1. MANIPULATIVE TOOLKIT TO
INTENSIFY PUPILS’ MATHEMATICAL
SKILLS
RONA C. OVERENCIO
Master Teacher I/ Teacher-In-Charge
Bungsi Elementary School
District of Mambusao East
2023 DIVISION RESEARCH
CONGRESS
2. 2023 DIVISION RESEARCH
CONGRESS
CONTEXT AND RATIONALE
Math aided our understanding of the world by enabling us to recognize patterns. It helped us develop our analytical
thinking and problem-solving abilities, and it even enabled us to make future predictions. A sturdy foundation in early math
literacy was essential for the learner's future academic success, not to mention the significant role math played in many daily
activities. Early math instruction had numerous academic and psychological advantages. The result of the study conducted by
Clarke et al. (2017) revealed that early numeracy played a significant role in the numeracy skills of the learners. Likewise,
literature suggested that developing mathematical skills may even be more essential as a foundation for success in school
and beyond. In this manner, experts argued that early childhood numeracy should receive more focus (D'Souza, 2021;
Dewan, 2022).
One of the learning materials that teachers could use in enhancing the numeracy skills of learners was through the use of
manipulatives. According to Horan and Carr (2018), manipulatives were concrete objects that provided students with hands-
on experience while actively engaging in learning and could be used in a variety of ways. Teachers used manipulatives in the
classroom to introduce, practice, or remediate a mathematical concept (Hidayah et al., 2021). These physical tools included a
variety of concrete objects that could be used at the elementary level for all types of math instruction, such as counters,
fraction strips, pattern blocks, cubes, geoboards, and so on. Using manipulatives as an approach provided a foundation that
encouraged critical thinking and students' ownership of their work. Teachers could see a clear picture of student
understanding and determine the next appropriate steps (McDonough, 2016).
Based upon the premises stated above and the result of the school mid-year E-RUNT, it shows that learners had still low
numeracy skills, signified that there was a need for intervention materials in mathematics that could be used by the learners
in developing their numeracy skills. With this, the researcher was prompted to conduct a study on the use of a manipulative
toolkit to intensify the pupils' numeracy skills in Bungsi Elementary School, District of Mambusao East, Division of Capiz.
3. 2023 DIVISION RESEARCH
CONGRESS
INNOVATION, INTERVENTION AND STRATEGY
• The researcher created manipulative toolkit. The toolkit composed of manipulative
materials such as recycled straws, soft drink caps, popsicle sticks, and other
recycled materials that were cleaned and visually enhanced to capture attention
and to enhance learners’ numeracy skills.
• The intervention involved integrating the mathematics toolkit into math classes
over an eight-week period. Teachers, including the researcher, conducted an
orientation for both teachers and parents to familiarize them with the toolkit's
purpose and usage.
• Teachers guided learners in using the toolkit effectively, teaching them not only
math concepts but also how to care for and utilize their toolkits. Regular home
visitations and weekly numeracy assessments were conducted to track students'
progress and ensure the effectiveness of the intervention.
4. 2023 DIVISION RESEARCH
CONGRESS
ACTION RESEARCH QUESTIONS
This study aimed to intensify the pupils’ mathematical skills
through the use of the manipulative toolkit in Bungsi Elementary
School, District of Mambusao East for School Year 2022-2023.
Specifically, this study sought to answer the following:
1.What is the level of numeracy skills of pupils during the pre-
test?
2.What is the level of numeracy skills of pupils in the posttest?
3.How can the manipulative tool kit intensify the numeracy skills
of the learners?
5. 2023 DIVISION RESEARCH
CONGRESS
ACTION RESEARCH METHODS
A. PARTICIPANTS / SOURCESOF DATA AND Information
The researcher utilized a combination of quantitative and qualitative data collection
methods, employing a mixed-method approach.
The participants were the sixteen (16) pupils from grades one to six who
are identified as non-numerates in Bungsi Elementary School, District of
Mambusao East, Division of Capiz. The researcher also selected five
parents for the in-depth interview which was chosen based on this criteria:
1) should be a parent of the participant 2) willing to participate in the study.
6. 2023 DIVISION RESEARCH
CONGRESS
ACTION RESEARCH METHODS
B. DATA GATHERING METHODS
The researcher used the mid-year test results of the Enhanced-Regional Unified
Numeracy test (E-RUNT) to assess the initial level of mathematical skills among the pupils.
Pre-Implementation
This phase involved identifying the pupils' mathematical skills, informing the District
Supervisor of the research intent, and requesting parental consent for learners’ participation.
Implementation
After obtaining necessary approvals and permissions, the manipulative toolkit
intervention was implemented. Teachers were oriented on their roles, and the toolkit was
distributed to them.
Post-Implementation
Following the intervention, a post-test was administered, and research findings were
disseminated.
