Social Problem:

What is the extent of the effectiveness of the designed ICT-based manipulative in teaching geometry in
the 7th grade?

Research interest:

Technology in Teaching and Learning (Instrumentation and Technology in Mathematics)

Research Questions:

1. What is the level of Grade 7 students’ academic performance in Geometry?

2. Do the designed ICT-based manipulatives significantly improve in academic performance of Grade
7 students in Geometry?
3. What is the extent of effectiveness of the designed ICT-based manipulatives?

Hypothesis:

H 0 : ICT-based manipulative does not improve the academic performance of Grade 7 students in
Geometry.

H a :ICT-based manipulatives academic performance of Grade 7 students in Geometry.

Roles of Variables:

A – ICT-based Manipulatives

B – Academic performance of Grade 7 students

A B

Independent Dependent

Variable Variable

Selected Theory:

1. What is the level of Grade 7 students’ academic performance in Geometry?

 2. Does the designed ICT-based manipulatives significantly improve in academic performance of
Grade 7 students in Geometry?

 It has been claimed that the usage of a manipulative not only increases student achievement
but also allows them to improve their conceptual understanding and problem-solving skills.
The use of a manipulative can also promote a student to have a positive attitude toward
mathematics Allen, C. (2007).
 According to Đokić, O. J., Boričić, M. M. D., & Jelić, M. S. (2022), the presence of
technological manipulatives may increase the effectivity of the student's construction of
knowledge and concepts in geometry.
 With a specific focus on geometric instruction, ICT-based manipulative assist secondary
students in mathematics to solve geometric problems in a more effective way (Hidayah, I., &
Istiandaru, A. 2018).

3. What is the extent of effectiveness of the designed ICT based manipulatives.

Related Literature:

Authors & Objectives, Themes/ Methodology: Results/ In-text-

Year Purpose, Categories/ Design/Approach, Data Findings/ Citation
Questions & Variables Collection and Analysis Conclusion/
hypothesis Methods Gen.

