ERIC Number: ED425077
Record Type: RIE
Publication Date: 1998-Aug
A Study on the Use of Manipulatives and Their Effect on Student Achievement in a High School Algebra I Class.
McClung, Lewis W.
The purpose of this study was to evaluate the effects of manipulatives on student achievement in a high school Algebra I class. The study was conducted during the third nine weeks grading period in the spring of 1997 at a high school in Lewisburg, West Virginia. The study groups used in the study were two Algebra I classes. One class had an enrollment of 24 students and the other an enrollment of 25 students. The classes were composed of sophomores and juniors. The groups and instructional strategies used included: (1) Group A (Control Group)--students were taught using the traditional teaching method of lecture, homework, and in-class worksheets; and (2) Group B (Experimental Group)--students were taught using the traditional teaching method of lecture and homework but instead of in-class worksheets, students worked with the manipulative Algeblocks. Both groups were taught at the same rate and by the same method except for the use of the manipulative. A pretest was administered to each class at the beginning of the study and the results tested to be certain that the groups were homogeneous. The results were analyzed using a two-sample t-test and at the .05 level of significance, no significant difference was identified in the achievement levels of the two groups. A posttest identical to the pretest was given to both groups at the conclusion of the study in order to determine if the groups were homogeneous. The results of the posttest were also analyzed using two sample t-test. At the .05 level of significance there was a significant difference in the achievement levels of the two groups at the conclusion of the study. When comparing the mean scores of the posttest, it was discovered that the mean score of Group A was higher than that of Group B which would indicate that the students taught using the traditional method of lecture, homework, and in-class worksheets outperformed the students taught using the manipulatives. (Contains 42 references.) (Author/NB)
Publication Type: Dissertations/Theses - Masters Theses
Education Level: N/A
Authoring Institution: N/A
Note: Master of Arts Thesis, Salem-Teikyo University.