USING MANIPULATIVES TO IMPROVE PROBLEM SOLVING SKILLS.

CHAPTER FOUR Data Presentation and Analysis This chapter focused on the presentation and analysis of data gathered using four data collection tools: observation checklist, tests, questionnaires and an interview schedule. This paper critically explored the use of manipulatives to improve students problem solving skills in mathematics. The purpose of this research was to help my struggling students: Reach their full potential especially in the learning of mathematics. To understand the concepts and functions in mathematics that cause frustration and result in their inability to comprehend. I would also like to bring greater comprehension to my students, when solving mathematical problems. This would bring a fresh perspective from what they are accustomed to. With the understanding that students learn differently it was quite appropriate to research the effectiveness of using manipulatives in order to transition students from the concrete level to the abstract. The intervention was geared towards improving grade four students performance in mathematics at a particular school. It was carried out over a period of eight weeks. This intervention involved 15 students who made up the sample. Four teachers participated by responding to a questionnaire. The data collected are presented using tables and figures. The sources used to support the data analysis were garnered from the

USING MANIPULATIVES TO IMPROVE PROBLEM SOLVING SKILLS. literature review presented in chapter two. Table 1, the triangulation matrix of data sources, shows the sources of data for the respective research questions.

USING MANIPULATIVES TO IMPROVE PROBLEM SOLVING SKILLS.

Table 1 Triangulation Matrix of Data Sources

Questions Pre-test

Posttest

Observation Interview Questionnaire checklist

1. How were my students performing in mathematics prior to the intervention? 2. What were the reasons for my students' poor performance in mathematics? 3. How did the use of manipulatives impact on my students' problem solving skills? 4. What is the level of my students' performance in mathematics after the use of manipulatives? 5. How do my students now feel about mathematics?

USING MANIPULATIVES TO IMPROVE PROBLEM SOLVING SKILLS. Question 1. How are my students currently performing in mathematics? The results and findings for this question were obtained from observing the students along with their performance on the pre-test. Table 1 Pre-test Results

Students A AB AC AD AE AF AG AH AI AJ AK AL AM AN AO

Pre-test Scores % 0 45 15 25 15 25 60 50 40 45 85 65 20 40 30

USING MANIPULATIVES TO IMPROVE PROBLEM SOLVING SKILLS. The pre-test results indicated that six of 15 students or 40% received non- mastery scores which is in the 0-25 range for this particular mathematics test. Before the intervention period I observed that these students displayed low self-confidence in class. They did not actively participate in the lesson and, did not work independently. The results showed that these students were performing below average; they had difficulty understanding worded problems. Also another six of 15 or 40% of the students received an average of between 26 and 50%. These students were performing at the near mastery level. They also had difficulty interpreting the questions. They were unaware of which operation to use when solving the mathematical problems presented. However, three students or 20% from the total number of 15 students received mastery which is 50% and over. The results indicate that only three students are performing at the required level. These students followed written and oral instructions correctly and found it easier to make connects especially relating to abstract contents. Based on these results they obviously understood the problems they received. . Question 2. What are the reasons for my students poor performance in mathematics? The results for this question were garnered from the following instruments: the teachers questionnaire and students interview schedule.

USING MANIPULATIVES TO IMPROVE PROBLEM SOLVING SKILLS.

Results from the Teachers' Questionnaire

5% 30%

15%

Reading Difficulty Making Connection Distraction

50%

Absenteeism

Figure 1 Result from the Teachers Questionnaire The result from the teachers questionnaire showed that there were many factors that contributed to students poor performances in mathematics. The results indicated that 50% of the students have difficulty making connections between mathematics and real life situations. It also indicated that 30% of students have reading difficulties which pose a number of challenges when solving worded problems. Another factor is that 15% of students are distracted in mathematics class. This could have been contributed to a number of factors such as strategies employed, as well as physical or emotional problems. There is also the issue of absenteeism. There were 5% of the students who did not attend school regularly for various reasons. This could be reason for their poor performance in mathematics. Overall it can be concluded that the majority of the students had difficulties making connections between mathematics and everyday life and also the ability to read.

USING MANIPULATIVES TO IMPROVE PROBLEM SOLVING SKILLS.

