Effectiveness of Using Manipulatives in Solving Algebraic Expressions by Edwin
Effectiveness of Using Manipulatives in Solving Algebraic Expressions by Edwin
Effectiveness of Using Manipulatives in Solving Algebraic Expressions by Edwin
IN SOLVING ALGEBRAIC
EXPRESSIONS
EDWIN L. DE GUZMAN
December, 2019
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TABLE OF CONTENTS
Pages
Introduction 3
Conceptual Framework 6
Research Paradigm 12
Definition Of Terms 15
Sources of Data 17
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Chapter 1
Introduction
morning, math help us tell time, as we cook our breakfast, lunch and dinner, math make
us a better cook, as we go for a shopping, math help us to shop a good sale. Mathematics
is all around us and its application is evident throughout the world. The problem-solving
skills obtained from doing our homework and task inside the school can help us tackle
extend their learning to a higher level (Griffiths & Howson, 1974). The benefit of
mathematics is not only limited to knowledge of computation, but it also helps individual
to think rationally and critically. The principles of mathematics enable people to see
mathematics especially algebra. This is one of the subjects that very few students like and
succeed at and which most of them hate and struggle with. Algebra is one of the major
One of the interesting topics in algebra is solving linear equations. This word
problem in one variable is translated into standard problems and solve. The standard
problems which are taught to students before word problem is taught are defined as tasks
or exercises in linear equation problems in one variable presented without words or very
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few words stating the mathematical tasks involved. Contextual or word problems, on the
other hand are those linear equation task or exercises presented largely or wholly using
causes confusions for students (Magruder, 2012). Then, Magruder (2012) clarified that
there are three primary subtopics where students found difficulties when solving
equations are; 1) symbolic understanding; 2) the meaning of the equal sign; and 3) a
Drijvers and Van den Heuvel-Panhuizen (2014) stated that one of common mistakes on
equations are often difficult for students in transition from a concrete mathematics to an
abstract concept. According to Amerom (2002), and Jupri (2015), many students have
difficulty to understand the concept in solving linear equation with one variable. As
traditional way of teaching this topic. He further believed that the infusion of algebra tiles
as a tool allows students to experience hands-on learning. Algebra tiles are manipulatives
In this study, we will use the rectangle and the small square of algebra tiles in
learning linear equation with one variable. Rectangles represent the variables, the red one
represents positive while the color blue represents negative. The small squares represent
the constant terms, the red represents positive while the blue represents negative. The
concept is that, when two the same shapes with different colors paired it will be
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cancelled. This manipulatives can be manipulated by the students to solve linear
math education (Vadez, 2008). Educators are always finding ways to improve their
teaching styles and help students understand mathematics. One of their options is to use
manipulative in teaching. This manipulative is defines as any material or object from the
real world that children move around to show a mathematics concept. According to Math
Manipulative Flip Chart (2005), manipulative provides student with direct, concrete
will develop their full potential when they are the one who actively engage in the learning
process. This is what John Dewey stressed out of his philosophy “learning by doing” and
Boggan et al. (2010) stated that learning is beneficial when students assume active
roles in constructing mathematical meanings. Bellonio (2012) also reported that the
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The use of physical tools in teaching mathematics appears to be one effective way
to help students reach higher levels. Research indicates that the use of tools assist
(Hawkins, 2007; Hiebert and Carpenter, 1992). The need for the use of tools in teaching
mathematics appeared in many famous researchers’ works such as that of Piaget (1952),
Dienes (1969), and Mueller (1985). These researchers agreed that experiences with a
With these premises, the researcher was encouraged and motivated to introduce
the use of algebra tiles as a tool in teaching solving linear equations with one variable.
Conceptual Framework
The conceptual paradigm of the study which is presented in Figure 1 on page 12 serves as
guide to the researchers. It is divided into three parts: the independent variables consist of the
students’ level of understanding on solving linear equations in one variable according to their pre-
test scores; the intervening variables contain the teaching on the concepts using lecture method
and algebra tiles; and the dependent variables contain the students’ levels of understanding on the
Theoretical Framework
ounce of experience is better than a ton of theory” because it is only in experience that
any theory has vital and verifiable significance. An experience, a very humble
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content), but a theory apart from an experience cannot definitely grasped as a theory. It
tends to become a mere verbal formula, a set of catchwords used to render thinking, or
four ways, Corpus and Lucido (2008): gives the students opportunity to learn by doing,
makes use of real thing as instructional materials for as long as possible, helps students
develop the five senses to the full to heighten their sensitivity to the world, and guides the
students so they can draw meaning from their firsthand experiences and elevate their
level of thinking. Dewey’s learning-by-doing theory can do three things: help students to
learn more about solving linear equations in one variable in their class by providing
immediate feedback, catch the students’ interest, and enhance students’ enjoyment while
learning math.
Related Literature
Foreign Literature
Peralta et al. (2009) cited Mildenhall et al. (2008) who found out that students
report that virtual manipulative are easy to use and as engaging as concrete ones.
