Learning satisfaction refers to students' learning satisfaction derived from their participation, interest and involvement in learning mathematics using manipulatives. Student in this study refers to the Bhutanese students of grade 5 studying in one of the primary schools in Southern Bhutan. Therefore, using manipulatives in the classroom can be one of the solutions to provide more effective, active and engaging lessons in mathematics education.
The use of manipulatives in teaching mathematics would encourage students to engage in hands-on learning experiences where students build their own knowledge and understanding of mathematical concepts. The study also revealed that students were actively involved in learning abstract concepts with the help of concrete representations. The result of the study showed that students improved their skills and showed more interest and enjoyment when learning took place using manipulatives.
The study was conducted on 106 eighth grade students (72 in the experimental group and 34 in the control group) in one of the private schools in Ankara. The subjects were taught using concrete models and using the traditional method. The research sample consisted of seven hundred and ninety-two children and sixty teachers.
Study findings revealed that manipulatives are important mediating tools in developing conceptual and procedural understanding of mathematical concepts.
RESEARCH METHODOLOGY 36
- Research Design 36
- Population and Sample 37
- Demographic Profile of the Subjects 38
- Research instruments 39
- Data Collection procedures 43
- Analysis of Learning Outcome Test Scores 46
The IOC's ratings for the Learning Outcomes Test, lesson plans and questionnaire are attached in the Appendix). The Kuder-Richardson formula (KR-20) was calculated to find out the reliability coefficient of the learning outcome test. To see the effects of manipulatives on students' learning satisfaction, the questionnaire consisting of 15 statements was used after the treatment in the experimental group.
The questionnaire was administered to collect data from the experimental group to find out the satisfaction level of the students when manipulations were used in the teaching and learning of mathematics. The data was analyzed based on the learning outcome test scores of the students and the questionnaire. The first objective of the study was to find out the effects of manipulations on the learning outcome of 5th grade students in learning mathematics.
The pre-test and post-test were applied to both the control group and the experimental group to examine the learning outcome of the students before and after the use of manipulations in teaching a chapter 'fraction' to 5th grade students. A comparative statistical analysis using paired sample t-test was done within the group (i.e. analysis of pre-test and post-test of the experimental group as well as of the control group) and independent t-test between the groups (i.e. a comparison of. The mean of the pretest and posttest scores of the control group were 5.26 and 14.28 respectively resulting in a mean difference of 9.02.
Similarly, the mean pretest and posttest scores of the experimental group were 5.36 and 19.36 respectively resulting in a mean difference of 14.0. The post-test mean of the control group was 14.28 and the experimental group was 19.36 resulting in a mean difference of 5.08. The second objective of the study was to examine the content of student learning after using manipulatives in teaching mathematics.
The questionnaire was administered only to the experimental group after the treatment to study the level of students' learning satisfaction after using manipulatives in teaching mathematics. A five-point Likert scale was used to assess the content of students' learning in mathematics after teaching with manipulatives. The graph represents the average of the ratings made by the participants on the content questionnaire that was administered to the experimental group after the treatment.
CONCLUSION, DISCUSSION, AND 56
Discussion 58
The overall result of the study revealed that the use of manipulatives in teaching mathematics to 5th grade students improved their learning outcome and they were extremely satisfied when they were taught with the use of manipulative materials. The significant difference between the post-test scores of the control group and the experimental group showed that the incorporation of manipulations in the teaching and learning of mathematics really had a positive effect on students' learning outcomes. The first major finding of the study was the use of manipulations in the teaching of mathematics which improved the learning outcome of 5th grade students in the chapter 'Fraction'. It was clear from the performance test results of the students that the average difference of 14.0 in the pre-test and post-test of.
When the posttest scores of both groups were compared, the mean of the experimental group was significantly higher than that of the control group with a 2-tailed significant value of 0.00. Thus, this finding parallels the studies conducted by Allen (2007), who investigated how the use of manipulatives would increase students' performance in mathematics and found that students were actively involved in learning the abstract concepts through concrete representations, which helped them improve their learning outcomes. The possible reasons for the high test score in the post-test of the experimental group could be due to the active involvement of the students in learning the abstract mathematical concepts with the use of manipulatives.
Kolb's experiential learning theory, Diene's mathematics learning theory, and constructivism theory supported this study finding. Theories emphasize the importance of the active involvement of students in the construction of knowledge about themselves with the help of. Another reason may be due to the enjoyment and interest of the students in understanding the concepts due to the manipulatives.
The second major finding of the study was that students in the experimental group showed high levels of learning satisfaction when manipulatives were incorporated into the learning of mathematics. The findings of the study revealed that the use of manipulative materials in the teaching of mathematics improved the learning outcome and the level of learning satisfaction of the students. Further investigation is therefore needed to investigate the effects of the methods on different subject areas and different grade levels.
In Proceedings of the 26th conference of the International Group for the Psychology of Mathematics Education (Vol.1, pp. 3-14). All the lessons from the chapter 'Fractions' were practical experience for me because. Prior knowledge of the students: They have the concept of division from their lower grades.
Students' prior knowledge: They have the concept of "Fraction as division". and 'Equivalent Fractions' from the lessons previously taught. Ran gsit Un iver Sity. find the answers to the following questions yourself. i) or (ii) or (iii) or -The teacher will give a suggestion to compare the wrong fractions; they can divide the numerator by the denominator to get the whole part of the mixed number.
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