Manipulative Skills And Science Performance Among Grade 9 Learners

Abstract

This one group pretest posttest with themes study examined the effect of teacher-made manipulative (physical) on Grade 9 learners’ science performance and manipulative skills in an integrated school in Iloilo City for School Year 2021- 2022. This study also improvised competency-based learning materials as an intervention to the respondents. Statistical tools used were mean, standard deviation, and Wilcoxson signed rank test. The overall result showed that learners’ performance in Science 9 provided an effective intervention after the instruction with the manipulatives. Manipulative skills resulted with significant change after the exposure to the treatment, the teacher-made manipulatives, thus, it was found effective. Data show that manipulative skills set adds up and skills set reveal improved results in posttest over those in the pretest. Science performance increases as a result of alignment of competencies with content-based lesson. Further, it was observed that learners are viable to accomplish task easily and receptive to the learning materials   with the help of the teacher-made manipulatives and with the presence and guidance of the teacher himself. It is suggested that teacher-made manipulative (physical) is an innovative strategy to put positive change not only in science subjects but also at some other domains in science or in some other subject areas and these manipulative shall undergo thorough lesson study for it to be incorporated in science lessons in the classroom.