Effects of multiple representations-based instruction on junior high school students’ achievement in linear equations in one variable in the Bimbilla Municipality

Abstract

The study investigated teachers’ mode of representations in linear equations in one variable, what accounts for teachers’ choice of representations and students’ representations preferences and effects of multiple representations-based instruction on students’ achievement in linear equations in one variable. A quasi-experimental design was used with a sample size of 86 mathematics teachers and 159 students (students in Junior High School 2) selected through purposive and convenient sampling techniques respectively in the Bimbilla Municipality in the Northern Region of Ghana. The research instruments included: linear equations’ achievement test (pre-test and post-test), questionnaire, representations preference test (RPT) and interview guide. The data collected were analyzed quantitatively and qualitatively. It was found that most teachers (66.3%) used algebraic representation every time in teaching linear equations while few teachers used manipulatives, graphic and multiple representations due to reasons such as time, difficulty for students, lack of materials, lack of ideas, no relevance and many more. It was also found that most students 59(37.1%) had preferences for algebraic representation citing similar reasons of their preferences as what accounted for teachers’ choice. The Analysis of Covariance (ANCOVA) revealed a statistically significant difference between students’ scores in linear equations achievement test in favour of multiple representations-based instruction, F (2, 155) = 10.20, P < 0.05, ɲ2= 12. My major recommendation is that, multiple representations-based instruction should be used during instruction as well as improving teachers’ knowledge on how to integrate unfamiliar representations easily in linear equations in one variable.