Effectiveness of Multiple Representations in Enhancing Science Learning Achievement in Grade 6: An Action Research Study

Abstract

This action research examined the effectiveness of multiple representations (MRs) in enhancing students' science learning achievement in grade 6. The study was done using a convergent parallel mixed-method design for a period of 6 weeks. A quantitative methodology was administered through a pre-test and post-test and a student perception survey (N = 23), and qualitative data were collected through focus group interviews. The findings from the quantitative methodology include a significantly positive outcome in the scores obtained after the intervention (mean difference = 4, P < .001). Qualitative findings show that various forms of representation, like models, video presentations, demonstrations, diagrams, out-of-class performances, and hands-on procedures on vastly different topics like the solar system, electricity, magnetism, environment, and living things, helped the respondents perform well by improving their understanding, making the learning process more enjoyable. Nonetheless, the challenges faced by the scholars often led to their confusion owing to the various representations. This study concludes that the integration of MRs plays a significant role for both achievement and enjoyment aspects, considering that an effective strategy for MRs is necessary to improve the learning process and enhance understanding.