UNIVERSITY OF CALOOCAN CITY

Graduate School

UTILIZATION OF MANIPULATIVE INSTRUCTIONAL MATERIALS AND

PROBLEM-SOLVING SKILLS OF GRADE 3 LEARNERS IN PUBLIC
SCHOOLS IN CALOOCAN: BASIS PROPOSED TRAINING PLAN

A Thesis
Presented to
The Faculty of the Graduate School
University of Caloocan City

In Partial Fulfillment
of the Requirements for the Degree of
Master of Arts in Education
Major in Educational Management

By

AVIGAIL R. COLOBONG

2021
 UNIVERSITY OF CALOOCAN CITY
Graduate School

RECOMMENDATION FOR PRE-ORAL EXAMINATION

This thesis entitled UTILIZATION OF MANIPULATIVE INSTRUCTIONAL

MATERIALS AND PROBLEM-SOLVING SKILLS OF GRADE 3 LEARNERS
IN PUBLIC SCHOOLS IN CALOOCAN: BASIS PROPOSED TRAINING
PLAN prepared and submitted by AVIGAIL R. COLOBONG in partial
fulfillment of the requirements for the degree of Master of Arts in Education
major in Educational Management, has been examined and is hereby
recommended for pre-oral examination.

MICHAEL F. VILLALON, PhD

Adviser
 UNIVERSITY OF CALOOCAN CITY
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APPROVAL SHEET

This thesis entitled “UTILIZATION OF MANIPULATIVE INSTRUCTIONAL

MATERIALS AND PROBLEM-SOLVING SKILLS OF GRADE 3 LEARNERS
IN PUBLIC SCHOOLS IN CALOOCAN: BASIS PROPOSED TRAINING
PLAN”, prepared and submitted by AVIGAIL R. COLOBONG, has been
approved by the Committee on Oral Examination with a grade of _____ % on
March 2022.

CLARITA Z, PhD GINALYN D. RODRIGUEZ,

Member Member

.
Chairperson

Accepted in partial fulfillment of the requirements for the degree of

Master of Arts in Education major in Educational Management.

Comprehensive examination taken and successfully passed.

MELCHOR S. JULIANES, Ed.D, PhD, DPA

Vice President for Student Affairs
Dean, Graduate School
 UNIVERSITY OF CALOOCAN CITY
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CERTIFICATE OF ORIGINALITY

I hereby certify that this thesis entitled UTILIZATION OF MANIPULATIVE

INSTRUCTIONAL MATERIALS AND PROBLEM-SOLVING SKILLS OF
GRADE 3 LEARNERS IN PUBLIC SCHOOLS IN CALOOCAN: BASIS
PROPOSED TRAINING PLAN prepared and submitted by AVIGAIL R.
COLOBONG is my own work and that, to the best of my knowledge, it
contains no material previously written or published by another person or
organization nor any material which has been accepted for award and any
other degree or diploma from a university or institution, except where due
acknowledgement is made thereof.
Furthermore, I declare that the intellectual content of this thesis is the

product of my work although I have received assistance from others on the

manner of organization, presentation, language and style.

AVIGAIL R. COLOBONG
Researcher

Attested by:

MICHAEL F. VILLALON, PhD

Adviser
Date: March 2022
 UNIVERSITY OF CALOOCAN CITY
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CERTIFICATE OF LANGUAGE EDITOR

This is to certify that I have edited this

Thesis entitled

“UTILIZATION OF MANIPULATIVE INSTRUCTIONAL MATERIALS AND

PROBLEM-SOLVING SKILLS OF GRADE 3 LEARNERS IN PUBLIC
SCHOOLS IN CALOOCAN: BASIS PROPOSED TRAINING PLAN
”

Prepared by

AVIGAIL R. COLOBONG

and have found it complete and satisfactory with respect to grammar and

composition.

Language Editor/Grammarian

March 2022
 UNIVERSITY OF CALOOCAN CITY
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CERTIFICATION OF STATISTICIAN

This is to certify that this thesis entitled UTILIZATION OF MANIPULATIVE

INSTRUCTIONAL MATERIALS AND PROBLEM-SOLVING SKILLS OF
GRADE 3 LEARNERS IN PUBLIC SCHOOLS IN CALOOCAN: BASIS
PROPOSED TRAINING PLAN prepared by AVIGAIL R. COLOBONG, in
partial fulfillment to the degree of Master of Arts in Education major in
educational management has been statistically reviewed by the undersigned.

Statistician
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ACKNOWLEDGEMENT

The completion of this research study could not have been possible

without the participation, motivation, suggestions, encouragement, and

collaborative efforts of so many people. Their professional expertise is

sincerely appreciated and gratefully acknowledged.

Mayor Oscar G. Malapitan, City of Caloocan, UCC President and

Chairman of the Board of Regents, for providing professional programs that

empower researchers to face challenges, new trends, and changes in their

respective fields of expertise;

Prof. Marilyn T. De Jesus, OIC, University of Caloocan City, for his

unwavering support for Caloocan citizens' education as well as the Graduate

School;

Dr. Melchor S. Julianes, Dean of Graduate School, University of

Caloocan City, For his encouragement, support, valuable suggestions, and

recommendations to all students at the institution, particularly those in the

Graduate Program, to pursue their studies;

Dr. Michael F. Villalon, Researcher’s Adviser and Graduate School

Professor of this university for his generosity in lending and sharing his

knowledge, time, and efforts throughout the research study.

 UNIVERSITY OF CALOOCAN CITY
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Chairperson of the thesis committee, for their insightful comments

and suggestions, as well as their valuable time and expertise, which improved

the substance and content of the research study;

Dr. Nerissa L. Losaria, CESO IV, for consenting and approving the

researcher's request to conduct and carry out her study in Caloocan North I

District;

Dr. Carmenia C. Abel, For inspiring the teachers of Caloocan North

Elementary School to improve their professional growth, for her generosity,

encouragement, advice, guidance, and full support in making this study

possible and worthwhile.

To the Teacher Respondents, for their cooperation in answering the

survey questionnaire, without them this study would not be possible;

To all MAED Batch 2020–22 classmates, particularly the Magic Five

classmates, who have inspired me and given me the confidence to pursue and

complete this course.

To all my friends and love ones, for extending their assistance and

encouragement

And above all, to God Almighty for giving the researchers’ strength,

knowledge, and wisdom all throughout the study.

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DEDICATION

To my supportive husband, Ferdinand V. Colobong., thank you for the love,

patience, and understanding,

To my only son Francis Adrian R.Colobong, thank you for your love and

understanding.

My parents, Mama Victoria and Papa Antonio (deceased), encouraged me

to believe in myself and trust in God all the time.

My siblings Vanessa and Vincent Roy inspired me to persevere in order to

finish what I started and to be willing to support them morally, spiritually, and

financially.

