Title: Effectiveness of Localized Manipulatives in Enhancing Subtraction Skills Among Grade 2 Learners
Authors: Jaynen A. Dahuyla, Marivic M. Cuizon, PhD
Volume: 9
Issue: 11
Pages: 175-179
Publication Date: 2025/11/28
Abstract:
This study determined learners' performance before and after the intervention, identified improvements in their subtraction skills, examined whether a significant difference existed between the two performance levels, and assessed the overall effectiveness of localized manipulatives as instructional tools for developing subtraction mastery. A descriptive-evaluative research design was employed to describe learners' subtraction performance and assess the impact of localized manipulatives. The study was conducted at Calaitan Elementary School in Butuan City and involved all 24 Grade 2 learners through complete enumeration, along with five expert evaluators selected purposively. Localized manipulatives were developed using contextualized materials and validated by experts through the DepEd LRMDS evaluation tool. A researcher-made 20-item test aligned with Grade 2 MELCs served as the pretest and posttest to measure subtraction performance. Following expert validation, the manipulatives were implemented during regular mathematics instruction, after which the posttest was administered. Data were gathered from expert evaluation ratings and learners' test scores, quantified using DepEd's transmutation table. Mean scores described performance levels, while a paired samples t-test determined the significance of differences between pre-intervention and post-intervention results. Findings revealed substantial improvement in learners' subtraction performance after the intervention. Pretest results showed that 62.5% of learners were in the "Does Not Meet Expectation" category, while none achieved "Outstanding." In contrast, posttest results indicated that 75% attained "Outstanding" and 25% reached "Very Satisfactory," with no learner falling into lower categories. The paired t-test confirmed a statistically significant difference between pretest and posttest scores (t = 24.165, p < .01), validating the effectiveness of localized manipulatives. Overall, the study concludes that culturally relevant, hands-on materials significantly enhance subtraction mastery, improve consistency of performance, and foster greater learner engagement and confidence.