Title: Level of Appreciation of Manipulative Learning Tools in Enhancing Grade 6 Learners' Understanding of Fractions
Authors: Sandy J. Tiongson, Grace T. Flores, EdD
Volume: 9
Issue: 11
Pages: 231-235
Publication Date: 2025/11/28
Abstract:
This study determined the quality of the developed manipulatives in terms of content accuracy, instructional design, and safety, as well as to assess learners' level of appreciation for the tools in enhancing their understanding of fractions. A descriptive developmental research design guided the study, which was conducted at Montevista Elementary School in Bayugan City. The research involved three phases: analysis of learners' performance in fractions, development of instructional materials based on the CRA model, and evaluation of the tools by experts. Purposive sampling was employed to select five evaluators within the Bayugan City Division: two LRMDS Coordinators, one Mathematics Supervisor, and two elementary Mathematics teachers with at least five years of teaching experience. These experts assessed the manipulatives using the DepEd LRMDS Evaluation Rating Sheet, focusing on content accuracy, organization, instructional design, and safety. Descriptive statistics, particularly weighted mean, were used to interpret the evaluators' ratings and determine the overall quality of the tools. Findings revealed that learners generally appreciated the manipulative learning tool, as reflected in positive ratings across all domains. In terms of conceptual understanding, learners agreed that the manipulatives effectively helped them visualize and comprehend abstract fraction concepts, particularly the Least Common Denominator (LCD), with a weighted mean of 4.41 (Agree; Appreciated). Engagement and interest showed mixed results: while learners found the manipulatives enjoyable (4.27), their heightened interest in mathematics was rated Neutral (3.32). Skills development outcomes were favorable, with learners reporting improved problem-solving skills (4.00) and varied solution strategies (4.14). Collaboration was also positively rated, as learners valued opportunities to interact with peers, discuss mathematical ideas (4.18), and work cooperatively (3.95). Overall, the study demonstrated that manipulatives enhanced comprehension, problem-solving, and collaborative learning while fostering appreciation for hands-on approaches in mathematics.