Joana B. Romano
Corazon V. Liwayway
New Era University
How to Cite:
Romano, J. B., & Liwayway, C. V. (2019). Preliminary study on the performance of virtual manipulative teaching package in kindergarten mathematics. NEU Knowledge Journal: A Compilation of Researches of New Era University Faculty, Staff, Students, and Administrators, 1(1), 1–12. https://doi.org/10.64303/neu-urc-knowledge-2019-PrStPeViMa
ABSTRACT
This quantitative study investigated the performance of a Virtual Manipulative Teaching Package (VMTP) in enhancing the mathematical ability of kindergarten students. A pretest-posttest design was employed, involving 100 kindergarten students who participated in the study. The VMTP, developed using the ADDIE model, served as the intervention tool. A 150-item standardized test covering 15 mathematical lessons, validated by educational experts, served as the primary data collection instrument. A paired-samples t-test was used to analyze the data collected from standardized tests administered before and after the intervention. The paired samples t-test revealed statistically significant (p<.05) improvements across all mathematical topics after intervention. For instance, the mean score for “Numbers 1
to 10″ increased from 5.09 (SD = 1.21) to 8.45 (SD = 0.87), t(99) = 8.34, p < .001. Similarly, the “Addition” topic saw an increase from 4.37 (SD = 1.74) to 7.71 (SD = 1.34), t(99) = 7.43, p < .001. The results indicate the VMTP’s effectiveness in early childhood mathematics education. The study highlights the potential of digital tools in fostering better learning outcomes.
Keywords: Virtual Manipulative Teaching Package, kindergarten, mathematics education, pretest-posttest, paired samples t-test, ADDIE model
INTRODUCTION
Background and Rationale
In early childhood education, foundational mathematical skills are crucial for future academic success. Traditional pedagogical approaches often face challenges in engaging young learners and fostering deep conceptual understanding. The advent of educational technology has introduced innovative tools such as Virtual Manipulative Teaching Packages (VMTPs), which offer interactive and dynamic learning experiences. These digital tools aim to provide visual and tactile feedback, facilitate exploratory learning, and support individualized instruction, potentially addressing some of the limitations of conventional methods (Moyer-Packenham & Westenskow, 2013).
METHODOLOGY
Research Design
This study aimed to evaluate the performance of a Virtual Manipulative Teaching Package (VMTP) on kindergarten students’ proficiency in Mathematics. The research utilized a pretest-posttest design with a single group of participants.
The VMTP was the independent variable, while academic
performance, as measured by pretest and posttest assessments,
was the dependent variable.
Materials
The primary material for this study was a Virtual Manipulative Teaching Package (VMTP), which included interactive digital tools designed to teach various mathematical concepts such as colors, shapes, sizes, positional relations, numbers, comparing objects and numbers, ordinal numbers, addition, subtraction, multiplication, division, fractions, telling time, money, and patterns. The VMTP was accessed via tablets or mobile phones.
The VMTP was created using the ADDIE model, which includes five phases: Analyze, Design, Develop, Implement, and Evaluate. This framework ensured that the educational materials were systematically designed to address specific learning needs and enhance student engagement.
Analyze
A needs assessment was performed to identify gaps in existing teaching methods and determine the specific mathematical concepts that were challenging for students. This phase involved collecting data through pretests, classroom observations, and consultations with early childhood education experts.
Design
Instructional objectives were established, and appropriate multimedia elements (e.g., graphics, animations, audio) were selected to align with the kindergarten curriculum. The VMTP was designed in Tagalog to ensure accessibility and comprehension for the students.
Develop
The VMTP, including a comprehensive Teacher’s Manual, was developed over several months. Content underwent multiple revisions based on feedback from educational experts and pilot testing, resulting in a final product that included 18 core lessons and 8 supplementary topics.
Implement
The VMTP was introduced to randomly selected group of kindergarten students. Teachers received training to integrate the VMTP into their lessons effectively.
Evaluate
The performance of the VMTP was assessed using quantitative method. Posttest assessments were administered after the completion of the course.