Ibáñez, M. The research Participants from Two different The research

B., questions the public and applications were findings imply
Portillo, A. aim is to private schools developed to support that in Mexico,
U., explore the learning activity: augmented
Cabada, R. whether type A 2x2x2 factorial one application was reality
Z., & of design was Web-based; the other technology can
Barrón, M. technology employed with 93 application used image- be exploited as
L. (2020). (AR, Web) participants to based AR technology. an effective
and type of investigate the learning
school effect of type of A two-way ANOVA environment
(private, technology (web, was conducted in order for helping
public) augmented to evaluate thethe effect middle-school
significantly reality), type of of type of school and students from
affect school (private, type of experiment on public and
learning public), and time motivation. private schools
outcomes of assessment to practice the
and (pre, post) on basic principles
motivation motivation, and of Geometry. 
of students declarative
taking a learning. The
basic results show that:
Geometry (1) there is an
course. interactive effect
of type of
technology, type
of school, and
time of
assessment when
students’
achievement
scores are
measured; (2)
students using the
augmented
reality-based
learning
environments
scored higher in
post-test than
those using the
web-based
application; (3)
the augmented
reality learning
environment was
more learning
effective
 compared with
the web-based
learning
environment in
public schools,
but not in private
schools; (4) there
is not an
interactive effect
of type of
technology, type
of school and
time of
assessment when
students’
motivation is
measured; (5)
students from
private schools
reported higher
levels of
motivation
compared with
those from public
schools when
using the
augmented reality
learning
environment. 
Yousef, A. this paper Sixty-two pupils A research-based The most
M. F. explores the from the first- design process is obvious finding
(2021) possibility of grade primary adopted to replicate the to emerge from
using AR school in Egypt primary school pupil's this study is
software for have participated learning in this study, that there was
low-grade where pupils in the no statistically
primary in this study. experimental group significant
school pupils used mobile application difference
to enhance to access AR virtual between the
their creative manipulatives, pupils in groups in
thinking and the control group used geometry
increase their physical manipulatives. learning
motivation The applied AR achievement,
during the technology allows while
informal pupils to handle 2D and statistically
geometry 3D rounded corners and significant
training simple closed curves to differences
course. find the most effective were found
solutions for some between the
this study learning challenges.  groups in the
with the aim motivation and
of creative
investigating thinking skills
: (a) the in favour of the
primary experimental
school group.
pupil's
achievement
s and
creative
thinking in
using AR
techniques,
and (b) the
specific
strategies
that can
increase their
motivation
and
engagement. 
Gecu- This study The context of the A quasi-experimental The results
Parmaksiz, compares the research was a research design was showed a
Z., & effect of public primary utilized in order to statistically
Delialioğlu Augmented school in Turkey answer the research significant
, Ö. (2020) Reality (AR) with 72 preschool questions. difference in
based virtual children, ages the preschool
manipulative ranging from five As the treatment, while children’s
s to physical to six.  the experimental group spatial ability
manipulative used tablet computers test scores in
s for with AR applications, favor of the
teaching the control group used experimental
geometric physical manipulatives group.
shapes to for performing similar
preschool activities over a four-
children to week application. Two
improve spatial ability tests were
their spatial conducted as pre-test
skills.  and post-test.
Couture, The purpose 4th grader  The data tools consist The results will Apparently,
K. (2012) of this of a parent survey, a be to show using math
project was teacher survey, a report what areas of manipulatives
to see if card analysis, a student the math do increase
utilizing Likert scale, a student curriculum student
math station questionnaire, a students need achievement.
manipulative teacher record log, a the most Teaching math
s in an mastery test, a fraction improvement, with
elementary pre-test and fraction how current manipulatives
classroom post-test. teachers are make learning
will increase already using more fun for
student manipulatives, students and
achievement. student reach at
responses after different
This project exploring with learning styles
is being manipulatives, students may
conducted to teacher have.
find ways observations Manipulatives
manipulative and a cause students
s may help difference in to explore
students students’ test math with
improve scores before concrete
their using objects instead
understandin manipulatives of relying on
g of math versus after. the teacher to
concepts and lecture a
improve test concept.
scores. Manipulatives
allow students
to construct
deeper
meanings of
math concepts
and learn math
is more that
memorizing a
process.
Manipulatives
help struggling
students
visually see a
math process
while allowing
advanced
learners to
question
themselves
and dig deeper
into a concept
they have
mastered
(Couture,
 2012)
Liggett, R. This paper Forty-three Grade They were divided Findings The use of
S. (2017) discusses the 2 students with randomly into two supported the mathematical
possibility of age ranges groups: the treatment hypothesis that manipulatives
using between six and group (n=22) and the students in the in answering
mathematica eight from a rural control group (n=21) treatment group mathematical
l town in and their pre- and post- who received problems
manipulative Saskatchewan test scores compared the math would be an
s to improve were selected. intervention asset to
student test obtained higher improving the
scores and post-test scores students’
students’ in comparison learning and
attitudes to their development
towards classmates in (Liggett,
mathematics. the control 2017).
group.
to examine A pretest-posttest
the design was employed
effectiveness with a sample of 91
of concrete third-grade students
(hands-on) and 54 fourth-grade
manipulative students who were
s as randomly assigned to
compared complete a lesson using
with virtual either concrete or
(computer- virtual manipulatives.
based) Students used a variety
manipulative of manipulative
s on student materials during the
review of lessons.
fraction
concepts in
third grade
and
introduction
 of symmetry
concepts in
fourth grade.
Allen, C. The purpose The independent  Using manipulative as It has  It has 
(2007) of this study variable is the use cognitive tools should been claimed been claimed
is to find out of a manipulative improve the teaching that the usage that the usage
if and the dependent and  of a of a
meaningful variable is the learning process, and manipulative manipulative
educational change in encourage student not only not only
activities academic  reflections on retaining increases increases
and  achievement. the information. student student
the use of a achievement, achievement,
manipulative but  but 
in those also allows also allows
activities them to them to
might have improve their improve their
an impact on conceptual conceptual
student understanding understanding
achievement. and problem and problem
solving skills.  solving skills. 
The use of a The use of a
manipulative manipulative
can also can also
