Effect of Manipulatives on the Achievement of Grade 9 Students in Geometry

Abstract

This study investigated the effect of manipulatives on the achievement of Grade 9 students in Geometry for the school year 2024-2025. The respondents of this study were the ninety Grade 9 students in a public school in Negros Occidental. The researcher adopted a standardized test as the research instrument to enhance the reliability and validity of the study. The findings revealed that students who were exposed to the enhanced instructional approach showed greater improvement in their post-test scores compared to those who experienced the traditional method of teaching. This suggests that the strategy helped learners better understand the concepts and develop their problem-solving skills. Furthermore, the significant difference between the performances of the control and experimental groups confirms the effectiveness of the intervention in improving students’ academic achievement.