My colleagues and friends gave their endless support and encouragement,

which made me survive all those tough times.

Thank you so much

 UNIVERSITY OF CALOOCAN CITY
Graduate School

Title: UTILIZATION OF MANIPULATIVE INSTRUCTIONAL

MATERIALS AND PROBLEM-SOLVING SKILLS OF GRADE 3 LEARNERS
IN PUBLIC SCHOOLS IN CALOOCAN: BASIS PROPOSED TRAINING
PLAN
Researcher: AVIGAIL R. COLOBONG
Degree: Master of Arts in Education major in Educational
Management

Adviser: DR. MICHAEL F. VILLALON

School: University of Caloocan City

Year: 2022

_____________________________________________________________

This study aimed to determine the relationship between the learning

and development programs and teachers’ performance which will serve as a

basis of upskilling initiatives/plans coming from one hundred fifty (150)

teacher-respondents from the two (9) public elementary school in North I

Caloocan City. S.Y. 2020-2021

 UNIVERSITY OF CALOOCAN CITY
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TABLE OF CONTENTS

Title Page i

Recommendation for Pre-Oral Examination ii

Approval Sheet iii

Certificate of Originality iv

Certificate of Language Editor v

Certificate of Statistician vi

Acknowledgement vii

Abstract xi

Table of Contents xii

List of Tables xv

List of Figures xvi

Chapter 1 - THE PROBLEM AND ITS BACKGROUND

Introduction 1

Background of the Study 3

Statement of the Problem 5

Hypothesis 6

Scope and Delimitation of the Study 7

Significance of the Study 7

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Chapter 2 - REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature and Studies 9

Synthesis of the Related Studies 25

Theoretical Framework 27

Figure 1 Theoretical Paradigm 30

Conceptual Framework 31

Figure 2 conceptual Paradigm 32

Definition of Terms 33

Chapter 3 - RESEARCH DESIGN AND METHODOLOGY

Research Design 35

Respondents of the study 36

Sampling Technique 36

Research Instrument 37

Data Gathering Procedure 39

Statistical Treatment of Data 39

BIBLIOGRAPHY 42

APPENDICES

A. Survey Questionnaire 50

B. Approved Letter to the Conduct Study 59

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C. Letter Of Request to Conduct Study

and to Administer Questionnaires 62

D. Endorsement of SDO Caloocan 63

CURRICULUM VITAE 64
 UNIVERSITY OF CALOOCAN CITY
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UTILIZATION OF MANIPULATIVE INSTRUCTIONAL MATERIALS AND

PROBLEM-SOLVING SKILLS OF GRADE 3 LEARNERS IN PUBLIC
SCHOOLS IN CALOOCAN: BASIS PROPOSED TRAINING PLAN

A Thesis

Presented to

The Faculty of the Graduate School

University of Caloocan City

Caloocan City

In Partial Fulfillment

The Requirements in

Master of Arts in Education

Major in Educational Management

BY:

COLOBONG, AVIGAIL R.

2021
 UNIVERSITY OF CALOOCAN CITY 1
Graduate School

Chapter 1

THE PROBLEM AND ITS BACKGROUND

This chapter presents the introduction, background of the study,

statement of the problem, significance of the study and scope and delimitation

of the study.

Introduction

In the modern world today, functional education provides the basic

instrument for gainful employment, personality progress, economic

prosperity, and development moral built up, and positive interpersonal

relationships (Dahan, 2018). This success indicators has something to do

with the teaching instruction especially instructional resources and materials

utilized by the teachers in teaching.

Manipulative materials have been defined as objects which can be

touched and moved by students to introduce or reinforce a mathematical

concept (Hartshorn & Boren, 2017). They provide a concrete learning

experience whereby physical objects are manipulated in order to develop

meaningful comprehension of the symbols they represent.

In this regards, DepEd Order no. 13 s. 2012, the Guidelines on the

Allocation, Delivery, and Distribution of Instructional Materials (IMs) to

support
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the K to 12 program was highly strengthened. This program aims to increase

learners’ basic skills, to produce more competent citizens and prepare an

individual with lifelong learning. To prepare Filipino learners for lifelong

learning, they must be equipped with the necessary life skills and desirable

values for responsible citizenship. One of the many lifelong learning skills

that learners require is the ability to fully develop their mathematical abilities.

Teaching mathematics is both difficult and exciting because of the

enormous changes occurring in mathematics education. Our children

growing up in a rapidly changing community require a different approach to

mathematics education. According to Cathcart (2006), all children can

succeed in mathematics if their teachers are aware of how to modify

instructional experiences to meet their needs.

A problem in mathematics is a question that requires a mathematical

answer. Word problems and numerical problems with variables are both

acceptable. Examining the question for essential concepts is a step in the

problem-solving process. Choose a good strategy, do the arithmetic, figure

out the result, and then double-check (A Math Dictionary for Kids).

Hence, instructional materials serve as a channel between the teacher

and the students in delivering instructions. They may also serve as the
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motivation on the teaching-learning process. It is use to get the attention of

the

students and eliminate boredom. Instructional materials are highly important

for teaching; especially for inexperienced teachers. Teachers rely on

instructional materials in every aspect of teaching. They need material for

background information on the subject they are teaching.

The use of manipulatives in teaching has been shown to enable

students to decrease errors and improve their scores on tests that require

them to solve problems. (Carroll and Porter, 1997; Clements, 1999; Krach,

1998).

A manipulative in mathematics education is an object that is designed

so that a learner can recognize some mathematical concept by manipulating

it. Manipulatives allow learners to learn concepts through developmentally

appropriate hands-on experience. The Montessori Schools have advocated

teaching mathematics using the concrete materials in order to help the

learners make sense of their mathematics understandings.

This study will help the teacher to improve the performance of the

learners in analyzing, comprehending, and finding the solution to the word

problem in mathematics using manipulatives. The difficulties that the teacher

encountered while teaching mathematics, especially in solving problems,

were
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immense. Most learners were hardly able to solve the word problem without

illustrating it. Through the use of a training program, this will help the teacher

deliver the lesson in mathematics more fun and interesting to their learners.

Background of the Study

A good teacher are the masters of modeling appropriate strategies for

their learners. They bring their own intelligibility, or flexibility, to mastering

instructional skills in mathematics when they not only use the numbers,

algorithms, and processes required to solve a specific problem, but also

show what the problem actually looks like through interactive modeling. Most

learners are aware of this point in their mathematics learning because they

can

see and touch "the problem" while associating the "model" with the numbers.

This is important tool-and problem-based teaching and learning, which

provides learners with lots of opportunities to improve their mathematical

ability while making reasonable connections to everyday tasks. (Kelly 2006),

Solving word problems in mathematics is a skill that a person uses to

use different strategies in solving them. Some of the learners had a difficult

time understanding the word "problem." To solve word problems in

mathematics, you need to follow the steps, know or analyze the problem,
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plan on how to solve it, and, lastly, solve it. These three steps will help the

learners

better analyze and understand the problems in mathematics.