Sampling and Participants
The study utilized simple random sampling to select a representative group of 100 kindergarten students. Stratified sampling ensured diversity in socio-economic backgrounds. Sample size determination was based on a power analysis with an expected effect size of 0.3, small to medium effect size according to Cohen’s (1988) conventions, alpha level of 0.05, and power of 0.80, resulting in a required sample size of approximately 100 participants. Inclusion criteria included having access to the necessary technology (e.g., Android phones/tablets) and obtaining parental consent.
Data Collection Instruments
A pretest-posttest instrument, consisting of 150 items across 15 lessons, was developed by the researchers to measure academic performance. The instrument was validated by experts for content and face validity. A pilot test with 10 non-participating students helped refine the instrument.
Data Analysis
Data were analyzed using paired samples t-tests to compare pretest and posttest scores within the same group. This statistical method assessed whether there were significant improvements in student performance after using the VMTP. The assumptions of the paired samples t-test, including normality of score differences and the correlation between pretest and posttest scores, were met.
Ethical Considerations
Ethical approval for the study was obtained from the participating school. Informed consent was obtained from parents or guardians of all participating students. The study ensured that students’ privacy and confidentiality were maintained throughout the research process.
RESULTS AND DISCUSSION
Results
The study evaluated the performance of a Virtual Manipulative Teaching Package (VMTP) on kindergarten students’ performance in Mathematics through a pretest-posttest design with a single group.
Table 1 presents the mean scores and standard deviations of students’ performance in various mathematical topics before and after using the VMTP.
Paired samples t-tests were conducted to determine if the observed improvements in scores were statistically significant. The paired samples t-test revealed significant improvements (p < .05) across all mathematical topics post-intervention. For instance, “Numbers 1 to 10″ increased from 5.09 (SD = 1.21) to 8.45 (SD = 0.87), t(99) = 8.34. Similarly, the “Addition” topic
saw an increase from 4.37 (SD = 1.74) to 7.71 (SD = 1.34), t(99)= 7.43, p < .001. The overall mean score rose from 4.29 (SD= 1.37) to 7.36 (SD = 1.15). The results confirm the rejection of the null hypothesis, and indicate that the VMTP effectively enhanced students’ understanding of mathematical concepts.
Table 2 summarizes the statistical significance of these improvements.
The results from the paired samples t-tests indicate that the VMTP significantly improved the mathematical performance of kindergarten students across all measured topics. The consistent improvement in mean scores for each topic suggests that the VMTP effectively addressed students’ learning needs and enhanced their understanding of various mathematical concepts. The substantial increase in posttest scores demonstrates that the VMTP not only supported the students in grasping fundamental concepts but also helped them apply these concepts in different contexts. This aligns with Woolfolk and Margetts(2007), who highlighted the importance of engaging educational tools in fostering student motivation and interest in learning.
The significant differences observed in the pretest and posttest scores reinforce the VMTP’s potential as a valuable instructional tool. The ability of the VMTP to make learning more interactive and enjoyable likely contributed to the increased engagement and improved performance of the students. This is consistent with findings from Suh and Moyer (2005), who emphasized that virtual manipulatives facilitate discovery learning and help students recognize mathematical relationships.
Furthermore, the results suggest that the VMTP’s use of interactive multimedia elements, including graphics and animations, was effective in maintaining student interest and facilitating learning. This aligns with the principles of the ADDIE model, which guided the development of the VMTP and ensured that the educational content was both engaging and educationally sound.
Implications of Practice
The significant gains in students’ performance highlight the potential of integrating digital manipulative tools in early childhood education. The VMTP not only enhances learning outcomes but also engages students in a more interactive and enjoyable learning process. This has important implications for curriculum design, suggesting that educators and policymakers.
Limitations and Future Research
Future research could employ a control group to strengthen the validity of the results. Additionally, longitudinal studies could explore the long-term effects of using digital manipulatives on students’ mathematical performance.
REFERENCES
Moyer-Packenham, P. S., & Westenskow, A. (2013). Effects of virtual manipulatives on student achievement and mathematics learning. International Journal of Virtual and Personal Learning Environments, 4(3), 35–50. https://doi.org/10.4018/jvple.2013070103
Suh, J. M., & Moyer, P. S. (2005). Examining technology uses in the classroom: Developing fraction sense using virtual manipulatives. Journal of Computers in Mathematics and Science Teaching, 24(1), 5–25.
Woolfolk, A., & Margetts, K. (2007). Educational psychology. Pearson Education Australia.
