;6(1), 58-76. https://doi.org/10.33902/jpsp.202425242
In-text citation: (1), (2), (3), etc.
Reference: Mpuangnan KN, Adjei BK, Govender SN. Impact of multiple representations-based instruction on teaching and learning of linear equations. Journal of Pedagogical Sociology and Psychology. 2024;6(1):58-76. https://doi.org/10.33902/jpsp.202425242
In-text citation: (Mpuangnan et al., 2024)
Reference: Mpuangnan, Kofi Nkonkonya, Blankson Kwaku Adjei, and Samantha Nkonkonya Govender. "Impact of multiple representations-based instruction on teaching and learning of linear equations". Journal of Pedagogical Sociology and Psychology 2024 6 no. 1 (2024): 58-76. https://doi.org/10.33902/jpsp.202425242
In-text citation: (Mpuangnan et al., 2024)
Reference: Mpuangnan, K. N., Adjei, B. K., and Govender, S. N. (2024). Impact of multiple representations-based instruction on teaching and learning of linear equations. Journal of Pedagogical Sociology and Psychology, 6(1), pp. 58-76. https://doi.org/10.33902/jpsp.202425242
In-text citation: (Mpuangnan et al., 2024)
Reference: Mpuangnan, Kofi Nkonkonya et al. "Impact of multiple representations-based instruction on teaching and learning of linear equations". Journal of Pedagogical Sociology and Psychology, vol. 6, no. 1, 2024, pp. 58-76. https://doi.org/10.33902/jpsp.202425242
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