The first way a child learns mathematics concepts is through first-hand

experiences with mathematics learning. Patterns, measurement, geometry,

statistics, probability, and other areas of math are often unfamiliar, abstract,

and confusing to students. We must assist children in developing the ability

and confidence to navigate each of these areas, see how they connect, and

know what to do if they forget a fact or procedure.

In DepEd Order No. 12, Series of 2015, the K–12 curriculum's

requirements for develop Filipino learners’ literacy and numeracy skills and

attitudes which will contribute to lifelong learning. K -12 aims also the holistic

and globally competitive skills require that students understand and know

how

to solve word problems in mathematics.

According to RA 10533, or the Educational Act on Contextualization

and Localization, "the curriculum should be flexible enough to enable and

allow schools to localize, indigenize, and enhance the curriculum based on

their respective educational and social contexts."

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It is not simple to lay a solid mathematical foundation for Kinder–

Grade 3 students. In accordance with DepEd Order No. 12 s. 2015 and RA

10533, this study "Utilization of Manipulative Instructional Materials and

Problem Solving Skills" seeks to identify the needs of learners in developing

their mathematical skills through the use of manipulative instructional

materials in problem solving.

Most of the learners are experiencing frustrated feelings because of

their performance in mathematics. They could not even master the steps to

solving the problem. Some of them could not analyze it very well. Many of the

learners had a hard time knowing the operation to be used to solve word

problems in mathematics.

In ancient times, the use of the abacus helped them solve and

compute the needed data in their report. An abacus is one type of

manipulative that can

be used to solve a problem and compute the total of what they have counted.

Time goes on, and the use of manipulatives in teaching mathematics helps

the learners improve their performance in the class.

Statement of the Problem

The study aims to determine the utilization of manipulative instructional

materials and problem solving skills.

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Specifically, it will seek answers to the following questions.

1.What topics in Grade III Mathematics based on the Curriculum Guide

maybe subjected for manipulative instructional materials in terms of:

1.1 Appropriateness,

1.2 Content accuracy,

1.3 Least mastered skill,

1.4 Feasibility

2. What is the level of acceptability of the manipulative instructional materials

based on the LRMDS assessment tools?

3. What is the academic performance of the Grade Three learners before

and after the utilization of manipulative instructional materials in teaching in

problem solving skills?

4. Is there a significant difference between the means scores before and

after the utilization of manipulative instructional materials in teaching

problem solving skills?

5. What are the challenges encountered by the teacher and the learners

during the utilization of manipulative instructional materials?

6. Based on the findings of study, what training plan may be proposed?

Hypotheses
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There is no significant difference between the utilization of

manipulative instructional material in teaching problem solving skills and the

academic performance of Grade III learners in Mathematics.

Scope and Delimitation of the Study

The focus of this study is to determine the utilization of manipulative

instructional materials in teaching problem solving skills in Grade three

learners in relation to their academic performance.

Likewise, the researcher will particularly focus on what specific topics

in the curriculum of Grade Three Mathematics subject can be used in

creating manipulative instructional materials identifying its appropriateness,

accuracy of the content, free from error and least mastered skills of the

learners. This

manipulative materials will be assessed to the impact on the learner’s

performance. More so, challenges on the utilization of manipulative materials

will also be assess.

This research study will delimit to four (4) public schools in Caloocan

North I District as the samples. There will be one hundred fifty (150) teachers

from the Grade III teachers which will be chosen employing purposive
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sampling technique. This study will be undertaken for the school year

2021-2022.

Significance of the Study

This study aims to determine the effectivity of the utilization of

manipulative instructional materials in teaching problem solving skills in

improving learner’s performance in Mathematics. The researcher believes

that

this study will be beneficial to the following:

Learners. This study is beneficial to because it focuses on improving

their performance by providing and using appropriate manipulative materials

in teaching problem solving skills suited to their ability.

Teachers. As a facilitator of knowledge, the result of this study will

benefit them to become more proficient in teaching problem solving skills by

identifying those specific topic where the used of manipulative materials is

possible. It will also help them in planning learning activities efficiently and

effectively to promote higher academic performance of pupils in

Mathematics.

Master Teachers. The positive result of this study may provide

information for them to be used in monitoring and coaching for the

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improvement of the teaching and learning process. This can also be shared

to other teachers to gain quality instruction.

School Heads. This will help them by enhancing the teaching

performance of teachers considering the used of concrete materials in giving

instruction to become more effective and efficient in teaching and monitoring

pupils performance in Mathematics.

Curriculum Developer. The findings of this study will add flavor to

the existing database in providing quality instruction that lead them to support

and provide materials to be used in enhancing learners problem solving

skills.

Researcher. This study may be considered as reference or revision of

the curriculum to enhance teaching mathematics in the elementary grade

level.

Future Researchers. The result of this study may contribute and

serve as a reference to other researchers in the future training is needed to

develop.
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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter discusses the literature relevant to this study. It covers the

local and foreign literature, synthesis, theoretical and conceptual framework

and the definition of terms.

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Teaching Mathematics is not just easy. Most learners are having

difficulty answering and comprehending Math problems. Using the

manipulative material, they can comprehend the concept of math and will do

the performance task that was given to them. Confucius once said "I hear

and I forget. I see and I remember. I do and I understand “.

According to Taylor Scotter and Coulson, (2017) the issue of the

importance of using concrete materials when teaching young children is

needed to improve their understanding of concrete knowledge. Children

understand symbols and abstract concepts. Thus, manipulatives are a good

way and highly recommended in the early grades of providing this

experience. It meets the demands of visual, auditory, and/or kinesthetic

learners, and students who learn with manipulatives are better able to apply

Mathematical principles to real-life circumstances. 11

On the other hand, Dahan, (2019), mentioned that the teacher's ability

to use manipulatives effectively hinged on his or her ability to pick relevant

materials and tie them to the concept under examination. In contrast to the

reliance on Mathematics texts, she noted that some experts considered that

Mathematics texts contributed to a passive style of learning, placed an

emphasis on low-level skills, and misled students into believing that a

passive mode of learning was possible and misled students into believing
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that accuracy and speed of computation were more important than

developing conceptual understanding.

Burtz and Marshall (2016) presented a framework for teaching

Mathematical content using a learner-centered approach. The authors stated

that in describing Mathematics education students must be actively involved

in exploration, investigation, and experimentation with models, concrete

materials, and everyday objects in order to develop conceptual

understanding of mathematical ideas.

