Format for final defense
- 1. Effect of Manipulatives on Achievement Scores in Algebra of Grade 7. Students of Cabuyao National High School – Cabuyao City, Laguna ROWELA. ELCA
- 2. Conceptual Framework IV Manipulatives in Teaching Algebra DV Students’ Performance Algebra Concrete Manipulatives Virtual Manipulatives Pre-Test Pre-Test
- 3. STATEMENT OF THE PROBLEM HYPOTHESIS STATISTICAL TOOL FINDINGS CONCLUSIONS RECOMMEND ATIONS 1. What is the mean level of manipulatives in teaching algebra in terms of: 1.1 Concrete Manipulatives weighted mean standard deviation The level of manipulatives in teaching algebra in terms of concrete manipulatives was “Very High” as sustained by the overall weighted mean of 4.68. This imply that when problems in algebra were presented with concrete manipulatives, students understand it well. Students are advised to continue enriching their knowledge in Algebra by using manipulatives because that would help them in the complexities of the advance subjects in Mathematics.
- 4. STATEMENT OF THE PROBLEM HYPOTHESIS STATISTICAL TOOL FINDINGS CONCLUSIONS RECOMMEND ATIONS 1. What is the mean level of manipulatives in teaching algebra in terms of: 1.2 Virtual Manipulatives weighted mean standard deviation The overall weighted mean of 4.55 with verbal interpretation of a “Very High” showed for the level of manipulatives in teaching algebra in terms of virtual manipulatives. Abstract concepts are essential to understanding and doing Mathematics, particularly in Algebra. Virtual manipulatives can also be used to help students link these to its abstract concept. Students are encouraged to use the manipulatives before class sessions. Few more days on familiarizatio n of the manipulatives may have been helpful.
- 5. STATEMENT OF THE PROBLEM HYPOTHESIS STATISTICAL TOOL FINDINGS CONCLUSIONS RECOMMEND ATIONS 2. What is the mean level of students’ achievement scores in Algebra in terms of pre- test and post- test? weighted mean standard deviation Pre-test of experimental group showed mean of 15.98, standard deviation of 4.079, while the pre-test of control group showed mean of 15.78, standard deviation of 3.977 described as “Fair”. “Very Satisfactory” as sustained by the post- test of experimental group with a mean of 29.78, standard deviation of 3.786, while post-test of control group showed a mean of 27.00, standard deviation of 4.690 Students using both virtual manipulatives and concrete manipulatives had a greatest increase in test results. Students should be allowed to choose whatever manipulatives.
- 6. STATEMENT OF THE PROBLEM HYPOTHESIS STATISTICAL TOOL FINDINGS CONCLUSIONS RECOMMEND ATIONS 3. Is there a significant difference in the Achievement Scores of the Students in the Experimental and Control Group? T-test The data also showed that the control group means’ score in pre-test is 15.78 and a mean score of 27.00 in post- test, mean difference of 11.22, t-stat is equal to -17.457 and a p- value of 0.000 with an analysis of significant This imply that students improved achievement scores in algebra by applying a mere concrete manipulatives. Teachers need to offer their students lessons that are authentic and interesting in order to hold their attention as they attempt to grasp the concepts.
- 7. STATEMENT OF THE PROBLEM HYPOTHESIS STATISTICAL TOOL FINDINGS CONCLUSIONS RECOMMEND ATIONS 3. Is there a significant difference in the Achievement Scores of the Students in the Experimental and Control Group? T-test The data revealed that the experimental group got a mean score in pre-test of 15.98 and a mean score of 29.78 in post- test, with a mean difference of 13.80, t-stat equals -22.508 and p- value of 0.000 that has an analysis of significant. It shows that concrete manipulatives with virtual manipulatives greatly affect the achievement scores in algebra of grade 7. Mathematics educators are encouraged to incorporate both concrete manipulatives and virtual manipulatives in the mathematics curriculum.
- 8. STATEMENT OF THE PROBLEM HYPOTHESIS STATISTICAL TOOL FINDINGS CONCLUSIONS RECOMMEND ATIONS 4. Is there a significant difference in the Experimental Group and Control Group’s pre- test and post- test? T-test The data revealed that the mean score of experimental group was 15.98, while the mean score of control group was 15.78, with a mean difference of 0.20, t-stat which is -0.229, p-value of 0.820 and an analysis of “Not Significant”. The findings imply that it does not significantly affect the achievement scores in algebra before manipulatives had been used.
- 9. STATEMENT OF THE PROBLEM HYPOTHESIS STATISTICAL TOOL FINDINGS CONCLUSIONS RECOMMEND ATIONS 4. Is there a significant difference in the Experimental Group and Control Group’s pre- test and post- test? T-test It also showed that the mean score post-test of experimental group was 29.78, and the mean score of control group was 27.00, with a mean difference of 2.78, t-stat = 2.526, p- value = 0.16 and an analysis of significant. The findings imply that teaching algebra using manipulatives, affect the achievements scores in algebra of grade 7. Schools are encouraged to provide opportunities for their teachers to pursue ongoing professional development in the area of both concrete and virtual mathematics manipulatives.
- 10. STATEMENT OF THE PROBLEM HYPOTHESIS STATISTICAL TOOL FINDINGS CONCLUSIONS RECOMMEND ATIONS Does manipulatives affect the achievement scores of grade 7? There is no significant effect between concrete manipulativ es and virtual manipulativ es to the achievement scores in Algebra of Grade 7. Students of Cabuyao National High School – Cabuyao City, Laguna. f-test It could be observed from the data in virtual manipulatives, f- value = 17.723, f- critical value = 3.963, p-value = 0.000 and an analysis of significant. The findings imply that it significantly improved the achievement scores in algebra of grade 7, using virtual manipulatives.
- 11. STATEMENT OF THE PROBLEM HYPOTHESIS STATISTICAL TOOL FINDINGS CONCLUSIONS RECOMMEND ATIONS Does manipulatives affect the achievement scores of grade 7? There is no significant effect between concrete manipulativ es and virtual manipulativ es to the achievement scores in Algebra of Grade 7. Students of Cabuyao National High School – Cabuyao City, Laguna. f-test The data shown from concrete manipulatives, f- value = 9.045, f- critical value = 3.963, p-value = 0.000 and an analysis of significant. The findings imply that it significantly improved the achievement scores in algebra of grade 7, using concrete manipulatives. Collaboration and follow-up sessions are essential for educators to achieve success in their quest to provide varied instruction for their students.
- 12. STATEMENT OF THE PROBLEM HYPOTHESIS STATISTICAL TOOL FINDINGS CONCLUSIONS RECOMMEND ATIONS Does manipulatives affect the achievement scores of grade 7? There is no significant effect between concrete manipulativ es and virtual manipulativ es to the achievement scores in Algebra of Grade 7. Students of Cabuyao National High School – Cabuyao City, Laguna. f-test The teacher should attend as many workshop or training sessions that deal with the manipulatives as possible, so that the students are familiar and comfortable with the manipualtives.
- 13. THANK YOU!!!