Examining the Impact of the Investigated-Based Multiple Representation (IBMR) Learning Model on Mechanics Problem-Solving among Engineering Students at a Selected Public Higher Education College in Rwanda

Description

The Investigative Based Multiple Representation (IBMR) Learning Model is a novel way to study mechanics in engineering education that emphasizes inquiry-based learning and different representations. This approach deals with the constraints of traditional teaching approaches that rely on memorization and formulaic problem-solving, resulting in a thorough comprehension of complicated physical concepts. This study seeks to investigate the impact of the IBMR learning paradigm on mechanics problem-solving abilities at a Rwandan public higher education college. This study was designed as a quasi-experiment with pre-test and post-test periods for two groups. Socio-constructivism theory served as the study's framework. This study included 140 first-year engineering students who were specifically chosen purposively. A problem-solving ability exam was administered to each group before and during the mechanics teaching and learning intervention. The data collection methods included validation and testing. Two experts determined that the teaching materials were valid and could be utilized to develop mechanics problem-solving abilities. The dependability coefficient for the research instrument was 0.83. The collected data descriptive and inferential statistics were analyzed using SPSS 26. The IBMR learning model significantly improved students' mechanics problem-solving ability (p<0.001), with a mean N-gain score of 0.49 for the experimental group and 0.21 for the control group. The findings revealed that the IBMR learning model had a favorable and transformative effect on engineering students' mechanics problem-solving abilities and was therefore recommended for physics teaching and learning in Rwandan tertiary education.

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