The Effect of Hands-on Activities on Third Graders’ Achievement in Mathematics

Abstract

This study aimed at investigating the effect of Hands-on Activities on Third Graders' Achievement in Mathematics. The individuals of the study consisted of 72 students, divided into two groups: experimental group which taught by hands-on activities, and control group which taught by the traditional method. After the completion of the study, an achievement test was applied and ANCOVA was used to answer the study questions. The study results revealed that there were statistically significant differences of achievement, between the two groups in favor of the experimental group. The study results which based on the achievement level revealed that middle achievers in the experimental group were better than those in the control group, meanwhile there were no significant differences between high achievers in the two groups, and also there were no significant differences between low achievers in the two groups.

The Use of History of Mathematics in the Mathematics Classroom: An Action Study

“…Most empirical studies provide evidence for the assumption that conducting hands-on activities leads to positive motivational outcomes (RAFT, 2009). With hands-on learning, students are able to participate in activities, which increase their motivation; on the other hand, they claim that it is very boring to just sit around and listen to a very long lecture (Al-absi, 2013). The worksheets used in this study are based on Bruner"s theory, which posits that learners should interact with new materials to follow a progression from enactive to iconic to symbolic representation in order to learn effectively.…”