According to Sgroi, Groper, and Semonile (2015), a learner's

mathematical experience is influenced by three variables: the learning

environment, the curriculum, and the type of assessment. It was

recommended that the teacher do assessment as a daily routine so that it 12

would practice the learners' reasoning and critical thinking skills. This will be

taken when checking the accuracy of an answer. The learners should allow

them to actively participate in the activities that the teachers do, and it should

be appreciated and recorded that they actively participated in the said activity

and the use of the question approach and the use of paper and pencil tests.

According to the research study of Kratochowill et.al. (2012) the use of

manipulative in teaching mathematics has a long tradition and solid research

history. Manipulative not only allow students to construct their own cognitive

models for abstract mathematical ideas and processes, they also provide a
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common language with which to communicate these models to the teacher

and other students.

The ability of manipulative to help directly in the cognitive process,

manipulative have the additional advantage of engaging students and

increasing both interest in and enjoyment of mathematics. Students who are

presented with the opportunity to use manipulative report that they are more

interested in mathematics. It is a long-term interest in mathematics translates

to increased mathematical ability (Moyer,2013).

Likewise the National Council of Teachers of Mathematics NCTM).

(2015) pointed out that curriculums included creating a problem-solving

environment in the classroom, providing opportunities for exploration,

investigation, and discovery, emphasizing relationships between skills and 13

concepts, using computers, calculators, and other forms of technology, and

having students use concrete materials on a regular basis in various

activities.

Cass, Cates, & Smith, (2013) mentioned that manipulative materials

included beans, geoboards, cubes, sticks and markers, all of which are

simple, low-cost resources. However, it important to note that all studies

included a phase of teacher training and students were explicitly taught

during the intervention how to use the manipulatives.

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Holmes, (2013) it was observed on his study that manipulatives

increase the mathematics achievement. Students are more active, their

motivation for learning is higher and they adopt a positive attitude towards

mathematics lesson, when manipulatives are employed in mathematics.

As stated by Kocaman (2015), manipulatives should not be thought of

as a remedy providing an advantage against every difficulty that students

face in mathematics. Instead, teachers and students need to make a

common sense out of the manipulatives they will use.

Otherwise, manipulatives would not go beyond being a means of

entertainment alone and cannot help the learner to comprehend any

concepts. That is why, it was emphasized in many studies that manipulatives

should be understood and applied properly especially during the teaching-

learning process ( Laski, Jor’dan, Daou, & Murray, 2015). 14

At this point, Raphael and Wahlstrom, (2019) underlines the need to

provide the teachers with a sound basis of information about when, why and

how to use manipulatives. It was also stated that teachers need to explain

the objectives to the students explicitly and introduce the manipulatives,

giving the necessary information, during the process of teaching. Thus, the

manipulatives will go beyond being instruments of play and entertainment

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from the perspective of the students and will be transformed into materials

contributing to their learning.

Nevertheless, Kelly (2016) emphasizes that manipulatives should be

used not occasionally but all along, as they enhance the conceptualization

process of the students positively. As Ojose and Sexton (2019) put it, long-

term application of manipulatives leads to assimilation of abstract

mathematical concepts through observation of models and thus, to an

increase in the achievement of students. Therefore, in order for teachers to

develop and use relevant, effective and productive manipulatives, they firstly

need to be well informed about the features of manipulatives in educational

environments, principles of preparing manipulatives, their advantages and

limitations and to have the capability to explain those materials clearly to the

students.

Similarly, Bullmaster ( 2013) revealed that the application of 15

manipulatives effectively in the course of teaching process, as stated above,

contributes to increasing the mathematics exam grades of students, creating

an outstanding performance of students in classes, decreasing anxiety

against mathematics, rising cognitive flexibility and positively affecting their

attitudes towards mathematics.

Carbonneau et al. (2013) who argues that simply incorporating

manipulatives into maths teaching may not be enough to increase

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achievement in maths, as high levels of guidance are associated with higher

levels of student learning.

Consequently, the National Council of Teachers of Mathematics (2013)

have continued to push the direction of Mathematics advancement. The

instructional approaches, classroom organization and structure, instructional

methods, and alternative assessments have been important components of

this improvement. Even though the evidence shows that this relationship is

needed, whether teachers actually implement alternative instructional

methods, specifically the use of manipulatives, remains in question. This

study required to provide data from teachers about the frequency of using

this teaching strategy, as well as their perceptions about its effectiveness.

According to Hand2mind (2019), manipulatives can be important tools

in helping students to think and reason in more meaningful ways. By giving

students concrete ways to compare and operate on quantities, such

manipulatives as pattern blocks, tiles, and cubes can contribute to the

development of well-grounded, interconnected understandings of

mathematical ideas.

On the other hand, Moore (2014) suggested an important model for

demonstrating modes of representational thought: enactive hands-on or

direct experience, iconic use of visual aids, and symbolic (use of abstract

symbols. He believed these modes should be interactive in nature, with the

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child freely moving from one mode to another. He also felt that a key to

readiness for learning was an enlarging perspective of how a child views the

world. He often referred to Piaget, saying that children need to be helped to

progressively pass from concrete thinking (i.e. manipulatives)to the use of

more conceptually adequate thought.

Likewise, Picciotto, (2012) also suggested that children begin to

understand symbols and abstract concepts only after experiencing the ideas

on a concrete level. Mcneil and Jarvin, (2017) supported their idea that

children whose mathematical learning is firmly grounded in manipulative

experiences will be more likely to bridge the gap between the world in which

they live and the abstract world of mathematics.

Based on the study of Kelly (2016), the benefits of a manipulative-

based mathematics program can be seen in kindergarten and primary

classrooms

where young children are using manipulatives, such as Algebocks, to learn

algebraic concepts such as patterns and functions. In turn, bubbleology and

materials, like Zometools, plastic Polydrons, and connected drinking straws,

are helping very young children learn about the properties of angle, shape,

and congruence in geometry.

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CBC News, (2016). define a mathematical tool as, any object, picture,

or drawing that represents a concept or onto which the relationship for that

concept can be imposed. Manipulatives are physical objects that students

and teachers can use to illustrate and discover mathematical concepts,

whether made specifically for mathematics connecting cubes or for other

purposes buttons. More recently, virtual manipulative tools are available for

use in the classroom as well; these are treated in this document as a tool for

teacher modeling and demonstration.

According to Gauthier (2014) she believed that a child's mind is

mathematical and based on the order of perceptual awareness found in the

development of the senses. She also believed that children come to absorb

mathematical concepts naturally.

. While Riverdeep Interactive Learning Limited. (2011) stressed that

manipulatives can provide students with a tool to solve problems, it is unclear 18

from this research if there are long-term benefits on overall number sense.

Researchers also observed that students were able to solve mathematical

problems with the manipulatives in front of them, but students could not solve

the same problems without the use of manipulatives in later sessions or had

difficulty drawing connections between the manipulatives used week to week.