Although virtual manipulative provide some support for individual students use, as with
physical manipulative, students benefit from teacher guidance to help them use the
manipulative correctly and connect to the underlying math most virtual manipulative
activities and suggestions for teachers ( and often parents), as well as ideas for
discussions and sharing. They can also be used with interactive whiteboards, so that the
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Concrete-Representational-Abstract (CRA) technique is perhaps the most
actually refers to simple concept proven to be very effective method of teaching math to
students with disabilities. It is a three-part instructional strategy in which the teacher first
uses concrete materials (colored chips, base-ten blocks, geometric figures, pattern blocks,
or unifix cubes) to model the mathematical concept to be learned, then demonstrating the
terms (numbers, notation, mathematical symbols) (Morin & Miller, 1998; Butler et al.,
to make this meaning explicit and help students build connections between the concrete
materials and virtual manipulative, but virtual manipulative often have this type of
structure built in. Many activities give students hints and feedback, something that the
more traditional concrete manipulative cannot do without assistance of the teacher. For
example, in tangrams, students can virtually copy a design made from pattern blocks, and
when a block is near a correct location, it will snap into place. This virtual manipulative
also include a hint function that will show the correct location of the entire block .
Additionally, virtual manipulatives often provide explicit connections between visual and
symbolic representations, a feature which has found to benefit learning (Suh & Mayer,
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Local Literature
In accordance with the new trends in teaching for the attainment of high quality
education, researchers continuously discover new approaches that suit every learner’s
Buan (2001), as cited by Peralta et al. (2009), said that mathematics is all around
us; it can be seen in the simplest and most ordinary of things and should not end in the
classroom. Mathematics and technology are tools to understand the real worl. Solutions
to real life problems start from understanding how things around us work. Teachers
style to promote the enhancement of multiple intelligences of individuals, who said that
Learning becomes more interesting to students when they are exposed to varied
experiences and manipulative devices. It is crucial that teachers are able to guide the
students to go through the conceptual, concrete and symbolic levels which are involved in
Related Studies
The following various local foreign studies were presented that helped the
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Foreign Studies
Allen (2007) showed how the use of tools helps increase students’ achievements.
A group of 22 fifth graders were used and focused on using manipulatives to teach how
to measure interior angles of a regular polygon. Utilizing a control and variable group,
result revealed that both groups showed improvement from the pre-test and the post-test.
The main difference between both groups was the group who used manipulatives showed
more interest and enjoyment while learning. Allen recommended allowing students to use
Munger (2007) reported the results of a study designed to describe the benefits of
manipulatives among two third-grade classes with twenty-six students. A two week
geometry unit from the Silver Burdett textbook was administered in both classes. The
experimental group teacher used mathematical manipulative and in control group the
teacher used only drawings and diagrams to teach the concepts presented in the unit. It
revealed that the experimental group using manipulatives scored significantly higher on
Math manipulatives are extremely helpful to students, but they must be used
correctly. Smith (2009) stated that there are many wrong ways to teach with
appropriate for the students and chosen to meet the specific goals and objectives of the
mathematical program. Kelly (20060 supported this argument and said that “ teachers
need to know when, why, and how to use manipulatives effectively in the classroom as
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well as opportunities to observe first hand, the impact of allowing learning to exploration
Local Studies
effects of using manipulatives on the achievement level of freshmen high school students
approach and the use of manipulative using the quasi-experimental method with a total of
fifty students as respondents. A teacher-made test was used to determine the achievement
The study showed that the achievement level of both the control and experimental
group in the pre-test was below average while post-test result on the control group was
average; whereas for the experimental group’s achievement level was above average.
Based on the pre-test results, no significant difference was found between the
achievement levels of the control group and experimental groups which implied that the
two groups were of the same level of mathematical achievement. However, the post-test
results showed significant difference between the control and experimental groups which
revealed that the experimental group has higher level of mathematical achievement than
the control group. Furthermore, between the control group exposed to traditional
approach and the experimental group exposed to the used of manipulative revealed a
significant difference i. e. the use of manipulative was more effective strategy in teaching
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Independent Intervening dependent
Variables Variables Variables
Use of Algebra
Tiles in Teaching
Solving Linear
Equations in One
Variable
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Statement of the Problem
This research will examine the effects of using tools on the students’ levels of
understanding in a topic linear equation. Moreover, this study determined whether the use
of algebra tiles in teaching solving linear equations in one variable yields a statistically
on solving linear equations in one variable according to their pre and post-test
This study will test the following null hypothesis at 0.05, level of significance as:
linear equations in one variable according to their pre and post-test scores and groupings.
students in solving linear equations in one variable using the lecture method and algebra
tiles. Thirty grade eight students of Cabuloan National High School enrolled during the
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school year 2019-2020 were used as subjects of the study. The first group, composed of
15 grade eight students was taught on solving linear equations in one variable using the
traditional lecture method. Meanwhile, the second group also composed of 15 students,
were taught of the same topic with the use of algebra tiles. Pre-test and post-test scores
were determined to establish the student’ level of understanding on the said topics.
The result of this study will serve as baseline information about the effectives of
School Administration. This study would help them as curriculum planners for it
indeed interesting, enjoyable and challenging instead of the stigma that it is boring and
difficult.
