Manipulative-based activities and number sense development of Grade 1 learners of Tucanon Elementary School
DOI:
https://doi.org/10.5281/zenodo.19953460Keywords:
academic performance, instruction, learner, mathematics, and scienceAbstract
This study investigated the effect of manipulative-based activities on the development of number sense in Grade 1 learners, providing evidence-based insights for strengthening early numeracy instruction. The study employed a sequential explanatory mixed-methods design involving 18 Grade 1 learners from Tucanon Elementary School. Quantitative data were collected using a validated Number Sense Test administered as a pretest and posttest and analyzed through descriptive statistics and paired sample t-tests. Qualitative data were obtained from classroom observations and analyzed using thematic analysis to capture learners’ engagement, experiences, and challenges during the intervention. Results revealed that learners initially demonstrated a very satisfactory level of number sense with a mean score of 16.33. After the implementation of manipulative-based activities, the mean score increased to 18.94, interpreted as excellent. Statistical analysis indicated a significant improvement between pretest and posttest scores with t(17) = –3.01, p = .008, confirming the positive effect of manipulative-based activities. Qualitative findings further revealed increased learner engagement, motivation, and participation during mathematics activities, although challenges such as time constraints and initial transitions from concrete to abstract tasks were observed. The findings indicate that manipulative-based activities significantly enhance the number sense development of Grade 1 learners. Integrating structured and guided hands-on learning strategies in early mathematics instruction is therefore recommended to strengthen foundational numeracy skills.
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