promote a promote a
student to have student to have
a positive a positive
attitude toward  attitude
mathematics. toward 
These mathematics.
manipulatives These
provide a manipulatives
concrete, provide a
hands-on concrete,
experience, hands-on
which focus  experience,
 attention and which focus 
overall increase attention and
motivation overall
(Durmas and increase
Karakirik, motivation
2006). (Durmas and
Karakirik,
2006).
This research A quasi experimental, A key
investigated action research design implication of
the impact of was utilized in which these findings
using the experimental group is that since
manipulative was taught selected manipulatives
s on 56 topics from the Number were effective
Grade 5 strand using in significantly
students’(27 manipulatives during a improving
male, 29 3-week intervention, student
female; age while the control achievement,
10-11 years) group’s instruction did its use could be
mathematics not include the use of extended and
achievement. manipulatives. Data investigated
were collected using a further for
pre-and post-test and other grade
analysed using levels and
descriptive statistics mathematical
and a Mann-Whitney U topics.
test. This analysis Strategies could
revealed that there was also be adopted
a statistically to address the
significant difference in disparity in
the post-test performance
performance of the two based on
groups in favour of the gender in the
experimental group. sample.
The effect size (r=. 3)
 for this data was
moderate. A significant
difference was also
found between the
boys’ and girls’ post-
test mathematics scores
in the experimental
group, with the girls
outperforming the boys.
Bungao- The purpose The study was The study employed a As a result of The use of
Abarquez, of this study conducted in two pretest posttest quasi the research, manipulative
E. (2020) is to grade 3 sections experimental design. the pretest and in teaching
investigate of San Agustin Data were collected and post test scores mathematics is
the effect of Elementary analyzed from both the of experiment more effective
manipulative School in the experimental and and control than the use of
(concrete school year 2016- control groups using T- groups were conventional
learning 2017. The test, Paired T-test, and found to differ method
materials) in experimental standard deviation.  significantly in (Bungao-
teaching group was taught favor of post  Abarquez,
elementary mathematics test in both 2020).
mathematics. using the groups. There
manipulative was a
while the control significant
group was taught mean gain
mathematics difference in
using the the pupils’
conventional pretest and post
method. test scores in
mathematics
exposed to
manipulative
and
conventional
method.
Generally, the
 use of
manipulative in
teaching
mathematics is
more effective
than the use of
conventional
method.
Iqbal, M. In this From district A quasi-experimental, An analysis of
Z., Shams, research Abbottabad, the pretest/posttest research the results
J. A., & study, the researcher study with non- revealed a
Nazir, M. researcher selected two equivalent groups was significant
(2021) examined the government used to examine the difference in
effect of primary schools effect of using mathematics
using on a convenient mathematical achievement
mathematics basis in the same manipulatives on grade between the
manipulative locality. One 3 students’ learning experimental
s on school included about numbers, and control
students’ control group fractions and geometry groups on the
academic students (32) who concepts. posttest scores.
achievement.  were taught with This study
the traditional offers
method and the information for
other school teachers and
included students to use
experimental manipulatives
group students in mathematics
(31) taught education. The
through study also
mathematical recommended
manipulatives. the curriculum
developers to
develop a
mathematical
kit containing
 manipulatives
aligned with
the textbook.
Carbonnea We In Study 1, we The results
u, K. J., conducted a manipulated different from Study 2
Wong, R. two-part types of manipulatives aligned with
M., & study to (no manipulative, the findings
Borysenko, examine how bland, and perceptually from Study 1
N. (2020) the use of rich), and different concerning the
different contextual factors of negative effect
manipulative instructional guidance of perceptual
s, levels of (high vs. low) to richness for
instructional identify how they problem-
guidance, influenced students’ solving and
and ability to perseverance.
collaboration complete mathematical Moreover, the
among problems as well as collaboration of
college-aged impact students’ participants had
students perseverance. Findings a positive effect
influenced showed that on students’
their participants’ use of perseverance
mathematics bland manipulatives during
performance positively impacts their problem-
and ability to complete solving as
perseverance word problems. Study students who
. 2, grounded in findings collaborated
from Study 1, with
incorporated collaborati perceptually
ve learning to lessen rich
the negative effects of manipulatives
using perceptually rich persevered as
manipulatives and much as those
enhance students’ who
perseverance in collaborated
mathematics. with bland
 manipulatives
as well as those
who worked
individually
with bland
manipulatives.
Bornaa, C. The purpose The sample The study employed a The study
S., Okwan, of the study comprised of (80) quasi-experimental revealed that
B., & was to assess second-year research design. students taught
Iddrisu, A. the effect of Junior High To collect data for the cooperatively
B. cooperative School students study, a Mathematics with
learning from a public Non-Routine manipulatives
(CPL) with school in Achievement Test outperformed
manipulative Asikuma Odoben (MNRAT) was used as students taught
s on Brakwa District pre-test and post-test using the
students’ in the Central instruments. lecture
performance Region of Ghana. Descriptive and t-test technique.
in statistics were used to Also, when
mathematics analyse the data. male and
problem female students
solving were taught
skills. cooperatively,
there was no
discernible
difference in
their
performance.
Again, when
exposed to the
cooperative
method,
students’
mathematics
problem
solving skills,
 abilities,
learning habits
and social skills
improved
through
interactions and
the use of
manipulatives
which
increased
performance in
effect.
Muhamma This paper The study The study followed a The results of Teaching must
d, S. M., investigates involved two quasi-experimental this study be interactive,
Sani, M. the effects of equivalent research design imply that illustrative,
A., using groups: the involving two manipulatives exploratory,
Abdullahi, manipulative control group and equivalent groups: the have positive and student-
F., & s on the an experimental control group and an effects on the centered. In
Bayaro, A. performance group each experimental group performance of monolingual
(2023) of pupils in comprising 40 each comprising 40 pupils in cultures,
primary pupils. pupils. Pretest-Posttest mathematics. English
school Mathematics becomes the
mathematics. Achievement Tests progressive
(PPMAT) were language of
developed for this teaching in the
study. The instruments fourth year,
were pilot-tested and a whereas in the
reliability coefficient of first three
0.79 was obtained. The years,
data collected were education is
analyzed using SPSS. conducted in
the language
of the
immediate
area. Children
 are active
learners who
grasp concepts
by moving
through three
stages of
knowledge:
concrete,
representation
al, and
abstract,
according to
the learning
theory of
psychologist
Jean Piaget.

