This study examined the effects of manipulatives on algebra achievement scores of 7th grade students in Cabuyao City, Laguna. It found that using both concrete and virtual manipulatives had the greatest positive impact on test results. The experimental group that used both manipulative types saw a larger increase in mean scores from 15.98 in the pre-test to 29.78 in the post-test, compared to only a increase from 15.78 to 27 for the control group. It was concluded that manipulatives significantly improved algebra achievement scores and both concrete and virtual manipulatives should be incorporated into math instruction. Teachers were also encouraged to attend workshops to better utilize the manipulatives.

1. Effect of Manipulatives on Achievement Scores
in Algebra of Grade 7. Students of
Cabuyao National High School –
Cabuyao City, Laguna
ROWELA. ELCA

2. Conceptual Framework
IV
Manipulatives in Teaching Algebra
DV
Students’ Performance
Algebra
Concrete Manipulatives
Virtual Manipulatives
Pre-Test
Pre-Test

3. STATEMENT
OF THE
PROBLEM
HYPOTHESIS STATISTICAL
TOOL
FINDINGS CONCLUSIONS RECOMMEND
ATIONS
1. What is the
mean level of
manipulatives
in teaching
algebra in
terms of:
1.1 Concrete
Manipulatives
weighted
mean
standard
deviation
The level of
manipulatives in
teaching algebra
in terms of
concrete
manipulatives
was “Very
High” as
sustained by the
overall weighted
mean of 4.68.
This imply that
when
problems in
algebra were
presented with
concrete
manipulatives,
students
understand it
well.
Students are
advised to
continue
enriching their
knowledge in
Algebra by
using
manipulatives
because that
would help
them in the
complexities
of the advance
subjects in
Mathematics.

4. STATEMENT
OF THE
PROBLEM
HYPOTHESIS STATISTICAL
TOOL
FINDINGS CONCLUSIONS RECOMMEND
ATIONS
1. What is the
mean level of
manipulatives
in teaching
algebra in
terms of:
1.2 Virtual
Manipulatives
weighted
mean
standard
deviation
The overall
weighted mean
of 4.55 with
verbal
interpretation of
a “Very High”
showed for the
level of
manipulatives in
teaching algebra
in terms of
virtual
manipulatives.
Abstract
concepts are
essential to
understanding
and doing
Mathematics,
particularly in
Algebra.
Virtual
manipulatives
can also be
used to help
students link
these to its
abstract
concept.
Students are
encouraged to
use the
manipulatives
before class
sessions. Few
more days on
familiarizatio
n of the
manipulatives
may have
been helpful.

5. STATEMENT
OF THE
PROBLEM
HYPOTHESIS STATISTICAL
TOOL
FINDINGS CONCLUSIONS RECOMMEND
ATIONS
2. What is the
mean level of
students’
achievement
scores in
Algebra in
terms of pre-
test and post-
test?
weighted
mean
standard
deviation
Pre-test of
experimental group
showed mean of
15.98, standard
deviation of 4.079,
while the pre-test of
control group showed
mean of 15.78,
standard deviation of
3.977 described as
“Fair”. “Very
Satisfactory” as
sustained by the post-
test of experimental
group with a mean of
29.78, standard
deviation of 3.786,
while post-test of
control group showed
a mean of 27.00,
standard deviation of
4.690
Students
using both
virtual
manipulatives
and concrete
manipulatives
had a greatest
increase in
test results.
Students
should be
allowed to
choose
whatever
manipulatives.

6. STATEMENT
OF THE
PROBLEM
HYPOTHESIS STATISTICAL
TOOL
FINDINGS CONCLUSIONS RECOMMEND
ATIONS
3. Is there a
significant
difference in
the
Achievement
Scores of the
Students
in the
Experimental
and Control
Group?
T-test
The data also
showed that the
control group
means’ score in
pre-test is 15.78
and a mean score
of 27.00 in post-
test, mean
difference of 11.22,
t-stat is equal to
-17.457 and a p-
value of 0.000 with
an analysis of
significant
This imply that
students
improved
achievement
scores in
algebra by
applying a mere
concrete
manipulatives.
Teachers need
to offer their
students
lessons that
are authentic
and
interesting in
order to hold
their attention
as they
attempt to
grasp the
concepts.

