IMPACT OF MANIPULATIVE-BASED INSTRUCTION ON STUDENTS’ CONCEPTUAL UNDERSTANDING OF BASIC GEOMETRY IN A SECONDARY SCHOOL

Autors/ores

  • Catherine E. Carcueva Ireneo V. Diamante National High School, Kabangkalan, Tuburan, Cebu, Philippines
  • Braian B. Basmayor Bibiana Mercado Integrated School, Looc, Danao City, Cebu, Philippines
  • Roselyn D. Boiser Biabas Trade High School, Ubay II, Bohol, Philippines
  • Grace F. Rabadon General Climaco National School, Toledo City, Cebu, Philippines
  • Ritchie T. Saavedra Poblacion Night High School, P. Rodriguez, Lapu-Lapu City, Cebu, Philippines

DOI:

https://doi.org/10.46827/ejes.v12i11.6409

Paraules clau:

manipulative-based instruction, basic geometry, quasi-experimental design, grade 7 students

Resum

This research assessed the impact of manipulative-based instruction on students’ understanding of basic geometry using a quasi-experimental design with 84 Grade 7 students at a public high school in Cebu, Philippines, during the school year 2025-2026. The participants were divided into two groups: 42 participants in the experimental group were taught using manipulative-based instruction, while 42 participants in the control group were taught traditionally. Pretest and posttest scores were collected and analyzed using mean, standard deviation, paired t-test and t-test for independent samples. Results showed that both groups had fairly satisfactory performance during the pretest. During the posttest, the control group had satisfactory performance, while the experimental group had very satisfactory performance. Moreover, both groups showed a significant difference between the pretest and posttest scores of the participants. On the other hand, there was a significant mean gain difference on the pretest and posttest scores between the two groups, which indicates that the experimental group performs better than the control group. This means manipulative-based instruction helped students understand geometry concepts better than the traditional method. The study concludes that using manipulatives is an effective way to teach geometry because it gives students concrete and hands-on experiences with abstract ideas. It is recommended that teachers use manipulative-based strategies in teaching geometry and other math topics to improve students’ learning and participation.

 

Article visualizations:

Hit counter

Biografies de l'autor/a

  • Catherine E. Carcueva, Ireneo V. Diamante National High School, Kabangkalan, Tuburan, Cebu, Philippines

    Catherine E. Carcueva is a Teacher I from Cebu, Region VII, specializing in Secondary Mathematics Education. She holds a Bachelor’s Degree in Education major in Mathematics from Cebu Normal University. Her practice focuses on engaging diverse learners, applying innovative strategies, and fostering a positive, inclusive learning environment. She also participates in collaborative projects that support continuous improvement in her school and community. Her work reflects a commitment to helping students build strong mathematical foundations and to continually grow as an educator dedicated to meaningful, learner-centered teaching.

  • Braian B. Basmayor, Bibiana Mercado Integrated School, Looc, Danao City, Cebu, Philippines

    Braian Basmayor is an educator and mathematics graduate committed to supporting student learning and academic growth. He completed his Bachelor’s degree in Mathematics at Cebu Technological University–Danao Campus, where he developed a strong foundation in mathematical theory, problem-solving, and logical reasoning. He is currently serving as a Teacher I in the Division of Danao. In this role, he works closely with learners to help them build confidence and understanding in mathematics. His teaching approach is grounded in patience, clarity, and the belief that every student can succeed when given the right guidance and support. Beyond classroom instruction, he continues to strengthen his expertise by engaging in professional development and pursuing opportunities that enhance his teaching practice. His dedication reflects his goal of contributing to quality education in his community and fostering a positive learning environment for future generations.

  • Roselyn D. Boiser, Biabas Trade High School, Ubay II, Bohol, Philippines

    Roselyn D. Boiser is a MAEd Mathematics student at Cebu Technological University–Main Campus with a strong interest in mathematics education. She is an educator who has been teaching Mathematics for 10 years at Biabas Trade High School, Ubay, Bohol, Philippines. Her academic training has strengthened her skills in using manipulatives for effective mathematics instruction and has deepened her commitment to producing meaningful and relevant research. Motivated by her dedication to quality mathematics education, she conducted this study to contribute to both scholarly understanding and practical application. She remains committed to further growth as a researcher and educator, guided by curiosity, integrity, and a desire to create positive impact.

  • Grace F. Rabadon, General Climaco National School, Toledo City, Cebu, Philippines

    Grace Fernandez Rabadon has been teaching Senior High School at General Climaco National High School for six years and before that she was a Junior High School teacher for seven years. She received a Bachelor’s degree in Secondary Education with a major in Mathematics from Cebu Normal University. Now she is a grade 11 advisor and the school’s guidance designate. Concurrently, she is writing her thesis for a Master of Arts in Teaching Mathematics at Cebu Technological University main campus. She is very interested in the research area of basic mathematics operations, particularly the students' knowledge retention and thus their success not only in a local but also international context. Her research investigates the incorporation of manipulative tools as teaching strategies for the purpose of concept acquisition in geometry. Her sheer enthusiasm for teaching mathematics leads her to test different methods that are fun, meaningful, and engaging in math classes, thus guaranteeing that students will develop their love and deep understanding of mathematics not only in the classroom but also outside.

  • Ritchie T. Saavedra, Poblacion Night High School, P. Rodriguez, Lapu-Lapu City, Cebu, Philippines

    Ritchie T. Saavedra holds an education degree. At Cebu Technological University-Main Campus, she is pursuing a Master of Arts in Education with a focus on teaching mathematics. She has taught mathematics in the public school system for twelve years and continues to do so now. She currently holds the positions of School Records In-charge and Class Advisor for pupils in Grade 7. Her professional background includes significant administrative expertise, particularly in the areas of school leadership and records administration, as well as academic proficiency in mathematics. This diverse background creates a strong foundation that informs and strengthens the depth, methodological accuracy, and usefulness of her educational research. Her objective in conducting this research was to advance both theoretical understanding and practical relevance.