References:

Ibáñez, M. B., Portillo, A. U., Cabada, R. Z., & Barrón, M. L. (2020). Impact of augmented reality technology
on academic achievement and motivation of students from public and private Mexican schools. A case study in
a middle-school geometry course. Computers & Education, 145, 103734.

Yousef, A. M. F. (2021). Augmented reality assisted learning achievement, motivation, and creativity for
children of low‐grade in primary school. Journal of Computer Assisted Learning, 37(4), 966-977.

Gecu-Parmaksiz, Z., & Delialioğlu, Ö. (2020). The effect of augmented reality activities on improving
preschool children’s spatial skills. Interactive Learning Environments, 28(7), 876-889.

Couture, K. (2012). Math Manipulatives to Increase 4th Grade Student Achievement. Online Submission.

Liggett, R. S. (2017). The Impact of Use of Manipulatives on the Math Scores of Grade 2 Students. Brock
Education: A Journal of Educational Research and Practice, 26(2), 87-101.

Burns, B. A., & Hamm, E. M. (2011). A comparison of concrete and virtual manipulative use in third ‐and
fourth‐grade mathematics. School Science and Mathematics, 111(6), 256-261.
Allen, C. (2007). An Action Based Research Study on How Using Manipulatives will Increase Students'
Achievement in Mathematics. Online Submission.

Watt-Douglas, T., & George, L. (2021). Investigating the impact of using manipulatives on grade 5 Jamaican
students’ mathematics achievement: An action research. Caribbean Journal of Education, 42(1&2), 1-39.

Bungao-Abarquez, E. (2020). The use of manipulative in teaching elementary mathematics. International

Journal of Linguistics, Literature and Translation, 3(11), 18-32.

Iqbal, M. Z., Shams, J. A., & Nazir, M. (2021). Effect of Using Mathematics Manipulatives on the Student’s
Academic Achievement. Journal of Science Education, 2(1).

Carbonneau, K. J., Wong, R. M., & Borysenko, N. (2020). The influence of perceptually rich manipulatives and
collaboration on mathematic problem-solving and perseverance. Contemporary Educational Psychology, 61,
101846.

Bornaa, C. S., Okwan, B., & Iddrisu, A. B. Cooperative Learning with Manipulatives and Students’
Performance in Mathematics Problem Solving.

Muhammad, S. M., Sani, M. A., Abdullahi, F., & Bayaro, A. (2023). THE EFFECT OF USING
MANIPULATIVES ON THE PERFORMANCE OF PUPILS IN PRIMARY SCHOOL
MATHEMATICS. JOURNAL OF MATHEMATICAL SCIENCES & COMPUTATIONAL MATHEMATICS,
223.

Nur, M. (2023). Increasing the Quality of Mathematics Learning Through Realistic Mathematics Education
Assisted by Manipulative Media. TOFEDU: The Future of Education Journal, 2(1), 379-390.

Topic Sentence:

Niche

Several students experience difficulties in interpreting and analyzing geometric mathematical concepts that can
directly affect their performance level.

