Students’ Understanding of Graphical Vector Addition in One and Two Dimensions

Wutchana, Umporn; Emarat, Narumon

doi:10.51724/ijpce.v3i2.195

Cited by 12 publications

(25 citation statements)

References 7 publications

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“…The data obtained in the previous study (Wutchana & Emarat 2011) using graphical vector addition indicated some points to simplify the understanding of vector addition. Zavala Genaro et al ( 2010) investigated finding only magnitude of vector, as well as within pedagogical experiments they have used simple tasks.…”

Section: Resultsmentioning

confidence: 96%

“…After scrutinizing the results of this questionnaire, it turned out that the leading cause of the problems was their not fully mastering math operations on vectors and not applying them visually. Afterwards, a pedagogical study is carried out to determine the effect of Head-to-tail method, which was considered the best way for vector addition (Wutchana & Emarat, 2011).…”

Section: Figure 1 Comparison Of Vectorsmentioning

confidence: 99%

“…A longitudinal exploration of the students' qualitative understanding of graphical vector addition in one and two dimensions by Wutchana & Emarat (2011) reports that main hardships were observed in the vector addition process. Thus, most students do not understand the Head-to-tail method, which leads them to an incomplete understanding of the intricacies of the dynamics in physics.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The Effectiveness of Head-To-Tail Method in Solving Challenging Physics Tasks

Sharifov

2020

JPFI

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The article deals with the effectiveness of Head-to-tail method for addition vectors. The empirical investigations were carried out at a specialized school. In the research, the number of respondents was 24. As a part of the experiments, it was conducted questionnaires among them and they were given pre-test and post-test, which consists of 12 questions. Statistical analysis was performed using SPSS software. A paired t-test was carried out on pre-test and post-test to determine the possible difference between them. According to the statistically analysed data, it was established that by using Head-to-tail method, students could understand and solve more complicated test task regarding the motion of an object under the many forces. It was concluded that this method could be the best way of solving the most challenging issues related to one or two-dimensional motion and it makes a significant contribution to the more in-depth adoption of the students' understanding of finding the direction of resultant force for numerous forces vectors.

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Section: Resultsmentioning

confidence: 96%

Section: Figure 1 Comparison Of Vectorsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Effectiveness of Head-To-Tail Method in Solving Challenging Physics Tasks

Sharifov

2020

JPFI

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“…This is because students' understanding still depends on the representation of the questions. We already know the importance of understanding vectors in studying physics, the teacher must really ensure that students have understood the concept of vectors well [17]. This is because we have understood that students at the university level still experience many difficulties even in vector addition and subtraction operations.…”

Section: The Differences Of Students' Vector Concept Understanding In...mentioning

confidence: 99%

Students’ conceptual understanding on vector topic in visual and mathematical representation: a comparative study

Taqwa

Rahim

2022

J. Phys.: Conf. Ser.

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This study aims to compare students’ abilities in understanding vector topics in two representations, namely visual and mathematical. This is a comparative research. Data were collected by survey. The research was conducted on 191 first-year undergraduate students of physics and physics education. The research instrument consisted of 14 multiple choice questions (7 questions of mathematical representation and 7 questions of verbal representation). Data analysis was performed by determining descriptive statistics and paired sample t-test. The results showed that the students’ ability to understand vector concepts with mathematical representations was better than those in verbal representations. Students’ mean score in verbal and mathematical representation formats are 33.91 and 59.17. Based on the results of the paired sample t-test obtained t = −12.96 and sig. = 0.00. These results indicate that the students’ ability to understand vector concepts in verbal and mathematical representation formats is significantly different. This study’s results came that students’ understanding of vector concepts still depends on the representation of the questions because their understanding is not coherent. Based on these findings, vector learning should be focused on the meaning of vectors in various representations, and connecting the meanings of vector operations in various representations, not only on mathematics.

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“…With regards to learners' previous experience with vectors in senior-secondary schools, research by (Wutchana & Emarat, 2011) brought out that around 32% of students from senior-secondary schools can give right answers to problems on vector addition after they have been taught vectors in the class. In certain educational institutes of higher learning, the math requirement for the fundamental course in physics is Calculus I, and in some institutions, Calculus II is also a requirement, both of which lack treatment on vectors.…”

Section: Motivationmentioning

confidence: 99%

Test of Knowledge of Elementary Vectors Concepts Among First-Semester Bachelor of Engineering and Technology Students

Alam¹

2020

PTQ

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Physics, as an academic discipline, has its mathematical language, and vectors are its indispensable constituent, even at the pre-mandatory stage. This study aimed to obtain a clear and deep understanding of the perception of students' cognition about the facets of the vectors that form the basis of Newtonian mechanics. This study not only provides fundamental knowledge about the cognition of theoretical vector constructs among students, but also helps to improve existing pedagogies and, eventually, leading to students' discernment. The author developed a Test of Knowledge of Elementary Vector Concepts (TKEVC) that was delivered to engineering students in the first semester who were starting the required engineering physics course during the 1st week of class, before any instruction on vectors. TKEVC was administered to a sample of 476 students from 7 different engineering colleges and universities in India. The result obtained with this test states that only 37% of students enrolled in the engineering physics course have extensive knowledge of vectors to advance physics topics, specifically mechanics, while almost 67% of students enter the course without a complete understanding of the vector principles in any aspect. These findings have substantial implications for math and physics classes. The researcher discussed the questions asked to the students and their answers, emphasizing the conceptual and methodological errors they made. The results have substantial implications for the teaching of engineering mathematics and physics, the professional development of teachers, and the preparation of teams of teachers for engineering institutions.

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Students’ Understanding of Graphical Vector Addition in One and Two Dimensions

Cited by 12 publications

References 7 publications

The Effectiveness of Head-To-Tail Method in Solving Challenging Physics Tasks

The Effectiveness of Head-To-Tail Method in Solving Challenging Physics Tasks

Students’ conceptual understanding on vector topic in visual and mathematical representation: a comparative study

Test of Knowledge of Elementary Vectors Concepts Among First-Semester Bachelor of Engineering and Technology Students

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