Mcneil and Jarvin,. (2017) encouraged the use of mathematical

devices, instruments and visual aids as facilitators of understanding concepts

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and principles. Among the benefits discovered by numerous researchers for

using the benefit of manipulatives was that they made learning more

enjoyable (Bullmaster,2013).

Nevertheless, Carbonneau et al. (2013) concluded that when

manipulatives are used as part of their instruction, students learning

computational skills tend to master and retain these skills more fully. Problem

Solving with Manipulatives has been shown to assist students in reducing

errors and increasing their scores on tests that require them to solve

problems.

Ojose and Sexton (2019) pointed out that when tested on these

concepts students who use appropriate manipulatives to help them learn

fractions outperform students who rely solely on textbooks, manipulatives to

help them

learn fractions perform significantly better when tested on ratios than 19

students who do not have access to these manipulatives.

According to Durmas and Karakirik, 2006 these manipulatives provide

a concrete, hands-on experience, which focus attention and overall increase

motivation.

Synthesis of Reviewed Studies

 UNIVERSITY OF CALOOCAN CITY
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The researcher is able to identify authors with similar and contradicting

ideas related to the present study.

Kelly (2016), Cass, Cates, and Smith, (2013) has similar concepts

about manipulative materials. They mentioned that manipulative materials

are the tangible materials that can be manipulated. It included beans,

geoboards, cubes, sticks and markers, all of which are simple, low-cost

resources. However, it is important to note that all studies included a phase

of teacher training and students were explicitly taught during the intervention

how to use the manipulatives.

Thus, Mcneil and Jarvin,.(2017) ;Bullmaster,(2013); Carbonneau et al.

(2013); Moore (2014); and Picciotto, (2012) encouraged the use of

mathematical devices, instruments and visual aids as facilitators of

understanding concepts and principles. Among the benefits discovered by

numerous researchers for using the benefit of manipulatives was that they

made learning more enjoyable and easy to comprehend Mathematical 20

concepts.

Nevertheless, this idea was supported by Moyer (2013); Burtz and

Marshall (2016); Cass, Cates, and Smith, (2013); and Gauthier (2014). The

researchers believed that manipulatives have the ability to help directly in the

cognitive process. Manipulates have the additional advantage of engaging

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students and increasing both interest in and enjoyment in learning

mathematics.

According to Golfashani (2013), using only one instructional approach

results in meeting the learning styles of a few students while ignoring the

learning styles of many others. As a result, students develop a negative self-

concept about their mathematical abilities, which is accompanied by a lack of

enthusiasm for learning mathematics, which is likely to delay the levels of

improvement in mathematical skills.

According to Balter, “The concreteness of manipulatives may contribute

to the problem of linking manipulative based solutions to written solutions by

focusing children’s attention on the characteristics of the objects themselves

rather than on what the objects are intended to represent. Therefore, objects

that are interesting in their own right may not make the best manipulatives.

Observations of manipulative use in other countries have supported the idea

that a good manipulative is not necessarily an inherently interesting object.” 21

(Balter, 2005)

Eastman & Barnett, 1979 specified their research that manipulative is

not effective in teaching math to the learners, they said that the traditional

teaching is more effective in teaching the mathematics to our learner.

 UNIVERSITY OF CALOOCAN CITY
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Fennema (1972) in his study the use of manipulative materials is not

always effective in solving the mathematical equation but in the use of

symbolic models.

According to Sara Fulmer stated in her research “Manipulatives that

contain additional and irrelevant features can also interfere with learning by

distracting the learner from relevant features of the objects and the target

concept.”

The study indicates that using manipulatives in teaching learners helps

them develop their mathematical abilities. It also gives the learner a way to

enjoy and have fun while learning. It helps the teacher to elaborate on the

lesson while using the manipulative in teaching the concepts in mathematics.

Using manipulative materials in teaching mathematics helps the learners 22

develop their psychomotor skills.

Teaching the concept of mathematics to young learners is not an easy

task. From Kindergarten to Grade 6, some of the learners have a difficult time

understanding and solving some word problems that were given to them. The

use of manipulatives guides the learners to illustrate the given problem and

to act out the ways they can get the answer. It is helpful to the teacher and to

the learners when using concrete materials to solve problems in

mathematics.
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Theoretical Framework

The theoretical framework of David Kolb in Kolb’s Learning Theory, the

experiential learning process, includes the whole process of it. Kolb’s

learning cycle is based on Jean Piaget’s where the learners learn through

their experiences. All stages of this learning process include the use of the

learners' experiences, which can be used by them to understand the topic

and to know the solution and answer to the given facts.

In Kolb’s experiential learning theory, learning is a process where

knowledge results from the combination of transformation and grasping an

experience. Kolb’s learning theory is cyclical, meaning all processes must be

completed completely to ensure effective learning is acquired. Each stage is

dependent on the other, and it must be completed in order to gain new

knowledge. It has four (4) styles of Kolb’s theory that are effective in learning.

Concrete experience in this style means the learners must be involved

in the activity and in the task. Kolb’s belief that involvement of the learner is

important in doing the task means that they must be actively engaged in

every task or activity that is given to them. Reflective observation in Kolb’s 23

learning

style allows the learners to ask questions and discuss their experiences with

others about the task that was given to them. The next style is abstract

conceptualization, in which the learner begins to classify the concept and

 UNIVERSITY OF CALOOCAN CITY
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forms a conclusion to obtain the answer. Lastly, Kolb’s learning style is active

experimentation, where the learners will participate in the task and apply their

conclusion to get the new knowledge.

Using this Kolb’s theory allow the learners to adapt to their different

learning environment which will help them to increase their performance in

mathematics.

Figure 1: Kolb’s Learning Theory (Adapted from Kolb, 1984)

24

Conceptual Framework
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Teaching mathematics in the Philippines has a biggest challenge most

teachers are facing today. In 2019, the National Achievement test result in

mathematics was second to the highest mean score with 36.66% overall

MPS, but still this average did not reach the passing mean percentage of

75%. In this case, intervention and strategies are needed for the

mathematics teachers in elementary to improve the performance of their

learners in mathematics.

The illustration below shows the input and output of research. The

researcher conducted a study on manipulative teaching strategy in solving

word problem in mathematics in 3rd grade in some of the Caloocan

elementary school. The researcher will provide the survey questionnaire to

the 150 teachers’ participant. Here, it will determine if the teaching strategy of

using manipulative is effective in teaching mathematics.

The findings of this study will have a training to the teachers to improve

their teaching strategy in teaching mathematics using the manipulative.

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Figure 2: Conceptual Work frame using the Kolb’s theory

Definition of Terms

Problem Solving refers to mathematical tasks that have the potential to

provide intellectual challenges for enhancing students' mathematical

understanding and development.

Instructional materials are the tools used in educational lessons, which

includes active learning and assessment.

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Manipulative materials are any concrete objects that allow students to

explore an idea in an active, hands-on approach.