7. STATEMENT
OF THE
PROBLEM
HYPOTHESIS STATISTICAL
TOOL
FINDINGS CONCLUSIONS RECOMMEND
ATIONS
3. Is there a
significant
difference in
the
Achievement
Scores of the
Students
in the
Experimental
and Control
Group?
T-test
The data revealed
that the
experimental group
got a mean score in
pre-test of 15.98
and a mean score
of 29.78 in post-
test, with a mean
difference of 13.80,
t-stat equals
-22.508 and p-
value of 0.000 that
has an analysis of
significant.
It shows that
concrete
manipulatives
with virtual
manipulatives
greatly affect
the
achievement
scores in
algebra of
grade 7.
Mathematics
educators are
encouraged to
incorporate
both concrete
manipulatives
and virtual
manipulatives
in the
mathematics
curriculum.

8. STATEMENT
OF THE
PROBLEM
HYPOTHESIS STATISTICAL
TOOL
FINDINGS CONCLUSIONS RECOMMEND
ATIONS
4. Is there a
significant
difference in
the
Experimental
Group and
Control
Group’s pre-
test and post-
test?
T-test
The data revealed
that the mean score
of experimental
group was 15.98,
while the mean
score of control
group was 15.78,
with a mean
difference of 0.20,
t-stat which is
-0.229, p-value of
0.820 and an
analysis of “Not
Significant”.
The findings
imply that it
does not
significantly
affect the
achievement
scores in
algebra before
manipulatives
had been used.

9. STATEMENT
OF THE
PROBLEM
HYPOTHESIS STATISTICAL
TOOL
FINDINGS CONCLUSIONS RECOMMEND
ATIONS
4. Is there a
significant
difference in
the
Experimental
Group and
Control
Group’s pre-
test and post-
test?
T-test
It also showed that
the mean score
post-test of
experimental group
was 29.78, and the
mean score of
control group was
27.00, with a mean
difference of 2.78,
t-stat = 2.526, p-
value = 0.16 and an
analysis of
significant.
The findings
imply that
teaching
algebra using
manipulatives,
affect the
achievements
scores in
algebra of
grade 7.
Schools are
encouraged to
provide
opportunities
for their
teachers to
pursue
ongoing
professional
development
in the area of
both concrete
and virtual
mathematics
manipulatives.

10. STATEMENT
OF THE
PROBLEM
HYPOTHESIS STATISTICAL
TOOL
FINDINGS CONCLUSIONS RECOMMEND
ATIONS
Does
manipulatives
affect the
achievement
scores of
grade 7?
There is no
significant
effect
between
concrete
manipulativ
es and
virtual
manipulativ
es to the
achievement
scores in
Algebra of
Grade 7.
Students of
Cabuyao
National
High School
– Cabuyao
City,
Laguna.
f-test
It could be
observed from the
data in virtual
manipulatives, f-
value = 17.723, f-
critical value =
3.963, p-value =
0.000 and an
analysis of
significant.
The findings
imply that it
significantly
improved the
achievement
scores in
algebra of
grade 7, using
virtual
manipulatives.

11. STATEMENT
OF THE
PROBLEM
HYPOTHESIS STATISTICAL
TOOL
FINDINGS CONCLUSIONS RECOMMEND
ATIONS
Does
manipulatives
affect the
achievement
scores of
grade 7?
There is no
significant
effect
between
concrete
manipulativ
es and
virtual
manipulativ
es to the
achievement
scores in
Algebra of
Grade 7.
Students of
Cabuyao
National
High School
– Cabuyao
City,
Laguna.
f-test
The data shown
from concrete
manipulatives, f-
value = 9.045, f-
critical value =
3.963, p-value =
0.000 and an
analysis of
significant.
The findings
imply that it
significantly
improved the
achievement
scores in
algebra of
grade 7, using
concrete
manipulatives.
Collaboration
and follow-up
sessions are
essential for
educators to
achieve
success in
their quest to
provide varied
instruction for
their students.

12. STATEMENT
OF THE
PROBLEM
HYPOTHESIS STATISTICAL
TOOL
FINDINGS CONCLUSIONS RECOMMEND
ATIONS
Does
manipulatives
affect the
achievement
scores of
grade 7?
There is no
significant
effect
between
concrete
manipulativ
es and
virtual
manipulativ
es to the
achievement
scores in
Algebra of
Grade 7.
Students of
Cabuyao
National
High School
– Cabuyao
City,
Laguna.
f-test
The teacher
should attend
as many
workshop or
training
sessions that
deal with the
manipulatives
as possible, so
that the
students are
familiar and
comfortable
with the
manipualtives.

13. THANK YOU!!!