Enhancing Grade 4 students’ mathematical problem-solving skills using manipulatives

Abstract

Manipulatives enhance learners’ mathematical problem-solving skills by providing concrete tools to visualize and approach problems. This study investigated their effectiveness among Grade 4 learners at San Rafael Integrated School using a quasi-experimental design. Data were collected through pre-tests, post-tests, and a validated researcher-created questionnaire. The tests measured problem-solving performance before and after the intervention, while the questionnaire explored learners’ experiences with manipulatives. The study aimed to compare the initial problem-solving abilities of the experimental and control groups, analyze differences after the intervention, and evaluate learners’ feedback on using manipulatives. Pre-test results showed no significant difference between the groups, indicating similar starting points. Post-test results, however, demonstrated that the experimental group using manipulatives significantly outperformed the control group, highlighting the effectiveness of this approach. The findings reveal the limitations of traditional teaching methods and underscore the value of manipulatives in improving mathematical problem-solving skills. Integrating manipulatives into regular instruction is recommended to better support learners in mastering essential mathematics concepts.