Virtual Manipulative: Its Effects as an Instructional Tool in Teaching Mathematics

Abstract ―​

The purpose of this study is to determine the effectiveness before and after use of the Virtual Manipulative (VM) as an instructional tool in teaching Mathematics conducted to the two (2) public high schools from Caloocan Division, namely: Kalayaan National High School and Manuel L. Quezon High School, during the SY 2019-2020. The lesson was Area and Perimeter: Square and Rectangle. The pre-test and the post-test were measured by the Teacher-Made Assessment (TMA). The researcher used the ‘Math Manipulative’ application on mobile during the intervention. The respondents who participated in this research were 97 respondents from Kalayaan National High School and 102 respondents from Manuel L. Quezon of Caloocan Division. It was found out that the pre-test of Teacher-Made Assessment of the students before the use of Virtual Manipulative is on a beginning stage in competencies. The ‘Math Manipulative’ application on mobile administered as an intervention consists of different characters and grids that can manipulate to find the answer. The post-test of Teacher-Made Assessment of the students after the use of Virtual Manipulative is on approaching proficiency stage in competencies. Significant difference exists in the pre-test and post-test after the administration of the Virtual Manipulative. The researcher recommends the use of this Virtual Manipulative as an instructional tool in teaching Mathematics to improve the students’ critical thinking skills in learning with more interactive and for the enhancement of their conceptual understanding that were found to have a significant difference exists in the pre-test and post-test after the administration of the Virtual Manipulative.