The Effect of Concrete and Virtual Manipulative Blended Instruction on Mathematical Achievement for Elementary School Students

Abstract

Mathematics has been crucial to learning and extending the frontiers of knowledge in all academic areas. At the elementary level, several teaching approaches have been implemented to improve students’ mathematical achievement. However, compared to traditional teaching exposition techniques, the teaching with the use of math manipulatives has been found useful to enhance mathematical achievement. The current quasi-experimental study was carried out with Pakistani students, and aimed to explore the blended effect of concrete and virtual manipulatives on fifth-graders’ mathematical achievement. Different mathematical concepts such as whole number, decimals and percentages, fraction, unitary method, perimeter, area, and geometry from a grade 5 textbook were targeted for the intervention period. Following randomization, one section from a public school was chosen as a control group and the other section classified as an experimental group. The mathematical achievement of fifth graders was measured through mathematics achievement test (MAT), developed, and piloted for this particular study, in a pre–posttest design. The data were analysed using one-way ANCOVA and mixed between-within ANOVA test to examine the significant differences, if any exist, in pretest/posttest scores between and within the groups over the period of intervention. The results revealed blended use of concrete and virtual manipulatives significantly enhances students’ mathematical achievement as compared to the results achieved from traditional instruction. This study offers information for teachers and students to incorporate concrete and virtual manipulatives simultaneously in mathematics lessons.