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Improving Mathematics Achievement of the Grade 7 Students in Linear Algebra Using

Algebra Tiles Manipulative
Geraldane G. Sebua

Content and Rationale

Algebra is one of the branches of Mathematics course. It is a branch of mathematics that

deals with symbols and the rules of manipulating them. According to Cai, et al., (2005), “algebra
has been characterized as an important “gate-keeper” in mathematics”. It is an “eye opener” to
the learners to more challenging and interesting real-world problems that they will enjoy finding
for solutions. One of the topics of algebra that the learners will meet is the Linear Equation. The
linear equation is a beginning algebraic topic taught in the 7th-grade level which is necessary to
support the learning of the other topic in mathematics. It should be learned and absorbed since it
will become the learners’ foundation as they move forward in a mathematics course.
Solving a linear equation is not hard after all. But solving it without understanding the
concept is a big problem to face. Unfortunately, the learners are suffering this particular issue
until now. They have difficulty in perceiving the concept of solving a linear equation to the point
that they simply solve the problem following the procedures but without understanding it. With
this, many researchers have worked out on how to resolve this emerging problem and they found
out that using virtual manipulatives would be a great solution for it.
Virtual manipulatives are interactive, Web-based visual representation of a dynamic
object that presents opportunities for constructing mathematical knowledge (Moyer, Bolyard and
Spikell 2002). These virtual manipulatives support teachers to model abstract mathematical
concepts for deeper student comprehension. One effective virtual manipulative that teachers can
use is the Algebra Tiles. As discussed by Jena Parsons online, Algebra Tiles is known as
mathematical manipulative that allows learners to better understand ways of algebraic thinking
and the concepts of algebra. And it would be the manipulative that the researcher would use to
address the problem involving the difficulty in understanding the concept in solving a linear
equation of the students.

Objective of the Study

This study will investigate how Algebra Tiles affects the academic performance of the
Grade-7 students in dealing Linear Equation. This will be conducted in one of the public schools
in the municipality of Labangan, Zamboanga del Sur.

Significance of the Study

The result of this study will provide valuable insights about the use of virtual
manipulatives as a way of improving the performance of the learners. Thus, this study would
have a significant value to the teachers on how to present the lesson effectively and
meaningfully. This will also give the learners the chance to explore and learn by their own
understanding.
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Methodology

This study will use Pre-experimental pretest-posttest group design to investigate the
effects of teaching using Algebra Tiles on the performance of the students in solving linear
equation. This design will involve one group of students. The participants will be coming from
Grade-7 students in one of the public schools in the municipality of Labangan, Zamboanga del
Sur. A researcher – made achievement test will be administered as pretest and posttest to the
group in order to measure the performance in solving linear equation.
The conduct of the study will start by giving the pretest to the respondents. The result
will be recorded to be used as covariate of the study. After the conduction of the pretest,
remedial classes will follow for two weeks. The particular lesson will be presented with the use
of algebra tiles.
The researcher will introduce the algebra tiles model to the students. She will explain
each tile pieces that represent different value.

Positive tiles can only be one color or a variety of colors while the negative tiles should
be red color. This class set of tiles contains positive tiles that are: 18 unit tiles (yellow), 8 “x”
tiles (pink), 4 “x2” tiles (green). On the other hand, the negative tiles are all red tiles consisting
18 unit tiles, 8 “x” tiles, and 2 “x2” tiles.
Then, the researcher will discuss how to manipulate and apply it in solving mathematics
problems specifically in linear equation. She will demonstrate the application of algebra tiles in
linear equation by giving sample problems.
The researcher will begin the discussion with the problem 3𝑥 + 5 = −10 − 2𝑥. She will
explain and solve it using algebra tiles.
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The researcher will give another problem and solve it using algebra tiles. The problem
would be solving the equation 𝑥 + 5 = 5.

Afterwards, the students will become interested and eager to try for themselves. The
researcher will give problems to be solved on the board. They will be motivated and challenge in
solving linear equation and will think the lesson is easy compared before. The researchers will
have a board work and gives activity sheets for two weeks. She will conduct a posttest on the last
day and will analyze the data she gathers.
Plan for Data Analysis
For the analysis and interpretation, the data will be tested at 0.05 level of significance.
Mean, standard deviation, and paired-sample t-test will be the statistical tools to be used to
examine the significant difference in the achievement test scores of the students in the pretest
and posttest. The t-test for dependent samples will be used to test if there is a significant
difference in the performance of the students using the algebra tiles model in the discussion. The
achievement of the students in mathematics will be interpreted based from the NAT
Achievement Level Descriptive equivalence for measuring and interpreting the mastery level of
the students.
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Percentage Range (%) Mastery Level

96 – 100 Mastered
86 – 95 Closely Approximating Mastery
66 – 85 Moving Towards Mastery
35 – 65 Average Mastery
15 – 34 Low Mastery
5 – 14 Very Low Mastery
0–4 Absolutely No Master
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Start

Orientation

Pretest

Remedial
Class

Assessment

End

Schema of the Management of Classes

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References

Cai, J., et al. (2005). The Development of Students’ Algebraic Thinking in Earlier Graders: A
CrossCultural Comparative Perspective, Journal on National Science Foundation, ZDM
2005, 37 (1), 5-15.
Magruder, R. L. (2012). Solving Linear Equations: A Comparison of Concreate and Virtual
Manipulatives in Middle School mathematics. University of Kentucky Uknowledge.
Theses and Dissertations-Curriculum and Instruction, Paper 2: University of Kentucky.
Moyer, P. S., Bolyard, J. J., & Spikell, M. A. (2002). What are virtual manipulatives? Teaching
Children Mathematics, 8(6), 372–377.