Challenges. A difficult task or problem encountered by the teacher in

reading.

Significant. A very important part of the study points to the relationship

between the level of comprehension and reading intervention.

Pupils Performance. This is determined by the grades achieved by

students in their academic subjects.

Pretest is non graded assessment tools which measure the prior

knowledge of the learners .

Posttest is the assessment tools which measure the knowledge that the

learners have attain after the course taken.

Training plan is a document that communicates to management and

stakeholders’ details of the. proposed training program.

Utilization. An act or instance of making practical or profitable use

of something.
 UNIVERSITY OF CALOOCAN CITY 26
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Chapter 3

RESEARCH DESIGN AND METHODOLOGY

This chapter deals with the method of research that the researchers will

be using in the study. As follows: Research design, respondents of the study,

data gathering instrument, validity and reliability of the data gathering

instrument, data gathering procedure and data analysis

Research Design

This research used the simple pretest-posttest quasi - experimental

design whose main concern is to investigate the effect of manipulative

teaching strategy over traditional approach. Manipulative teaching strategy is a

teaching technique in which the lesson in mathematics, especially in solving

problems, uses concrete materials. Learners will touch, move, arrange, divide

materials like cut-outs, pieces of papers, blocks, coins and puzzles.

Respondents of the Study

The respondents of the study were Grade 3 teachers at Caloocan North

I District. There are one hundred fifty (150) grade three teachers used as

respondents namely; Amparo Elementary School with 14 teachers, Caloocan

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North Elementary School 26 teachers, Camarin D. Elementary school 26

teachers, Camarin D. Unit II 10 teachers, Camarin Main Elementary School 24

Teachers, Cielito Zamora Memorial Elementary School 16 teachers, Congress

Elementary School 14 teachers, Horacio Dela Costa Elementary School 8

teachers and Urduja Elementary School 12 teachers. The researcher identified

first the status of the performance of the learners based on the result of the

pretest in Mathematics of grade three learners in selected public elementary

schools in the Caloocan North 1 district. From these schools, the researcher

chose the participants through a purposive sampling which represented the

population..

Table 1. Respondents of the Study

TEACHERS BOYS GIRLS

Grade 3
0 150

Sampling Technique

The locale of the study is Caloocan North 1 District teachers. Since it is not

possible to study the entire population in Caloocan North 1 District the

researcher used the slovin’s formula to get the sample of population. a smaller

sample will be taken using simple random sampling technique. This was found
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to be the most approachable technique when the researcher has prior

knowledge in the identification of the respondents. A purposive sampling

technique is used for teacher-respondents and used in selection of

respondents. It is a scientific sampling design which is based on choosing

individuals as samples according to the purpose of the study.

Research Instrument

A questionnaire instrument was used to gather the needed data that was

analyzed and interpreted statistically. In this study, the instrument used by the

researchers was a survey questionnaire through google form. It was

constructed based on the related literature and previous studies about the

topic. All the ideas acquired from the readings were used as a tool and guide

in making the appropriate instrument for the research.

Part I of the questionnaire contains the topic in Grade III Mathematics based

on the Curriculum Guide subjected for the creation of manipulative

instructional materials.

Part II. Discusses about the level of acceptability of the manipulative

instructional materials based on the LRMDS assessment tools.

Part III. Presents the challenges that encountered by the teacher and

learners during the utilization of manipulative instructional materials. This data

was collected and tabulated to compare the performances of teachers and

pupils in
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29

Teaching strategy in mathematics.

Validation of the research instrument was administered by our three Master

Teachers, 1 Head teacher and adviser, They gave an idea and important

information regarding of using the manipulative instructional materials in

teaching mathematics to become clear and easy to assist what is all about in

my study.

Hale (2015) stated that in order for the survey to be both reliable and valid, it

was important that the questions were constructed properly. Questions should

be written so they are clear and easy to comprehend.

The researchers made a draft of the questionnaire and then showed it to

her thesis adviser for comments and suggestions. After having incorporated all

the comments and suggestions, the researcher made the second draft of the

instrument and then presented it again to her thesis adviser and experts in the

field, whose suggestions contributed to its refinement and improvement.

Data Gathering Procedure

The researcher secured an endorsement letter from the University of

Caloocan City graduate schools to commence the conduct of the study. Also a

permission to conduct the research study was secured from Caloocan North 1

District School.
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30

The researchers asked permission and endorsement from the Division

of City Schools of Caloocan City to conduct the study. Upon the approval of

the Division Superintendent, the researcher sent a letter with the approval

sheet from the division office to the school head of the target school.

Then, the researcher personally sent the questionnaire through google

form to the teacher-respondents. The responses and identity of the

respondents were treated with strict confidentiality and the results were used

for research purposes only. Several steps were conducted to gather the data

and all the information needed to facilitate the research. An orientation was

conducted to explain to the respondents the purpose of the research. Finally,

the results of the interview were recorded and documented.

Statistical Treatment of Data

The statistical tools used to interpret the data gathered based on the specific

problem of the study were frequency, percentage, weighted mean and t-test.

The collected data was organized, consolidated, tallied, and tabulated using

the

following statistical treatment:

Frequency and percentage. These were used to obtain the rating or

equivalent of the numerical values obtained from the respondents.

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31

Weighted Mean is used to calculate the average of the value of the data as to

the extent of the reading performance of learners.

Z-test- is a statistical test to determine whether two population means are

different when the variances are known and the sample size is large as to

significant differences between the performance of the Grade three

mathematical abilities.

Anova- this test produces a p-value to determine whether the relationship is

significant or not. It helps you find out whether the differences between groups

of data are statistically as to significant differences between the performance

of grade three learners.

Pearson R- is a numerical summary of the strength of the linear association

between the variables. If the variables tend to go up and down together, the

correlation coefficient will be positive as to measure the significant

relationships between the performance of learners while using the

manipulative instructional materials.

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LIST OF LEAST MASTERED SKILLS/DIFFICULT TOPICS

IN MATHEMATICS 3
FIRST TO FOURTH QUARTER

MOST ESSENTIAL LEARNING

NO CODE
COMPETENCIES

FIRST QUARTER

solves routine and non-routine

problems involving addition of whole
1 numbers with sums up to 10 000 M3NS -If -29.3
including money using appropriate
problem solving strategies and tools.
subtracts 3 -to 4 -digit numbers from 3 -
to 4 -digit numbers without and with M3NS -Ig -32.6
2
regrouping.
solves routine and non-routine
problems involving subtraction without
3 or with addition of whole numbers M3NS-Ii-34.5
including money using appropriate
problem solving strategies and tools.