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Definition of Terms
The following terms are defined operationally aside from its lexical meaning for
students to better understand ways of algebraic thinking and the concepts of algebra. In
this study, this refers to the alternative material in teaching solving linear equations in
one variable.
Lecture Method. This is a formal teaching method that involves the directed
flow of information from teacher as sage to student as receptacle. In this study, it refers to
the chalk and talk method at presenting solving linear equations in one unknown.
measured in the pre-test and post-test covering the concept of solving linear equations in
one uvariable.
equation that can be written in the form ax+b+c = 0, where a, b, and c are real numbers
and a ≠ 0.
Pre-Test. This refer to the 10 multiple choice and 3 problem solving type of test
administered before the use of the lecture method and algebra tiles in teaching solving
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Post-Test. This refer to the 10 multiple choice and 3 problem solving type of test
administered after the use of the lecture method and algebra tiles in teaching solving
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Chapter 2
RESEARCH DESIGN
This chapter focuses on the research methodology and design, subjects of the
study and sampling scheme, the data gathering instrument, the collection of data and
statistical treatment used in order to obtain valid and reliable information about the study.
The researcher made use of the descriptive method of research. This method
facilitates the analysis whether the new method (the use of alternative instructional
materials) introduced will be effective or not. It is a study method used to test cause-and-
groups are measured in contrast to the same dependent variable. According to Weiten
Sources of Data
The main data gathering instrument used by the researcher was composed of two
sets of (pre-test and post-test) tests which comprised of 13 items each with multiple
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Respondents of the Study
The respondents of the study involved 30 grade eight students of Cabuloan National
High School enrolled during the school year 2019-2020. After the administration of the
pre-test covering the topics on solving linear equation in one variable to the whole group,
the class was then equally divided into two through the systematic sampling method in
which every second member of the class was selected until a total of 15 students was
reached to compose the first group taught using lecture method. The remaining 15
students became part of the group exposed to the use of algebra tiles.
multiple choice and 4 problem solving test items covering topics on solving linear
equations in one variable. The test items were prepared using books in high school
algebra as references. The initial set of 20 multiple choice and 4 problem solving was
to test the reliability and validity of the test questions. After subjecting the 20 multiple
choice items to item analysis using appropriate process and mathematics formula, results
gave the researchers bases on which items are to be retained, revised, and rejected in
order to come up with the 10 multiple choice item. Result of the item analysis can be seen
High School. Consequently, the contents of the 13-item(40 points) post-test were
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The researcher personally administered the constructed test as soon as permission to
conduct the study from the school administration of Metro-Dagupan Colleges was
obtained (See Appendix E). The researcher also requested permission from the principal
of Torres National High School to utilize 30 of their grade 9 students for the dry-run of
the test. On November 22, 2019, upon approval of the prepared request to conduct the
study the researcher proceeded with the try-out of the prepared 20-multiple choice and
four problem solving test on solving linear equations in one variable to 30 grade 9
students, a group who has already finished the said lesson in Algebra. The researcher
marked the test papers giving one point each for the multiple choice items and ten points
each for the problem solving test items. Results were tallied for item analysis, with a 13-
item final form of the pre-test composed of 10 multiple choice items and 3 problem
solving items.
With the final form of the instrument serving as the pre-test, the researcher was
ready to conduct the study at 8-Masunurin students of Cabuloan National High School
over a four-day time period. Students were given a pre-test on the first day, December 02,
2019; the researcher went back to Cabuloan National High School to administer the pre-
test to the 8-Masunurin students. It was also on the same day that the class was grouped
equally into two: first group to be taught using lecture method and second group to be
exposed to the use of algebra tiles. On the second day, December 03, 2019, first group of
students were taught within 1-hour instruction on the lesson of solving linear equations in
one variable using the lecture method. Contents of the lesson can be seen on Appendix F.
The third day was allotted for the second group who received instruction on solving
linear equations in one variable using algebra tiles as an instructional tool as shown in the
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outline of the lesson in Appendix G. On the fourth day, the post-test was administered to
The researcher fabricated the algebra tiles him selves as his tool in teaching solving
linear equations in one variable. It was made of rectangular and small square illustration
board with two colors (red and blue). The red color represents positive while the blue
represents negative.
The pre-test and post-test were similar, but not identical since it is assumed that
students will perform better on aa test taken by the second time (Lett, 2007).
statistical formulas in terms of low, fair, good, very good, and outstanding levels and
highest and lowest scores obtained, mean, standard deviation and skewness. The
f ∑x n+1 th 2 SK=
%= =100 ;
n
X=
n
; X=( ) 2
; √
s= n ∑ x −¿ ¿ ¿ ;
3(X −X )
s
where: % - percentage equivalent of each classification
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x – individual value
SK – coefficient of skewness
The scores were further classified according to the Liker’s scale shown below as:
understanding on solving linear equations in one variable according to their pre and post-
test scores and groupings, the student’s t-test at 0.05, level of significance was employed
X 1 −X 2
t=
s12 s 22
√ +
n1 n2
X – mean of values
s2 – variance of values
n – number of values
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