Magister Educationis - MEdThe purpose of this paper was to examine the use of the multiple representation
approach as a teaching strategy to improve learners understanding of vectors in
Grade 10 Physical Sciences. The study also wanted to consider the MR approach
through the lens of the learners. A sample consisting of 45 Grade 10 learners from a
total of 160 Grade 10 Physical Sciences learners participated in the study. Both
quantitative and qualitative data were collected and analysed. Learners were first
given a pre-test to establish their initial understanding of vectors. This pre-test was
followed by an intervention in the form of a lesson. The lesson was conducted in order
to expose learners to learning through Multiple Representations. A post-test was then
administered to determine the impact of the intervention. To gather and quantify the
learners’ perceptions on the use of Multiple Representations in teaching and learning
of vectors in Grade 10 Physical Sciences learners were given questionnaires to
complete. The last step was interviewing of learners to triangulate the results from
the three instruments. The study found that learners were struggling with
understanding of vectors in their traditional chalk-and-talk lessons and their
perceptions towards vectors were negative. The study also found that Multiple
Representations can improve understanding and develop positive perception of
learners towards the teaching and learning of vectors. This improvement occurs only
if Multiple Representations is used correctly. The study further found out that when
Multiple Representations is used improperly it limits deeper understanding by
learners. A number of recommendations were made out of the findings of the study.
Some of them were that multiple representations should be used when teaching
vectors and that subject advisers and teachers should be developed on the proper
use of multiple representations. The Physical Sciences textbooks must be designed
to accommodate Multiple Representations
