- Collection:
- Atlanta University and Clark Atlanta University Theses and Dissertations
- Title:
- The effects of manipulatives on student achievement in high school Algebra I: in a large urban school system, 1996
- Creator:
- Marsh, Donna L.
- Date of Original:
- 1996-03-01
- Subject:
- Degrees, Academic
Dissertations, Academic - Location:
- United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798
- Medium:
- theses
- Type:
- Text
- Format:
- application/pdf
- Description:
- The major purpose of this study was to determine the effects of mathematic manipulatives on student achievement in high school Algebra I. A second hypothesis was also studied to see if students' attitudes towards mathematics improved with the use of manipulative materials. The control group (N=51), was instructed through the use of mathematics textbooks (traditional) for sixteen weeks (1st. semester); the experimental group (N=47), was instructed using mathematic manipulatives. Two teachers implemented this study. Each teacher taught an experimental group and a control group. The large urban high school system, End-of -Semester Standardize Test for Algebra I measured mathematic achievement (pretest/posttest). The QUASAR Students Disposition Instrument measured growth in students' attitudes, beliefs, and disposition about mathematics and math class (pre/post). The Comparative Experimental Approach Method and the Dick and Carey's (1985) systematic approach model to instructional design were used. A one way analysis of variance was used to test both hypotheses. The .05 level of confidence was used. The results of the study indicated that using manipulatives materials for mathematic instruction was no more effective than teaching mathematics with the use of a traditional textbook. The statistical results showed there were no statistically significant difference on the posttest between the control and the experimental group mean scores. This study indicated that by using manipulative materials for math instruction was more effective in changing students' attitudes, beliefs and dispositions toward mathematics than teaching with the use of a traditional textbook. Mathematics manipulatives increased students' motivation; developed positive attitudes; created excitement about the learning of mathematics; and reduced mathematics anxiety.
- External Identifiers:
- Metadata URL:
- http://hdl.handle.net/20.500.12322/cau.td:1996_marsh_donna_l.pdf
- Rights Holder:
- Clark Atlanta University
- Holding Institution:
- Atlanta University Center Robert W. Woodruff Library
- Rights:
-