Territory
The integration of ICT-based manipulatives helps students better understand mathematical concepts,
particularly in geometry.

Topic Outline:

Technology is an essential tool for learning mathematics in the 21st century ([NCTM], 2008). Technology holds
great potential to engage students in mathematics content and practices (Presser, A. & Busey, A., 2016).
Mathematical technologies include spreadsheets, Computer Algebra Systems (CAS), Dynamic Geometry
Software (DGS), and applets, which enable teachers and students to investigate mathematical objects and
connections using different mathematical representations and to solve mathematical problems (Zbiek, et al.,
2007). These growing trends assist students to harness the power of technology to improve their mathematical
understanding (Chinnappan, M., & Thomas, M. 2000).

Developing an understanding of geometrical concepts, reasoning, and problem-solving is a controversial subject

(Triutami, 2020). Allowing students to become proficient in the fundamentals of mathematics, including
through varied and frequent practice with increasingly complex problems over time (Lynne McClure, 2014).
However, several students experience difficulties in interpreting and analyzing geometric mathematical
concepts that can directly affect their performance level. This particular issue needs a key solution to resolve
the difficulty in learning mathematics which is the learning media via virtual manipulatives (Perbowo, K. S.,
Maarif, S., & Pratiwi, A.,2019).

In teaching mathematics, using manipulatives is often prescribed as an efficacious teaching strategy

(Carbonneau, K. J., Marley, S. C., & Selig, J. P. (2013). Virtual manipulatives are a digital version of physical
(or concrete) manipulatives, which are available either web-based or via apps, using a computer or a portable
electronic device (Bouck and Park, 2018, Moyer-Packenham and Suh, 2012). Studies show that technology-
based manipulatives are used by educators to support, build, and improve students’ conceptual understanding of
mathematics (Bouck, E. C., Working, C., Bone, E., 2017 & Serkan, 2014). Virtual manipulatives allow students
to interact with technology-based dynamic objects to construct mathematical knowledge (Moyer et al., 2002).

According to the learning theory of psychologist Jean Piaget, students are active learners who grasp concepts
by moving through three stages of knowledge: concrete, representational, and abstract. Using math
manipulatives does increase student achievement, makes learning more fun, improve student engagement,
understanding, and retention of material (Couture, K., 2012). The use of a manipulative can also promote a
student to have a positive attitude toward mathematics. These manipulatives provide a concrete, hands-on
experience, which focus attention and overall increase motivation (Durmas and Karakirik, 2006). Numerous
research shows that the integration of ICT-based manipulatives helps students better understand
mathematical concepts, particularly in geometry. Manipulatives cause students to explore math with
concrete objects instead of relying on the teacher to lecture a concept (Couture, K., 2012).

Statement of the problem

This question seeks to evaluate the impact of an ICT-based manipulative designed for teaching geometry in 7th-
grade classrooms. The problem statement highlights the need to understand the effectiveness of the
manipulative in enhancing students' understanding of geometry concepts and improving their performance in
geometry-related tasks. The study aims to determine whether the use of ICT-based manipulative can improve
students' engagement, motivation, and achievement in geometry compared to traditional teaching methods.

Statement of purpose

The purpose of the study on the extent of the effectiveness of the designed ICT-based manipulative in teaching
geometry in the 7th grade is to evaluate the impact of an innovative educational tool on students' understanding
of geometry concepts and performance in geometry-related tasks. The study aims to determine the effectiveness
of the ICT-based manipulative in enhancing students' engagement, motivation, and achievement in geometry
compared to traditional teaching methods. The study also seeks to provide insights into the strengths and
limitations of the current geometry curriculum and inform the development of more effective and relevant
curricula. Additionally, the study aims to provide evidence-based recommendations for the integration of ICT-
based manipulatives into the teaching of geometry concepts and inform teacher training and policy decision-
making. Overall, the study aims to contribute to the improvement of students' learning outcomes in geometry
and the advancement of educational technology and pedagogy.

Conceptual framework

The students' prior

knowledge Teaching process, Students' understanding of
geometry concepts
Student engagement,
Their performance in
The designed ICT-based Motivation. geometry-related tasks.
manipulative.
Input: The input component of the framework includes two main factors: the students' prior knowledge and the
designed ICT-based manipulative. Students' prior knowledge is an essential factor that impacts their ability to
learn new geometry concepts. The designed ICT-based manipulative is a technology tool that is specifically
designed to enhance students' understanding of geometry concepts.