SECOND QUARTER
multiplies numbers: a. 2- to 3-digit
numbers by 1-digit numbers without or
1 with regrouping b. 2-digit numbers by 2-
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digit numbers without regrouping c. 2-

digit number by 2-digit numbers with
regrouping
solves routine and non-routine
problems involving multiplication without
2 or with addition and subtraction of M3NS-IIe-45.3
whole numbers including money using
appropriate problem solving strategies
and tools.
divides numbers without or with
remainder: a. 2- to 3-digit numbers by
3 1- to 2- digit numbers b. 2-3 digit
numbers by 10 and 100
solves routine and non-routine
problems involving division of 2- to 4-
4 digit numbers by 1- to 2-digit numbers
without or with any of the other M3NS-IIj-56.2
operations of whole numbers including
money using appropriate problem
solving strategies and tools.

THIRD QUARTER
reads and writes fractions that are equal
to one and greater than one in symbols M3NS-IIIb-76.3
1 and in words
Represents, compares and arranges
dissimilar fractions in increasing or
2 decreasing order.
3 visualizes and generates equivalent M3NS-IIIe-72.7
fractions.
finds the missing value in a number M3AL-IIIj-12
sentence involving multiplication or
4 division of whole numbers. e.g. n x 7 =
56 56 ÷ n = 8
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FOURTH QUARTER

Solves problems involving conversion of

1 time measure.

visualizes, and represents, and

converts common units of measure
2 from larger to smaller unit and vice M3ME-IVb-39
versa: meter and centimeter, kilogram
and gram, liter and milliliter.

Visualizes, represents, and solves

3 routine and non-routine problems M3ME-IVc-40
involving conversions of common units
of measure.

4
solves routine and non -routine
problems involving capacity measure.

solves routine and non -routine

5 problems involving areas of squares M3ME -IVf -46
and rectangles.

solves routine and non -routine

6 problems using data presented in a M3SP -IVh -4.3
single -bar graph.
 UNIVERSITY OF CALOOCAN CITY
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Manipulative Instructional

Materials

Base ten blocks –This are

the manipulative material
used to solve basic addition,
subtraction, number senses,
place value and counting.

Number lines - is a
picture of a graduated
straight line that serves as
abstraction for real
numbers. Every point of a
number line is assumed to
correspond to a real
number, and every real
number to a point.

Visualizing with
beads or cereal used to
represent math operation
 UNIVERSITY OF CALOOCAN CITY
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Building with colored

cubes and tiles –
patterns, measurement and
operation.

Bundling Sticks – for

regrouping and place value

Pizza Slice – used for

teaching fraction.
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Bibliography

Bullmaster, M. L. (2013). A synthesis of research on effective mathematics

instruction. Touro College Graduate School of Education, 1-15.
Retrived:http://ies.ed.gov/ncee/wwf/documentsum.aspx?sid=126

Burtz L.and Marshall K, (2016),Teachers’ Perception of the Effects and Use of

Learning Materials: Unpublished Teaching Materials; University Press: Ilorin,
Nigeria, 2016.Retrived: http://ies.ed.gov/ncee/wwc/documentsum.aspx?
sid=229

Cass, M., Cates, D., & Smith, M. (2013). Effects of Manipulative Instruction on
SolvingArea and Perimeter Problems by Students with Learning Disabilities.
Learning Disabilities Research and Practice, 18(2), 112–120.

Carbonneau et al. (2013) A meta-analysis of the use of manipulative materials

and student achievement in elementary school mathematics. Dissertation
Abstracts International. http://dx.doi.org/10.1177/2158244015589588

CBC News, (2016). Saskatchewan students lag behind all provinces in

reading, science, math. Retrieved from
http://www.cbc.ca/news/canada/saskatchewan/sask-studentsinternational-
test-poor-performance-1.3885549
 UNIVERSITY OF CALOOCAN CITY
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Dahan, M.A.(2019) Effects of the Availability and Use of Instructional Materials

on Academic Performance of Students in Punjab (Pavaratan) in Euro Journal
Publishing Lecture. Available online:
http:www.eurojournals.com/MEFE.htm.FRC (accessed on 13 April 2019).

Gauthier, R., Lawson, A., Connelly, R., Dawson, R., Enns, E., Gagnon, A., …
Smith, L. (2014). Teaching and learning mathematics. The report of the expert
panel on mathematics in grades 4 to 6 in Ontario. Ontario, Canada: Ontario
Ministry of Education. Retrieved from
http://www.edu.gov.on.ca/eng/document/reports/numeracy/panel/numeracy.
pdf

Hand2mind. (n.d.). Research on the benefits of manipulatives. Retrieved

September 26, 2019, from
https://www.hand2mind.com/pdf/learning_place/research_math_manips.pdf.

Holmes, A. B. (2013). Effects of manipulative use on PK-12 mathematics

achievement: A meta-analysis. Poster presented at the meeting of Society for
Research in Educational Effectiveness, Washington, DC.

Kelly, C. A. (2016). Using manipulatives in mathematical problem solving: A

performance-based analysis. The Mathematics Enthusiast, 13(2), 184.

Kocaman, N. B. (2015). Manipülatifler kullanılarak yapılan öğretimin 11. sınıf

öğrencilerinin matematik başarısına etkisi (Yayımlanmamış yüksek lisans tezi).
İstanbul: Yıldız Teknik Üniversitesi Fen Bilimleri Enstitüsü.
 UNIVERSITY OF CALOOCAN CITY
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Laski, E., Jor’dan, J., Daou, C., & Murray, A. (2015). What makes mathematics
manipulatives effective? Lessons from cognitive science and montessori
education. SAGE Open, 1-8.
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Mcneil, N., & Jarvin, L. (2017). When theories don’t add up: Disentangling the
manipulatives debate. Theory Into Practice, 46(4), 309–316. doi:
10.1080/00405840701593899

Moore, S. D. (2014). Why teach mathematics with manipulatives? Retrieved

September 26, 2019, from https://www.hand2mind.com/resources/why-teach-
math-with-manipulatives.

Ojose, B., & Sexton, L. (2019). The effect of manipulative materials on

mathematics achievement of first grade
students. The Mathematics Educator, 12(1), 3-14.

Picciotto, H. (2012). Operation sense, tool-based pedagogy, curricular

breadth: A proposal. Retrieved September 26, 2019, from
https://www.mathed.page/early-math/early.html

National Council of Teachers of Mathematics (2012). Principles and standards

for school mathematics. Retrieved from https://www.nctm.org/Standards-and-
Positions/Principles-and-Standards/
 UNIVERSITY OF CALOOCAN CITY
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National Council of Teachers of Mathematics (2013). Principles and standards

for school mathematics. Reston, VA: National Council of Teachers of
Mathematics. Retrieved from: http://www.nationalnumeracy.org.uk/whatissue.

National Council of Teachers of Mathematics (NCTM). (2015). Principles and

standards for school mathematics. Reston, VA: National Council of Teachers
of Mathematics. Retrieved from:
http://www.nationalnumeracy.org.uk/whatissue.

