AbstractStudents 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.....