V3I9P20

Design and Development of Instructional Manipulatives for Enhancing Computational Fluency Among Non-Proficient Learners

Jan Michelle T. Fabillar^1*, Marivic M. Cuizon, PhD²

Abstract

This study designed, developed, validated, and evaluated instructional manipulatives for enhancing the computational fluency of non-proficient Grade 5 learners at Pareja Integrated School. Employing a descriptive–evaluative design with a one-group pretest–posttest approach, the study involved 35 learners identified as non-proficient through the Rapid Mathematics Assessment using intact-group sampling. Researcher-developed instructional manipulatives, a computational fluency test, an expert validation instrument, and a learners’ experience questionnaire were utilized. The manipulatives were evaluated in terms of content, format, presentation and organization, and accuracy and up-to-datedness. Findings revealed favorable expert evaluations, with accuracy and up-to-datedness obtaining the highest overall weighted mean of 4.00, interpreted as Very Satisfactory. Before the intervention, all 35 learners (100%) were Not Proficient; afterward, 21 (60%) became Highly Proficient and 14 (40%) became Proficient. The posttest mean of 17.77 exceeded the pretest mean of 6.60, yielding a mean difference of 11.17. The paired-samples t-test showed a significant difference, t = 35.038, p < .01, leading to the rejection of the null hypothesis. Learners also rated the manipulatives Very Effective, with an overall weighted mean of 4.69. The findings demonstrated that the developed manipulatives significantly enhanced learners’ computational fluency and provided a favorable mathematics learning experience.

Keywords:

Computational Fluency, Instructional Manipulatives, Mathematics, Non-Proficient Learners, Validation