Raphael, D., & Wahlstrom, M. (2019). The influence of instructional aids on

mathematics achievement. Journal for Research in Mathematics Education,
20(2), 173-190. http://dx.doi.org/10.2307/749281

Riverdeep Interactive Learning Limited. (2011). Tangible math correlations:

Correlations for West Virginia content standards in mathematics. Cambridge,
M. Retrieved 6/27/2017, from
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correlations/westvirginia/tm_wv_algebra_i.jhtml

Sgroi, Groper, and Semonile (2015), Designing knowledge scaffolds to support

mathematical problem solving. Cognition and Instruction, 23, 313–349
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Taylor, J.A., T., Scotter P. & Coulson, D., 2017. Biological Science Curriculum
Study: Enhancing Science Teaching and Learning. Science Educator:
Bridging Research on Learning and Student
 UNIVERSITY OF CALOOCAN CITY
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Kratochowill, T.R.,et.al. (2012). Single-case design technical documentation.

Retrieved from What Works Clearinghouse website: Retrieved
http://ies.ed.gov/ncee/wwc/documentsum.aspx?sid=229

Moyer, P. S. (2013). Are we having fun yet? How teachers use manipulatives
to teach mathematics. Educational Studies in Mathematics, 47, 175–197 Walle
(2013)

Hodnett, Brendan R. MAT 10 multisensory techniques for teaching math 10

Multisensory Math Techniques | Understood
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“Utilization of Manipulative Instructional Materials and Problem Solving Skills of Grade

3 Learners in Public Schools in Caloocan City: Basis for a Proposed Training Plan ”

Research Questionnaire

Dear Respondent,
I am pursuing a Master of Arts in Education Major in Educational
Management at the University of Caloocan City.
In this regard, I am undergoing a study entitled, Utilization of Manipulative
Instructional Materials and Problem Solving Skills of Grade 3 Learners in
Public Elementary School in Caloocan: Basis for Proposed Training Plan”.
Please answer each item with the best of your knowledge and honesty. Rest
assured that all information will be treated with utmost confidentiality. Thank
you very much!

AVIGAIL R. COLOBONG
MAED-UCC
______________________________________________________________
 UNIVERSITY OF CALOOCAN CITY
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NAME: (Optional)_______________________________

Part I. Below is the topic in Grade III Mathematics based on the

Curriculum Guide subjected for the creation of manipulative

instructional materials. Please check the column accordingly using the

given scale.

Factors A: CONTENT

SCALE RANGE DESCRIPTIVE VALUE

4 3.51-4.50 Very Satisfactory

3 2.51-3.50 Satisfactory

2 1.51-2.50 Poor

1 1.00-1.50 Not Satisfactory

Factor A. Content VS S Poor Not

4 3 2 Satisfactory
1
1. Content reinforces, enriches,
and / or leads to the mastery of
certain learning competencies for
the level and subject it was intended.
2. Material has the potential to
arouse interest of the target users.

3. Facts are accurate.

4. Information provided is up-to-date.

5. Visuals are relevant to the text.

 UNIVERSITY OF CALOOCAN CITY
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6. Visuals are suitable to the age

level and interests of the target user.

7. Visuals are clear and adequately

convey the message of the subject
or topic.

8. Typographic layout / design

facilitates understanding of concepts
presented.

9. Size of the material is appropriate

for use in school.

10. Material is easy to use and

durable.

Total Points

Note: Resource must score at least Passed

30 points out of a maximum 40 Failed
points to pass this criterion. Please
put a check mark on the appropriate
box

Factor B. Other Findings

SCALE RANGE DESCRIPTIVE VALUE
4 3.51-4.50 Not Present
3 2.51-3.50 Present but very minor & must be fixed
2 1.51-2.50 Present & requires major redevelopment
1 1.00-1.50 Poor
Do not evaluate further

Factor B. Other Not Present Present & Poor

Findings Present but very requires major Do not
Note down observations 4 minor & redevelopmen evaluate
must be t further
about the information
 UNIVERSITY OF CALOOCAN CITY
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contained in the material, fixed 2 1

citing specific pages 3
where the following errors
are found:
1. Conceptual errors.

2. Factual errors.
3. Grammatical and/or
typographical errors.
4. Other errors (i.e.,
computational errors,
obsolete information,
errors in the visuals, etc.)
Total Points
Note: Resource must Passed
score at least 16 points
Failed. (All issues must be
out of a maximum 16
documented in the Comments
points to pass this section)
criterion. Please put a
check mark on the
appropriate box

Factor C. Additional requirements for Manipulative

SCALE RANGE DESCRIPTIVE VALUE

4 3.51-4.50 Very Satisfactory

3 2.51-3.50 Satisfactory
2 1.51-2.50 Poor
1 1.00-1.50 Not Satisfactory

Manipulative

Complete Evaluation for Factor A and B above as well as Factor C

 UNIVERSITY OF CALOOCAN CITY
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Factor C. Additional requirements V S S/NA Poor Not

for Manipulative 4 3 2 Satisfactor
y
1
Instructional Design
1. Adequate support material is
provided.
2. Activities are summarised;
extension activities are provided.
3. Suggested activities support
innovative pedagogy.
Technical Design
4. Manipulative is safe to use.
5. Size and composition of
manipulative is appropriate for
intended audience.
6. Suggested manual tasks within
the activities are compatible with the
motor skills of the intended users.
7. Accessible manipulative materials
in the school or home.
8. Manipulative materials are
recyclable
9. Manipulative materials are easy to
use
10. Manipulative instructionala
materials is very useful to the
learners
Total Points
Note: Resource must score at least Passed
18 points out of a maximum 24
points to pass this criterion. Please Failed
put a check mark on the appropriate
box
 UNIVERSITY OF CALOOCAN CITY
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Part III. The following are the challenges encountered by the teacher and

learners during the utilization of manipulative instructional materials.

Please check the appropriate column using the scale below.

Scale Range Descriptive Value

4 3.51-4.50 Always Encountered

3 2.51-3.50 Sometimes Encountered

2 1.51-2.50 Rarely Encountered

1 1.00-1.50 Never Encountered

Indicators AE SE RE NE
4 3 2 1
1. Non-availability and inadequacy of instructional
resources.
2. Students negative attitude towards mathematics

3. Teachers negative attitude towards mathematics

4. Teachers heavy work load

5. Large class size

6. Lack of support from their schools administrations

in terms of provision of funds needed to purchase
instructional materials when need arises.
7. Inadequate time allocated for the subject

8. Inaccessible manipulative instructional materials in

school or at home
9. Lack of knowledge how to use it
 UNIVERSITY OF CALOOCAN CITY
Graduate School

10. Time consuming

UNIVERSITY OF CALOOCAN CITY
Graduate School
UNIVERSITY OF CALOOCAN CITY
Graduate School