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Type :final_year_project
Subject :QD Chemistry
Main Author :Law, Mandy Shin Joe
Title :Using multiple modes of representations in answering open-ended questions for learning rate of reaction
Place of Production :Tanjong Malim
Publisher :Fakulti Sains dan Matematik
Year of Publication :2024
Corporate Name :Perpustakaan Tuanku Bainun
PDF Guest :Click to view PDF file

Abstract : Perpustakaan Tuanku Bainun
Students often struggle with understanding the rate of reaction due to traditional teaching methods and a technology integration gap. This study aims to evaluate Form 4 students’ ability to use Multiple Modes of Representation (MMR) in answering open-ended questions and their conceptual understanding of the rate of reaction. The research employed a quasi-experimental approach with a One-Group Pretest-Posttest Design, involving 107 Form 4 science stream students randomly selected from four intact classes. The study utilized understanding test and MMR rubric, consisting of pre-test and post-test. Instrument validity achieved an 80% agreement, while Intraclass Correlation Coefficient yielded a reliability score of 0.869. Data were collected and analysed descriptively and inferentially. After analysis, null hypothesis one (H01) and two (H02) were successfully rejected. This shows that there were significant differences in the mean of MMR scores in answering open-ended questions for the pre-test and post-test, where the t-value = -71.444 and p = 0.000 < 0.05. Likewise, there were also significant differences in the mean of understanding score in answering open-ended questions for the pre-test and post-test, where the t-value = -52.813 and p = 0.000 < 0.05. In conclusion, this study shows that using Multiple Modes of Representation in answering open-ended questions improves students’ understanding of reaction rate. The implications of using Multiple Modes of Representation in answering open-ended questions help students to connect different concepts of rate of reaction, and enhance their understanding. It also diversifies teaching strategies for teachers in the classroom.

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