Referències

Ahmad, S., & Siller, H.-S. (2024). Investigating the effect of manipulatives on mathematics achievement: The role of concrete and virtual manipulatives for diverse achievement level groups. Journal on Mathematics Education, 15(3), 979–1002. https://doi.org/10.22342/jme.v15i3.pp979-1002

Alatlı, B. K. (2020). Investigation of factors associated with science literacy performance of students by hierarchical linear modeling: PISA 2015 comparison of Turkey and Singapore. Education and Science, 45(202), 17-49. https://doi.org/10.15390/EB.2020.8188

Bourne, J., & Winstone, N. (2021). Empowering students’ voices: the use of activity-oriented focus groups in higher education research. International Journal of Research & Method in Education, 44(4), 352-365. https://doi.org/10.1080/1743727X.2020.1777964

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the national academy of sciences, 111(23), 8410-8415, https://doi.org/10.1073/pnas.1319030111

Hattie, J., & Zierer, K. (2017). 10 Mindframes for Visible Learning: Teaching for Success (1st ed.). Routledge. https://doi.org/10.4324/9781315206387

Hulley S, Cummings SR, Browner WS, Grady DG, Newman TB (Ed.) (2013). Designing Clinical Research (4th ed.). Philadelphia, PA: Wolters Kluwer/Lippincott Williams & Wilkins. Retrieved from https://apn.lwwhealthlibrary.com/book.aspx?bookid=1278

Luzano, J. F. P. (2024). Understanding the disparities in PISA (Programme for International Student Assessment) implementation in the Philippines: An integrative review in the mathematics education context. International Journal of Academic and Applied Research, 8(5), 122–128. Retrieved from https://tinyurl.com/49sukhbd

Maciejewski, M. L. (2018). Quasi-experimental design. Biostatistics & Epidemiology, 4(1), 38–47. https://doi.org/10.1080/24709360.2018.1477468

Moyer-Packenham, P. S. & Westenskow, A. (2013). Effects of Virtual Manipulatives on Student Achievement and Mathematics Learning. International Journal of Virtual and Personal Learning Environments (IJVPLE), 4(3), 35-50. https://doi.org/10.4018/jvple.2013070103

Peconcillo Jr, L. B., Peteros, E. D., Mamites, I. O., Sanchez, D. T., & Suson, R. L. (2020). Structuring Determinants to Level Up Students' Performance. International Journal of Education and Practice, 8(4), 638-651. DOI: 10.18488/journal.61.2020.84.638.651. Retrieved from https://eric.ed.gov/?id=EJ1279528

Peteros, E. D. (2024). Impact of pre-service teachers’ self-regulation and self-efficacy on their mathematics performance in blended learning. Journal of Education and Learning (EduLearn), 18(2), 526-534. https://doi.org/10.11591/edulearn.v18i2.21074

Peteros, E. D., Benemerito, G. N., Peconcillo Jr, L. B., de Vera, J. V., & Alcantara, G. A. (2022). Investigating the attitudes and performance of retained students in mathematics: A case of Cebu, Philippines. Journal of Positive School Psychology, 6(3), 8692-8704. Retrieved from https://journalppw.com/index.php/jpsp/article/view/5180

Ponte, R., Viseu, F., Neto, T. B., & Aires, A. P. (2023, June). Revisiting manipulatives in the learning of geometric figures. In Frontiers in Education (Vol. 8, p. 1217680). Frontiers Media SA. Retrieved from https://tinyurl.com/2m7kr9rk

Sharma, P. (2021). Importance and application of mathematics in everyday life. International Journal for Research in Applied Science and Engineering Technology, 9(11), 868-879. https://doi.org/10.22214/ijraset.2021.38869

Silangan, C. S., Mocsir, R. M., Regner, R. M., & Peteros, E. D. (2023). Predictive analysis on students’ academic performance in mathematics. Global Journal of Educational Studies, 9(1), 17-30. https://doi.org/10.5296/gjes.v9i1.21040

Siller, H. S., & Ahmad, S. (2024). The effect of concrete and virtual manipulative blended instruction on mathematical achievement for elementary school students. Canadian Journal of Science, Mathematics and Technology Education, 24(2), 229-266. Retrieved from https://tinyurl.com/3rhn2akk

Sokolowski, A. (2021). Parametrization of Projectile Motion. In Understanding Physics Using Mathematical Reasoning: A Modeling Approach for Practitioners and Researchers (pp. 101-126). Cham: Springer International Publishing. Retrieved from https://link.springer.com/book/10.1007/978-3-030-80205-9

Tessema, G., Michael, K., & Areaya, S. (2024). Realist Hands-On Learning Approach and Its Contributions to Learners' Conceptual Understanding and Problem-Solving Skills on Solid Geometry. Pedagogical Research, 9(1). https://doi.org/10.29333/pr/14096

Trust, T., Whalen, J., & Mouza, C. (2023). Editorial: ChatGPT: Challenges, Opportunities, and Implications for Teacher Education. Contemporary Issues in Technology and Teacher Education, 23(1), 1-23. Waynesville, NC, USA: Society for Information Technology & Teacher Education. Retrieved November 27, 2025, from https://www.learntechlib.org/primary/p/222408/

Descàrregues

Publicat

2025-12-01

Número

Vol. 12 Núm. 11 (2025)

Secció

Articles

Llicència

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).