The Comparison of Physical/Virtual Manipulative on Fifth-Grade Students’ Understanding of Adding Fractions

Alshehri, Sami (2017) The Comparison of Physical/Virtual Manipulative on Fifth-Grade Students’ Understanding of Adding Fractions. PhD thesis, University of Cincinnati.

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Abstract|ملخص البحث

The purpose of this quantitative study was to compare two types of manipulatives in order to see their effects upon understanding of adding fractions for three comparable groups of fifth grade students. A total of 163 students who demonstrated low mathematical performance participated in the project in order to learn the addition of fractions by using physical and virtual manipulatives for the experimental groups and the normal mathematic curriculum for the control group. The intervention occurred during a two-week time frame in six public elementary schools in Abha, Saudi Arabia where students used fraction bars for both physical and virtual manipulatives in order to build conceptual understanding of adding fractions properly. Instructions were provided to all the participants directly regarding what the participants were to do each day of the 2-week experiment. Pre-and post-tests, an attitude survey, and a preference survey were the instruments that were used to collect data during the study. A repeated measures design with a cross over treatment was used for comparing the effects of the two modes of treatments, virtual and physical manipulatives, compared to a control group for the understanding of adding fractions for the three groups of students. Overall findings revealed that fractions performance differed significantly as a function of use of manipulative, F(4, 320) = 506.49, p < .001, ?2 = .86. Also, findings revealed that fractions performance was significantly better after students were exposed to either virtual or physical manipulatives. In addition, results indicated that fractions performance was significantly better after students were exposed to both types of manipulatives, F(1, 161) = 1452.59, p < .001, ?2 = .90. The change in the final scores indicate that using fraction bars as a manipulative tool can be helpful in teaching the concept of adding fractions because students build a better conceptual understanding of the concept of fractions.

Item Type|تصنيف النتاج العلمي: Thesis | رسالة بحثية (PhD)
Subjects | مجال موضوع النشر: Curriculum and Methodologies
Education
Mathematics
Depositing User: Sami alshehri
Date Deposited: 04 Mar 2019 09:50
Last Modified: 04 Mar 2019 09:50
URI: http://eprints.kku.edu.sa/id/eprint/4209

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