Effects of Computer-Assisted Multiple-representations on Problem Solving and Experimentation Abilities in Learning General Physics at Arba Minch University

This study was designed to test the effectiveness of Computer-Assisted Multiple Representations (CAMR) in tutorial and laboratory classes. The experimental group consisted of 34 physics students and the control group consisted of 45 chemistry students for design – one (i.e. pre-test and post-test control group design) targeting the problem-solving ability as one dependent variable. Besides, the same 34 physics students were selected for design two (one group only pre-test and post-test design) targeting experimentation ability as the other dependent variable. The result in design one showed there was a statistically significant mean difference in favor of the experimental group that was obtained based on performance tests. It was also obtained that male students performed better than female students. The result in design two showed the significant mean difference between the simulation performed by CAMR and conventional physical experiments that were obtained based on the practical test. There was no significant difference between male and female students.  There was a significant correlation for design one, but not for design-two between performance tests and assessment scores. The result was also supported by the evidence from qualitative analysis. The implication of the result is teaching organized knowledge assisted by computers is essential for the effective performance of problem-solving and experimentation tasks and activities.