Process: The process component of the framework includes three main factors: the teaching process, student
engagement, and motivation. The teaching process is the method used by the teacher to deliver the geometry
curriculum to students. Student engagement refers to the degree to which students are involved, interested, and
motivated in the learning process. Motivation is a critical factor that influences students' desire to learn and their
willingness to engage in academic activities.

Output: The output component of the framework includes two main factors: students' understanding of
geometry concepts and their performance in geometry-related tasks. The understanding of geometry concepts
refers to the degree to which students can apply their knowledge of geometry concepts to solve real-world
problems. The performance in geometry-related tasks refers to the level of success or proficiency demonstrated
by students in geometry-related tasks, such as geometry tests or assignments.

The framework suggests that students' prior knowledge and the designed ICT-based manipulative are critical
factors that impact students' learning outcomes in geometry. The teaching process, student engagement, and
motivation are also important factors that affect students' understanding of geometry concepts and their
performance in geometry-related tasks. The framework provides a comprehensive perspective on the various
factors that impact the effectiveness of the designed ICT-based manipulative in teaching geometry to 7th-grade
students.

Scope and Delimitation

Participants: The study will involve 7th-grade students from one or more selected schools.
Intervention: The study will use an ICT-based manipulative specifically designed for teaching geometry
concepts to 7th-grade students.

Variables: The study will focus on the impact of the ICT-based manipulative on students' understanding of
geometry concepts, engagement, motivation, and achievement in geometry-related tasks.

Data collection: The study will use both quantitative and qualitative data collection methods, including pre-
and post-tests, surveys, and observations.

The delimitations of the study include:

The study will only involve 7th-grade students, and the results cannot be generalized to other grade levels.

The study will only focus on the effectiveness of the designed ICT-based manipulative and will not consider
other teaching methods or interventions.

The study will only consider the short-term impact of the ICT-based manipulative and will not evaluate its long-
term effects.

The study will be limited to the selected schools and cannot be generalized to other schools or districts.

Significance of the study

 Educational Technology: The study will provide insights into the effectiveness of ICT-based
manipulatives in teaching geometry, which can inform the development of more effective educational
technologies and tools.
 Curriculum Development: The study can provide information on the strengths and limitations of the
current geometry curriculum, which can inform the development of more effective and relevant
curricula.
 Teaching Practice: The study can inform teaching practices by providing evidence-based strategies for
integrating ICT-based manipulatives into the teaching of geometry concepts.
 Student Learning: The study can improve students' learning outcomes in geometry by providing an
engaging and interactive learning experience that can enhance their understanding of geometry concepts.
 Teacher Training: The study can inform the training of teachers on how to use ICT-based
manipulatives effectively to teach geometry concepts to 7th-grade students.
  Policy and Decision Making: The study can inform policy and decision-making at the school and
district levels by providing evidence-based recommendations for the integration of ICT-based
manipulatives into the teaching of geometry concepts.

Definition of terms

1. ICT-based manipulative: educational tools that use digital technology to create interactive and
dynamic learning experiences that promote students' understanding of concepts.
2. Geometry: A branch of mathematics that deals with the study of shapes, sizes, and positions of objects
in space.
3. Effectiveness: The degree to which an intervention or approach achieves its intended outcomes.
4. 7th-grade students: Students in the seventh year of formal education in the Bukidnon National High
School, usually aged 11-14 years old.
5. Teaching: The process of imparting knowledge and skills to learners.
6. Engagement: The degree to which students are involved, interested, and motivated in the learning
process.
7. Motivation: The psychological factors that influence students' desire to learn and their willingness to
engage in academic activities.
8. Achievement: The level of success or proficiency demonstrated by students in learning a particular
concept or subject.
9. Curriculum: A set of planned educational activities and experiences designed to achieve specific
learning goals and objectives.
10. Pre-test: An assessment conducted before an intervention or treatment to establish a baseline of student
knowledge and skills.
11. Post-test: An assessment conducted after an intervention or treatment to determine the degree of
learning or achievement gained by students.

Methodological Component

Research Design: The study will use a quasi-experimental design to examine the effectiveness of the designed
ICT-based manipulative in teaching geometry to 7th-grade students. The study will have two groups: an
experimental group that will use the ICT-based manipulative and a control group that will use traditional
teaching methods.
Participants: The participants in the study will be 7th-grade students from a public school in a suburban area.
The sample size will be determined using power analysis to ensure that the sample is sufficiently large to detect
significant differences between the experimental and control groups.