Results from the Students' Interview

16 14 No. of students 12 10 8 6 4 2 0 boring, lack fun games too many poor reading different too much rules operations work Students' Attitude Toward Mathematics incorrect answers 7 11 10 8 5 15

Figure 2 Students Interview Results Students were interviewed at the start of the intervention and at the end. The responses here were obtained based on items one to six. Based on the students responses another reason for my students poor performance in mathematics is their attitude towards the subject. The result from the students interview schedule showed that the attitude displayed by students when it pertained to the subject of mathematics varied. The responses in figure 3 were given by the students. These students were allowed to select more than one option from the responses given based on their feelings toward the subject area in question. Eleven or 73% stated that mathematics was boring and lacked fun and games. Some of these students are also distracted and they do not participate in class or work cohesively in groups. Ten or 67% of these students claimed that there were too many rules to learn and they sometimes forgot which one to use. In most cases these are the students who did not follow instructions appropriately. However, other students expressed negative connotation about mathematics. Seven or 47% of the students

USING MANIPULATIVES TO IMPROVE PROBLEM SOLVING SKILLS.

proclaimed that their reading was poor and they had difficulty processing the information. These students were sometimes sad and showed little or no interest in mathematics class. Subsequently, there were eight or 53% of the students who had difficulty using the different operations at the correct time. These students along with others also attribute this to the many rules to remember. On the other hand, the entire sample declared that mathematics was too much work especially for young children. While five or 33% were disappointed and frustrated that they always get the answers incorrect even if they worked very hard. These students self esteem was also very low. Question 3. How did the use of manipulatives impact on my students problem solving skills? The results and findings for this question were obtained from a summary of the observation carried out during the intervention. Table 2 Summary of students observation checklist Categories Items observed Always -# Students have sense of self- confidence. Students are able to use manipulatives to demonstrate rules /concepts to associate addition and subtraction. Students require teachers' prompting and questioning to help remember the 10 % 67 Sometimes # 5 % 33 Rarely # 0 % 0 Never # 0 % 0

11

73

20

40

20

33

USING MANIPULATIVES TO IMPROVE PROBLEM SOLVING SKILLS. operations. Students are able to use manipulatines to solve problems and complete task accurately. Students can demonstrate using manipulatives in regrouping and showing representation in problem solving. 12 80 3 20 0 0 0 0

60

27

13

Students are able to make 10 connections between mathematical concepts and everyday life. Students can model concepts using manipulatives.

67

33

13

87

13

Students are able to demonstrate concepts learnt after using manipulatives.

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73

20

Students can make the connection between concrete and abstract representation. Students worked effectively in groups. Students showed greater level of interest Students participate more when using manipulatives Students were curious to find solutions to mathematics concepts when using manipulatives.

10

67

27

13

87

13

60

33

13

87

20

0 0

13

87

20

USING MANIPULATIVES TO IMPROVE PROBLEM SOLVING SKILLS. The result from the observation checklist indicated that all the students had some level of self-

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confidence 10 students or 67% of the samples observed over the eight weeks period were always confident, with five being confident sometimes. The same number of students also demonstrated making connections between mathematical concepts and everyday life as well as concrete and abstract representation. It also showed that five students or 33% of the sample were also able to make connections sometimes. However, of the 15 students observed six or 40% required prompting from teacher in order to model what was taught, 3 or 20% needed assistance sometimes, while only five or 33% rarely did. The data also revealed that 12 students or 80% of the students always were able to use manipulatives to solve problems and complete tasks accurately. They visualized what was required of them along with the use of hands on tools which helped them to make connections more readily. It also indicated that 87% of the students observed worked effectively in groups; they participated more and, were curious to find solutions. These students were also able to model concepts using manipulatives. Nevertheless, it showed that 27% or less of these students sometimes had difficulty in carrying out their task effectively when using manipulatives. They needed prompting and extra help in making the connections of using objects to solve real life problems. Results from the observation checklist also indicated that majority of students; nine or 60% showed a greater level of interest and were able to demonstrate concepts learnt after the intervention. The minority were however rarely or sometimes able to demonstrate what was taught. Similarly, 60% of the students were able to demonstrate using manipulatives in regrouping and showing representation in problem solving. These students were also able to make connections between mathematical concepts and everyday life situations.

USING MANIPULATIVES TO IMPROVE PROBLEM SOLVING SKILLS. Question 4. What is the level of my students performance in mathematics after the use of manipulatives? The result and findings for this question were obtained from observing the students and the students post- test results. Table 4
Result of Students Post-test Scores

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Students A AB AC AD AE AF AG AH AI AJ AK AL AM AN AO

Percentage 25 60 40 25 50 50 75 50 90 75 90 65 40 55 40

RANGE=

0-25

26-50

51-100

USING MANIPULATIVES TO IMPROVE PROBLEM SOLVING SKILLS. non-mastery near-mastery mastery

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For the post test the scores were divided into three ranges. Non mastery represents scores for 25% and below, near mastery 26% to 50%. This indicates that they are performing at an average level but need improvement. Mastery shows that student are performing above average and have a good grasp on the subject matter. The scores presented in table 3 are an indication of how the students were performing after the intervention programme. It showed that 12 students or 80% of the students scores were improved. These students self-confidence and interest has also shown remarkable improvement. Three students or 20% of the students scores remained the same after the intervention period. These students are the ones who sometimes had difficulty in modeling concepts. Table 5
Comparison of students Pre-test and Post-test Scores

Students

Pre-test

Post-test

% Gain (+ ) or Loss (-)

