Integrated Cooperative Problem Solving With Multiple Representations and Students’ Conceptual Understanding: A Quasi-Experimental Research of Instructional Approaches in Education Colleges

Instructional approach determines how students’ conceptual understanding can be improved. In learning, one approach cannot fit all; students should be able to participate in learning. The aim of the study was to investigate the effects of integrated cooperative problem-solving with multiple representations, cooperative problem solving and multiple representations instructional approach on students’ conceptual understanding. Integrated Cooperative Problem-solving with Multiple Representations (at Dilla), Cooperative Problem solving (at Hossaina), and Multiple Representations (at Arba Minch) approaches were assigned to experimental groups and the control group was Bonga education college. The pilot test was distributed to 80 students and scores analyzed. Cronbach’s alpha scores resulted in .71 and .73 in the pre-posttest, which is in an acceptable interval. The study employed a mixed research approach with pre-and posttests non-equivalent quasi-experimental research design. The results of the one-way ANCOVA show that students in experimental groups significantly scored a higher mean score on their conceptual understanding test compared to the control group and qualitative results also supported that students in experimental groups scored higher. Therefore, the study concluded that the instructional approaches used for experimental groups significantly enhanced students’ conceptual understanding of geometry learning.