The engineering students’ use of multiple representations in mechanics problems solving at a selected public university in Rwanda

The subject of physics can sometimes seem esoteric and challenging to engineering students. It would be beneficial to create a more conducive learning environment for them by combining words, mathematical equations, graphs, and diagrams to increase their problem-solving abilities. It has been demonstrated in mechanics that employing multiple representations is an effective strategy when solving problems. This study aimed to examine engineering students’ use of multiple representations to solve mechanics problems, as well as to identify the challenges they encountered when applying this approach. The study was carried out at a public university in Rwanda. A mixed-methods research design was employed with a study population of 140 engineering students, 20 of whom were selected to be interviewed. The quantitative data were collected through achievement tests and analyzed using SPSS, and the qualitative data were also collected through a guided interview and analyzed thematically. The current study revealed that engineering students prefer to use mathematical representations rather than diagrams and graphics representations when solving mechanics problems. Additionally, the study revealed that students encountered several difficulties when applying this approach, such as difficulties visualizing abstract concepts, a lack of familiarity with different representations, and difficulties drawing free-body diagrams and interpreting them. The study suggests that efforts should be made to boost engineering students’ use of various representations in solving mechanics problems through curriculum reforms, teaching-oriented interventions, and the provision of suitable technological resources. The current study at a selected public university in Rwanda looks at engineering students’ use of multiple representations (MRs) in mechanics problem-solving. This study examines the common difficulties students have comprehending and implementing MRs like diagrams, graphs, and equations. We hope to suggest practical solutions that improve students’ problem-solving abilities by analyzing their competency and identifying barriers. This study is consistent with larger initiatives to improve physics education methodologies, highlighting the significance of incorporating a variety of MRs. This study contributes valuable insights to the improvement of teaching and learning in mechanics in tertiary education, as well as informing educational initiatives aimed at enhancing students’ capacities in using multiple representations (MRs) to solve both physics and real-world problems.