Abstract :
Mathematics has served as a base for many modern science and
technology courses. In all academic disciplines, mathematics has played
an essential role in learning and expanding the boundaries of existing
knowledge. In this research study, the researcher examined the effect of
using mathematics manipulatives on students’ academic achievement. A
quasi-experimental, pretest/posttest research study with non-equivalent
groups was used to examine the effect of using mathematical
manipulatives on grade 3 students’ learning about numbers, fractions and
geometry concepts. From district Abbottabad, the researcher selected
two government primary schools on a convenient basis in the same
locality. One school included control group students (32) who were
taught with the traditional method and the other school included
experimental group students (31) taught through mathematical
manipulatives. Mathematics achievement of students was measured
through the Achievement test. The test was comprised of 20 MCQs
items measuring learning about numbers, fractions, and geometry. The
duration of the experiment was four weeks. Mean, standard deviation,
and independent t-test were used to analyze the post-test scores. An
analysis of the results revealed a significant difference in mathematics
achievement between the experimental and control groups on the posttest
scores. This study offers information for teachers and students to use
manipulatives in mathematics education. The study also recommended
the curriculum developers to develop a mathematical kit containing
manipulatives aligned with the textbook.
Keyword :
Fraction, geometry, grade3, manipulative, mathematics education