7. 2023 DIVISION RESEARCH
CONGRESS
ACTION RESEARCH METHODS
C. ETHICAL ISSUES
• The researcher obtained formal permission from relevant authorities through written
communication, ensuring that the study was conducted with proper authorization.
• To safeguard the privacy of the respondents, the study did not include their names
or any other personal data that could identify them.
• Participation in the study was entirely voluntary, emphasizing the importance of
informed and willing involvement.
• All authors whose work was referenced in the study were duly quoted and
acknowledged in the references section, respecting intellectual property rights and
academic integrity.
• Ethical issues were addressed through clear communication. The District Supervisor,
Education Program Supervisor in Mathematics, and Schools Division Superintendent
were informed about the study through a formal letter. Parents of the participants
were also informed about their children's participation, and their consent was
obtained, ensuring transparency and informed decision-making.
8. 2023 DIVISION RESEARCH
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ACTION RESEARCH METHODS
D. DATAANALYSIS
Frequency, Mean, and Percentage: These were used to determine the level of
mathematical skills of the pupils in the mid- year test and posttest. The results were
interpreted using the following scale:
To interpret the results of the pre-test and posttest the following scale was used:
Numeracy Level Rating Scale
Numerates At least 80%
Non-Numerates Below 80%
In determining the effectiveness of the intervention, the researcher conducted in-depth
interviews with the teachers, and the responses gathered underwent thematic analysis
9. 2023 DIVISION RESEARCH
CONGRESS
RESULTS AND DISCUSSION
A. FINDINGS
The result shows that 73% of the pupils during the mid-year
test is categorized as "Numerates" and 28% is categorized as
non-numerates. This indicates that still intervention is needed to
lessen the number of non-numerates identified.
10. 2023 DIVISION RESEARCH
CONGRESS
RESULTS AND DISCUSSION
A. FINDINGS
The result shows that 15 out 16 “Non-numerates” during mid-
year are now categorized as “numerates”. These figures indicate
that the level of numeracy skills among the pupils has significantly
increased. This suggests that a substantial majority of the pupils
have demonstrated numeracy skills that are well as expected level
for their grade.
11. 2023 DIVISION RESEARCH
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RESULTS AND DISCUSSION
A. FINDINGS
Manipulative toolkit to intensify the numeracy skills of the learners
• Enhanced Understanding
• Active Engagement
• Concrete Representation
• Improved Retention
• Parent-Child Interaction
12. 2023 DIVISION RESEARCH
CONGRESS
CONCLUSION
Based on the results of the study, it can be concluded that the implementation of the manipulative toolkit
had a positive impact on the numeracy skills of the learners in Bungsi Elementary School, District of
Mambusao East.
1.The findings from the mid-year test revealed that there are 16 pupils categorized as “Non-numerates. This
highlighted the need for intervention to enhance their mathematical skills.
2.Following the implementation of the manipulative toolkit intervention, the posttest results showed a
significant improvement in the learners' numeracy skills. The 16 “non-numerates” pupils decreased into 1
“non-numerates”, indicating a substantial growth in their numeracy level. This substantial decrease of “non-
numerates suggests that the manipulative toolkit intervention was effective in enhancing the learners'
numeracy skills.
3.The thematic analysis of the interviews with parents provided valuable insights into the benefits of
implementing the manipulative toolkit. The parents highlighted the enhanced understanding, active
engagement, concrete representation, improved retention, and increased parent-child interaction as key
advantages of using the manipulatives. These findings align with research on the effectiveness of hands-
on, interactive tools in promoting learning outcomes in mathematics.
13. 2023 DIVISION RESEARCH
CONGRESS
RECOMMENDATION
Based on the findings and conclusion of the study the following recommendation were drawn:
• Learners should continue utilizing and exploring the manipulative toolkit even after the
intervention period. They should actively engage with the materials, experiment with different
mathematical concepts, and seek opportunities to apply their knowledge in real-life situations.
• Teachers should incorporate the use of manipulative tools in their mathematics instruction on a
regular basis. They should familiarize themselves with the various manipulatives and explore
creative ways to integrate them into their lessons.
• School heads should support and encourage the use of manipulative tools in mathematics.They
should allocate resources to ensure an adequate supply of manipulatives for all teachers and
students.
• The Department of Education should intensify incorporating manipulative-based instruction into
the official curriculum and pedagogical guidelines for mathematics.
• Future researchers should conduct further studies to explore the long-term effects of
manipulative-based instruction on learners' numeracy skills.
