DEVELOPMENT AND VALIDATION OF A MATH MANIPULATIVES INSTRUCTIONAL MATERIAL FOR GRADE 5
DOI:
https://doi.org/10.55687/ste.v5i3.388Abstract
This study aimed to develop and validate Mathematics manipulative instructional materials for Grade 5 learners of Atok Elementary School and determine their effectiveness in improving learners’ academic performance in Mathematics. Specifically, it sought to identify the Grade 5 learning competencies that require manipulative tools, develop appropriate instructional materials, evaluate the materials through expert validation, and determine the significant difference between the learners’ pre-test and post-test scores after using the developed materials. The study employed a descriptive-evaluative research design using a single-group pre-test and post-test approach. The respondents consisted of 14 Grade 5 learners and 3 expert validators from the school quality assurance team. The developed materials were evaluated using the Department of Education standard evaluation tool, while learners’ academic performance was measured through pre-test and post-test assessments. Mean, standard deviation, and paired t-test were used in analyzing the data. Findings revealed that the developed manipulative instructional materials were rated Very Satisfactory by the validators. The learners’ mean scores increased from 11.50 in the pre-test to 21.64 in the post-test, showing a significant improvement in performance. The study concluded that manipulative instructional materials effectively enhance learners’ understanding of mathematical concepts and improve academic achievement, highlighting their importance in strengthening Mathematics instruction among elementary learners.
References
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Abdullah, A. H., Zakaria, E., & Halim, N. (2017). Enhancing primary pupils’ attitudes toward mathematics through manipulative-based learning in Malaysia. Malaysian Journal of Learning and Instruction. Malaysian Journal of Learning and Instruction
Sirin, P., & Chansaeng, S. (2018). Effects of manipulative tools on mathematics achievement of Grade 5 students in Thailand. Journal of Education and Practice, 9(12), 110–116. Journal of Education and Practice
Sharma, R., & Gupta, M. (2020). Impact of hands-on learning materials on academic achievement in mathematics among Indian upper-primary learners. Asian Journal of Education and Training, 6(1), 56–62. Asian Journal of Education and Training
Department of Education. (2019). National achievement test results. Department of Education
Cruz, R. J., & de Guzman, A. B. (2021). Effects of manipulative materials on fraction learning among Filipino Grade 5 pupils. Philippine Journal of Education and Human Development, 9(1), 33–40. Philippine E-Journals
Witzel, B. S., Mercer, C. D., & Miller, M. D. (2003). Teaching algebra to students with learning difficulties: A systematic approach. Focus on Exceptional Children, 35(4), 1–16. ERIC
National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. National Council of Teachers of Mathematics
Jerome S. Bruner. (1966). Toward a theory of instruction. Harvard University Press. Google Books
Jean Piaget. (1950). The psychology of intelligence. Routledge. Google Books
Witzel, B. S., Mercer, C. D., & Miller, M. D. (2003). Teaching algebra to students with learning difficulties: An investigation of an explicit instruction model. Learning Disabilities Research & Practice, 18(2), 121–131. Wiley Online Library
Carbonneau, K. J., Marley, S. C., & Selig, J. P. (2013). A meta-analysis of the efficacy of teaching mathematics with concrete manipulatives. Journal of Educational Psychology, 105(2), 380–400. APA PsycNet
Flores, M. M. (2010). Using the concrete-representational-abstract sequence to teach subtraction with regrouping to students at risk for failure. Remedial and Special Education, 31(3), 195–207. SAGE Journals
Albert Bandura. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. ScienceDirect
Pajares, F., & Graham, L. (1999). Self-efficacy, motivation constructs, and mathematics performance of entering middle school students. Contemporary Educational Psychology, 24(2), 124–139. APA PsycNet
Benjamin S. Bloom. (1968). Learning for mastery. Instruction and Curriculum. University of Kentucky
Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. Rand McNally. Google Books
Kraft, M. A. (2020). Interpreting effect sizes of education interventions. Educational Researcher. SAGE Journals
Malti, T., et al. (2016). Evaluating intervention programs with a pretest-posttest design. Journal of Educational Psychology. APA PsycNet
Department of Education. (n.d.). LR evaluation tools. Google Sites. LR Evaluation Tools
Rahmawati, F., & Surya, E. (2019). The effectiveness of using mathematics manipulatives in improving student engagement in Indonesia. International Journal of Education in Mathematics, Science and Technology, 7(4). International Journal of Education in Mathematics, Science and Technology
Abdullah, A. H., Zakaria, E., & Halim, N. (2017). Enhancing primary pupils’ attitudes toward mathematics through manipulative-based learning in Malaysia. Malaysian Journal of Learning and Instruction. Malaysian Journal of Learning and Instruction
Sirin, P., & Chansaeng, S. (2018). Effects of manipulative tools on mathematics achievement of Grade 5 students in Thailand. Journal of Education and Practice, 9(12), 110–116. Journal of Education and Practice
Sharma, R., & Gupta, M. (2020). Impact of hands-on learning materials on academic achievement in mathematics among Indian upper-primary learners. Asian Journal of Education and Training, 6(1), 56–62. Asian Journal of Education and Training
Department of Education. (2019). National achievement test results. Department of Education
Cruz, R. J., & de Guzman, A. B. (2021). Effects of manipulative materials on fraction learning among Filipino Grade 5 pupils. Philippine Journal of Education and Human Development, 9(1), 33–40. Philippine E-Journals
Witzel, B. S., Mercer, C. D., & Miller, M. D. (2003). Teaching algebra to students with learning difficulties: A systematic approach. Focus on Exceptional Children, 35(4), 1–16. ERIC
National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. National Council of Teachers of Mathematics
Jerome S. Bruner. (1966). Toward a theory of instruction. Harvard University Press. Google Books
Jean Piaget. (1950). The psychology of intelligence. Routledge. Google Books
Witzel, B. S., Mercer, C. D., & Miller, M. D. (2003). Teaching algebra to students with learning difficulties: An investigation of an explicit instruction model. Learning Disabilities Research & Practice, 18(2), 121–131. Wiley Online Library
Carbonneau, K. J., Marley, S. C., & Selig, J. P. (2013). A meta-analysis of the efficacy of teaching mathematics with concrete manipulatives. Journal of Educational Psychology, 105(2), 380–400. APA PsycNet
Flores, M. M. (2010). Using the concrete-representational-abstract sequence to teach subtraction with regrouping to students at risk for failure. Remedial and Special Education, 31(3), 195–207. SAGE Journals
Albert Bandura. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. ScienceDirect
Pajares, F., & Graham, L. (1999). Self-efficacy, motivation constructs, and mathematics performance of entering middle school students. Contemporary Educational Psychology, 24(2), 124–139. APA PsycNet
Benjamin S. Bloom. (1968). Learning for mastery. Instruction and Curriculum. University of Kentucky
Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. Rand McNally. Google Books
Kraft, M. A. (2020). Interpreting effect sizes of education interventions. Educational Researcher. SAGE Journals
Malti, T., et al. (2016). Evaluating intervention programs with a pretest-posttest design. Journal of Educational Psychology. APA PsycNet
Department of Education. (n.d.). LR evaluation tools. Google Sites. LR Evaluation Tools
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