A AB AC AD AE AF AG AH AI

0 45 15 25 15 25 60 50 40

25 60 40 25 50 50 75 50 50

+25 +15 +25 0 +35 +25 +15 0 +10

USING MANIPULATIVES TO IMPROVE PROBLEM SOLVING SKILLS. AJ AK AL AM AN AO 45 85 65 40 40 30 75 90 65 40 55 40 +30 +5 0 0 +15 +10

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RANGE=

0-25

26-50 near-mastery

51-100 mastery

non-mastery

This data presented indicated the improvement in students performance after the use of manipulatives. When the pre-test was administered six students received non-mastery, six nearmastery and three achieved mastery. However, after the intervention period a post test was given to the same sample. Two students scored 25% and are still at the non-mastery level. After comparing the pre-test and post- test results, although these students are still at the non-mastery level it was shown that there was improvement in the test scores of student A. This student had actually scored zero on the pre-test. Student AD scored 25% in both test. Secondly, there was also improvement in the near-mastery category. After the post- test there were now seven students in that category, one more than after the pre-test. It showed that 40% gained improvement in their problem solving scores. Furthermore, six students instead of three on the pre-test gained mastery, these students are now performing above the average range. These six students who gained mastery understood the concept of relating real life situations to problem solving. .

USING MANIPULATIVES TO IMPROVE PROBLEM SOLVING SKILLS.

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Comparison of Pre-test and Post-test Result

8 7 6 5 students 4 3 2 1 0 0-25 26-50 51-100 SCORES % pre-test post-test

Figure 3 Comparison of students pre-test and post test scores The data presented illustrated what has been presented on the pre-test and post-test table. The comparison between these tests has shown that the students who did the eight weeks intervention using manipulatives have improved in their level of problem solving skills. It also showed that from a sample of 15 students and the score from the pre-test result that there were 6 students or 40% who were scoring non-mastery, after the post test this number decreased to two students or 13%. The post-test has shown a decrease of 27% of the students who are performing at that level. There was also improvement in the post test score as none of the students scored zero; this was encouraging. There was also an increase in the number of students who scored near mastery. There were six students or 40% from the pre-test. Comparison with the post- test now showed seven students or

USING MANIPULATIVES TO IMPROVE PROBLEM SOLVING SKILLS. 46%. The score indicated that six students or 40% have gained mastery compared to three students or 20% that was recorded in the pre-test. Question 5. How do my students now feel about mathematics? The results and findings for this question were obtained from interviewing the students during week eight and observing them.

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Results from Students' Interview

16 14 12 10 8 6 4 2 0 15 13 15 12 No. of Students

1 more comfortable more confident happy to attend being held back class in class Students Attitude toward Mathematics excited

Figure 4 Students Interview Result after Intervention The students were interviewed after the intervention period to establish their attitude toward mathematics after the use of manipulatives. These students responded to part two of the interview. There were 13 students who admitted that they were now more comfortable to solve worded problems when they used manipulatives. There were 15 students who proclaimed that their self -confidence was improved based on the class attendance, the fun they were having while solving problems and getting better grades. All 15 students were happy to attend classes based on the camaraderie in the classroom. They were curious to find out what would happen next. They were all anticipating what they think the class would be like for that session. Six of them really admitted that they wanted to

USING MANIPULATIVES TO IMPROVE PROBLEM SOLVING SKILLS.

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play with the manipulatives before and after mathematics class. They all stated that the class was no longer boring. However, there was one student who believes that he was sometimes uninterested because he believed was being held back in class. Overall, they were all excited except for three students. I also observed that the use of manipulatives to teach lessons can be time consuming and it does not allow for flexibility. The teacher has to monitor the students and how they interact with the objects. Students had to be given duty rosters because when they are not monitored properly when using the tools it can result in a messy and disorderly classroom. However, when these tools are used for the desired purposes and ground rules are set, then the students benefit tremendously from the use of manipulatives, especially the slower learners. I discovered that anything in the environment can be used as manipulative to teach a lesson. It would be more sophisticated if the teacher could own the manufactured tools, but using the make shift or refuse provided the similar experiences.

USING MANIPULATIVES TO IMPROVE PROBLEM SOLVING SKILLS.

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Questions

Pre-test

Posttest

Interview Questionnaire Observation Checklist

How are my students currently performing in mathematics?

What are the reasons for my students poor performance in mathematics? How does the use of manipulatives impact on my students problem solving skills?

What is the level of my students performance in mathematics after the use of manipulatives?

How do my students now feel about mathematics?

USING MANIPULATIVES TO IMPROVE PROBLEM SOLVING SKILLS. Sub-Research Questions 1. What is the current performance of my students in Science? 2. What are the students attitudes toward Science after being taught using cooperative learning? 3. What is students time on task during the use of cooperative learning? 4. Will my students grades improve after the implementation of cooperative learning strategy?

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These questions should be used to do the triangular matrix plus others from the tools that are relevant to the topic.