Data Collection: The study will use both quantitative and qualitative data collection methods to examine the
effectiveness of the designed ICT-based manipulative. The data collection methods will include:

Pre- and post-tests: A pre-test will be administered to both the experimental and control groups to assess their
prior knowledge of geometry concepts. After the intervention, a post-test will be administered to both groups to
assess their understanding of geometry concepts.

Surveys: Surveys will be administered to both the experimental and control groups to assess their engagement,
motivation, and attitudes towards learning geometry.

Observations: Classroom observations will be conducted to assess the teaching process, student engagement,
and motivation in both the experimental and control groups.

Data Analysis: The data collected from the pre- and post-tests, surveys, and observations will be analyzed
using both descriptive and inferential statistics. Descriptive statistics, such as means and standard deviations,
will be used to describe the data. Inferential statistics, such as t-tests and ANOVA, will be used to determine
significant differences between the experimental and control groups.

Ethical Considerations: The study will be conducted in accordance with ethical principles, and informed
consent will be obtained from all participants and their parents or guardians. The participants' confidentiality
and privacy will be protected, and they will be informed of their right to withdraw from the study at any time.

Limitations: The study's limitations include the use of a single school and a single grade level, which may limit
the generalizability of the results. The study's sample size may also be limited by the availability of participants,
which may impact the statistical power of the study. Additionally, the study's reliance on self-report measures
may introduce bias into the data.

Framework:

A – ICT-based Manipulatives

B – Academic performance of Grade 7 students

A B

Independent Dependent

Variable Variable

This study is founded on the research of Allen, C. (2007) which claims that the usage of a manipulative not only
increases student achievement but also allows them to improve their conceptual understanding and problem-
solving skills. The use of a manipulative can also promote a student to have a positive attitude toward
mathematics is one of its claims.

Manipulatives are physical objects used as teaching tools to engage students in the hands-on learning of
mathematics. It is utilized to introduce, practice, or remediate a concept and help students learn. Using
manipulatives can turn an abstract concept into a concrete visual, engage students in the multimodal practice of
math facts and problem-solving, and a quick way to differentiate instruction. Information and communication
technologies (ICT) are defined as different sets of technological tools and resources used to transmit, store,
create, share, or exchange information. Including computers, the Internet (websites, blogs, and emails), live
broadcasting technologies (radio, television, and webcasting), recorded broadcasting technologies (podcasting,
audio, and video players, and storage devices), and telephony (fixed or mobile, satellite, Visio/video-
conferencing, etc.).

Statement of the problem:

What is the level of Grade 7 students’ academic performance in Geometry?

Do the designed ICT-based manipulatives significantly improve in academic performance of Grade 7 students
in Geometry?

What is the extent of effectiveness of the designed ICT-based manipulatives?

Introduction

The field of education has seen significant developments in recent years due to the introduction of educational
technology tools. Educational technology tools, such as ICT-based manipulatives, provide new opportunities for
enhancing student engagement, motivation, and achievement in various subjects, including mathematics.
Mathematics education has been an area where ICT-based manipulatives are particularly effective. One such
area is geometry, which is a critical component of mathematics education.

The effectiveness of traditional teaching methods for geometry has been debated, with some studies suggesting
that students struggle to grasp abstract geometry concepts. However, the use of ICT-based manipulatives in
teaching geometry has shown promise as an innovative and effective way to engage students and enhance their
understanding of geometry concepts. Therefore, this study aims to evaluate the extent of effectiveness of a
designed ICT-based manipulative in teaching geometry to 7th-grade students.

The study will examine the impact of an ICT-based manipulative specifically designed for teaching geometry
concepts to 7th-grade students. The study will focus on the impact of the ICT-based manipulative on students’
understanding of geometry concepts, engagement, motivation, and achievement in geometry-related tasks. The
study will use both quantitative and qualitative data collection methods, including pre- and post-tests, surveys,
and observations.

The findings of this study will contribute to the advancement of educational technology and pedagogy, as well
as inform the development of more effective and relevant geometry curricula. The results of this study will also
provide insights into the strengths and limitations of current geometry teaching methods and inform teacher
training and policy decision-making. Ultimately, this study aims to improve students’ learning outcomes in
geometry and contribute to the development of effective educational strategies.