14. 2023 DIVISION RESEARCH
CONGRESS
ACTION RESEARCH WORK PLAN /TIMELINE
PRE-IMPLEMENTATION FEBRUARY 2023
IMPLEMENTATION MARCH TO APRIL 2023
POST-IMPLEMENTATION MAY TO JUNE 2023
15. 2023 DIVISION RESEARCH
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DISSEMINATION AND UTILIZATION
• The result of this study can be further cascaded through presenting in
symposium, research forum or congress, In-service training (In-SeT)
and School based LAC sessions.
• The said platforms can help fellow researchers and teachers to adopt
and utilize the intervention or strategy in their respective classes and
stations.
• The results of this study can also be used as basis for teachers and
school administrators in conducting action researches on enhancing
Mathematics curriculum particularly in teaching and learning
processes.
This result may be attributed to several factors. Firstly, it could be due to insufficient prior instruction or inadequate teaching strategies in numeracy. It is possible that the teaching methods employed did not effectively cater to the learning needs and abilities of the pupils. Additionally, limited access to educational resources, such as manipulative toolkits, may have hindered the development of numeracy skills.
The outcome of the mid-year test signifies a clear need for intervention. To address the low numeracy levels, implementing a manipulative toolkit in math instruction could be an effective intervention strategy. Manipulative tools provide concrete objects and materials that students can physically interact with, aiding in their understanding and application of mathematical concepts. By incorporating hands-on activities and visual aids, pupils can develop a deeper comprehension of numeracy skills, leading to improved performance in subsequent assessments.
This confirms that the pupils have made substantial progress in their numeracy skills and have achieved big improvement in their numeracy level.
The significant improvement in the pupils' numeracy skills can be attributed to the implementation of the manipulative toolkit intervention. By using hands-on and interactive manipulatives, the pupils were able to actively engage with mathematical concepts and develop a deeper understanding of the subject matter. The manipulative toolkit provided a tangible and visual representation of abstract mathematical ideas, making it easier for the pupils to grasp and apply these concepts.
The shift from a "Non-numerates" level of numeracy skills in the mid-year test to a "Numerates" level in the posttest highlights the effectiveness of the intervention. The use of manipulatives as a teaching tool has evidently facilitated the pupils' learning and improved their mathematical abilities. The positive impact of the manipulative toolkit is reflected in the decrease number of “non-numerates” during posttest, indicating a substantial increase in numeracy proficiency.
These results not only validate the value of incorporating manipulatives into mathematics instruction but also emphasize the importance of providing learners with hands-on and interactive learning experiences. The manipulative toolkit has not only enhanced the pupils' mathematical skills but also fostered their critical thinking, problem-solving abilities, and ownership of their learning.
Enhanced Understanding
Parents observed that the manipulative toolkit facilitated a better understanding of mathematical concepts among their children. They mentioned that the tangible and interactive nature of the manipulatives allowed their children to visualize and manipulate mathematical ideas, leading to deeper comprehension and improved problem-solving abilities.
Active Engagement
Parents recognized that the manipulative toolkit encouraged active engagement in numeracy activities. They reported that their children were more enthusiastic and motivated to participate in math lessons when they could use the manipulatives. The hands-on nature of the tools stimulated their curiosity, creativity, and critical thinking, making learning mathematics a more enjoyable and interactive experience.
Concrete Representation
Parents appreciated how the manipulative tool kit provided concrete representations of abstract mathematical concepts. They observed that the use of physical objects allowed their children to bridge the gap between the abstract symbols and real-world applications, leading to a stronger connection and application of mathematical knowledge.
Improved Retention
Parents noted that the manipulative toolkit contributed to better retention of mathematical concepts. They observed that their children retained information and skills for a longer duration when they had hands-on experiences with the manipulatives. The multisensory nature of the tools helped reinforce learning and memory retention.
Parent-Child Interaction
Parents mentioned that the manipulative tool kit facilitated parent-child interaction in numeracy activities. They expressed joy in being able to engage with their children and support their learning by using the manipulatives together. This collaborative learning experience strengthened their bond and created opportunities for meaningful discussions and problem-solving.
Overall, the insights from the interviews with parents underscored the positive impact of the manipulative toolkit on their children's numeracy skills. The toolkit not only enhanced understanding and engagement but also provided a concrete representation of mathematical concepts, improved retention, and fostered parent-child interaction. These findings highlight the importance of involving parents in the learning process and the effectiveness of hands-on, interactive tools in promoting numeracy skills.
Impact of the Research Study:
Baseline Reading Ability: The initial reading ability, as measured by the pretest, stood at 34.65%.
Target Improvement: The study aimed to achieve a significant improvement, setting a target of 80% reading ability among the pupils.
Actual Outcome: The research study surpassed its target, with the post-intervention reading ability reaching 82.25%.
Increase: The study resulted in a remarkable increase of 47.60% in the pupils' reading ability, exceeding the initial target and showcasing the effectiveness of the online/offline E-Reading instructional materials in improving reading skills.
