Effectiveness of Manipulatives within the Algebra 1 Classroom

Abstract

The purpose of this student was to determine whether the use of manipulatives, which include Algebra tiles, improve student performance in Algebra 1 students who have failed Algebra 1 at least one semester. The measurement tool was an Algebra 1 team made test. This study used the pre/post test design to compare the data before and after the intervention. The experimental group was taught two targeted skills with the use of manipulatives (intervention), while the control group received instruction on the two targeted skills without the use of manipulatives. This study lasted three weeks and took place over the course of six, eighty-five minute class periods. The results of the experimental group, when compared to the control group, showed no statistically significant differences; Thus acceptance of the null hypothesis. Further implications, threats to validity, and suggestions for future research are discussed within this paper.