Improving Grade 7 Students' Geometry Performance Using Manipulatives: A Study from a Jamaican Secondary School
Abstract: This study explores the impact of manipulatives on improving mathematical understanding and performance among Grade 7 students in a Jamaican secondary school. Using purposive sampling, eleven male students aged 11 to 13 were selected to assess learning outcomes in geometry. Pre- and post-intervention data revealed that 64% of students demonstrated improved test scores following manipulative-based instruction. While the strategy particularly benefited underperforming learners, it did not yield uniform results, with 27% showing no change and 9% experiencing a decline. Nonetheless, all students engaged actively with the material, underscoring the motivational value of hands-on tools. The study concludes by emphasizing the importance of differentiated instruction and suggests that manipulatives, when aligned with student needs, can be a valuable component in mathematics education.
Keywords: manipulatives, geometry education, mathematical understanding, secondary school mathematics, conceptual learning
How to Cite?: Nicole Jacobs, Shaneille Samuels, "Improving Grade 7 Students' Geometry Performance Using Manipulatives: A Study from a Jamaican Secondary School", Volume 14 Issue 7, July 2025, International Journal of Science and Research (IJSR), Pages: 1711-1726, https://www.ijsr.net/getabstract.php?paperid=SR25726084725, DOI: https://dx.doi.org/10.21275/SR25726084725