Effectiveness of Multiple Representation (MR) in Removing Misconceptions Related to Acid-base Titration

Abstract

The study aimed to investigate misconceptions related to acid-base titration among grade eleven students and evaluate the effectiveness of Multiple Representation (MR) in addressing these misconceptions. A quasi-experimental design was used, and data were collected from 30 grade eleven students using a multiple-choice diagnostic test with open-ended reasoning questions. The diagnostic test was administered before the implementation of MR to identify areas of misconceptions. Misconceptions were identified by combining two developed instruments: the multiple-choice test and the Certainty of Response Index (CRI) scale technique. The MR intervention strategy utilized verbal, visual, and digital representations while teaching acid-base titration. A post-test was conducted to evaluate the effectiveness of MR. Descriptive analysis was employed, including measures such as mean, standard deviation, and percentiles. Inferential analysis included statistical tests such as paired sample t-tests and Cohen's d-effect size. Results from the misconception diagnostic tests revealed that 15.3% of the students had misconceptions about acid-base titration. Both descriptive analysis (MD = 11.67) and inferential analysis (p < 0.05, d = 1.16) indicated that MR was effective in removing misconceptions and enhancing academic achievement in grade eleven chemistry. Based on the findings, the researcher recommends that teachers adopt the MR strategy while teaching chemistry. The use of multiple representations, including verbal, visual, and digital elements, can help address misconceptions and improve academic achievement in the context of acid-base titration. Implementing MR in the classroom can provide students with a more comprehensive and engaging learning experience, enabling them to better understand and apply key concepts in chemistry.