Development and validation of manipulative models with learning

Thesis Master of Arts in Teaching major in Mathematics University of Rizal System-Morong 2018

EXECUTIVE SUMMARY: This study aimed to develop and validate manipulative models with learning guide in geometry for grade 7 leaners at san roque national high school in antipolo city during the third quarter of school year 2017-2018. The participants of the study were the sixty-eight (68) learners composed of thirty-four (34) from section rizal as the experimental group and thirty-four (34) from section Aguinaldo as the control group. The participants were selected using their average grade in mathematics teachers from different public schools in the division of rizal were requested to check the content of the developed manip0ulative models with learning guide in geometry before it was used in the experimental group. The respondents were twenty-five (25) teachers from different schools in the division of rizal who evaluated the level of acceptability of the developed learning guide in geometry with respect to objectives, contents, language and style, organization and presentation, and usefulness. They also validated the developed manipulative models in geometry with respect to functionality, durability, utility value, economic value, design and safety and maintenance. This study made use of a 40-item test in geometry for the pretest and the posttest to determine the performance of the participants in the experimental and control groups. The test consisted of twelve (12) items illustrating subsets of a line, seventeen (17) items in deriving relationships among angles formed by parallel lines cut by a transversal using measurement and inductive reasoning and eleven (11) items in deriving inductively the relationship of interior angles of convex polygon. The constructed test was piloted to grade 8 learners of san roque national high school for validation. The study also made use of questionnaire-checklist and rubric to determine the level of acceptability of the developed manipulative models with learning guide in geometry. Based on the analysis and interpretation of data gathered, all mean scores in the posttest of the experimental and control groups were higher than the pretest, which showed that there was an increase on the level of performance in geometry of both groups. The study found out that he level of performance in geometry of the experimental group as well as the control group, as revealed by their pretest and posttest, differed significantly with respect to the different lessons, thus the null hypothesis was rejected. The results revealed that were was significant difference on the posttest results on the level of performance in geometry of the experimental and control groups with respect to naming and identifying subsets of the line, identifying angles formed by parallel lines cut by a transversal and deriving inductively the relationship of interior angles of a convex polygon, thus the null hypothesis was rejected. On the other hand, there was no significant difference on the posttest results on the level of performance in geometry of the experimental and control groups with respect to performing set operations on segments and rays as well as in Finding the Measure of Angles Formed by Parallel Lines Cut by a Transversal, thus failed to reject the null hypothesis. Moreover, the results revealed that the developed learning guide in Geometry was Very Highly Acceptable per assessment of the experts with respect to objectives, contents, organization and presentation, language and style and usefulness. It also revealed that the manipulative models in Geometry were Very Highly Acceptable as evaluated by the experts with respect to functionality, durability, utility value, economic value, design, and safety and maintenance. Based on the summary of findings, it was concluded that using the developed manipulative models with learning guide in Geometry helped the learners to achieve more in the teaching-learning process. Moreover, the developed manipulative models with learning guide in Geometry are effective means of enhancing the performance of the students in some topics in Geometry such as Naming and Identifying the Subsets of a Line, Identifying Angles Formed by Parallel Lines Cut by a Transversal, and Deriving Inductively the Relationship of Interior Angles of a Convex Polygon, moreover, the developed manipulative models with the help of learning guide in Geometry contributed to facilitate the acquisition of concepts in Geometry. Furthermore, with the evaluation made by the experts, the material possessed the characteristics of good enhancement devices.