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

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.

基于调查的多重表征学习模型（Investigative Based Multiple Representation, 简称 IBMR）是研究工程教育中力学的一种创新方法，该方法强调基于探究的学习以及多样化的表征方式。此方法旨在克服传统教学方式中依赖记忆和公式化问题解决的局限性，从而实现对复杂物理概念的深入理解。本研究旨在探讨IBMR学习范式对卢旺达公立高等学府学生力学问题解决能力的影响。该研究设计为准实验，包括前测和后测两个阶段，针对两组学生进行。社会建构主义理论构成了研究的理论框架。研究纳入了140名一年级工程专业的学生，这些学生经过有目的的选择。对每个组别在力学教学和学习干预前、中进行了问题解决能力考试。数据收集方法包括验证和测试。两位专家认定教学材料有效，可用于培养力学问题解决能力。研究工具的可信度系数为0.83。使用SPSS 26软件对收集到的数据进行了描述性和推论性统计分析。IBMR学习模型显著提升了学生的力学问题解决能力（p<0.001），实验组平均N-gain得分为0.49，对照组为0.21。研究结果表明，IBMR学习模型对工程学生力学问题解决能力具有积极和变革性的影响，因此建议在卢旺达高等教育中应用于物理教学与学习。