Improving Early Numeracy Skills Through Manipulative-Based Instruction: Evidence from Grade 1 Learners in Philippine Public Schools
DOI:
https://doi.org/10.69569/jip.2026.429xKeywords:
Early numeracy, Grade 1 mathematics, Manipulative-based instruction, Philippine basic education, Quasi-experimental designAbstract
Early numeracy skills form the foundation for later mathematical achievement, yet Filipino learners continue to demonstrate persistent gaps in foundational mathematics competencies. This quasi-experimental study examined the effectiveness of manipulative-based instruction in improving the early numeracy skills of Grade 1 learners in public elementary schools. A total of 360 Grade 1 learners from twelve public elementary schools in the Bauang North District, La Union, Philippines, participated in the study: 180 in the experimental group received six weeks of manipulative-based mathematics instruction, while 180 in the control group continued with conventional instruction. A researcher-developed 40-item Early Numeracy Skills Test aligned with the Department of Education's Most Essential Learning Competencies was administered as a pretest and posttest. Statistical analyses revealed that while both groups showed significant improvements, the experimental group demonstrated substantially greater gains (t(179) = 20.15, p < .001, Cohen's d = 1.50) compared to the control group (t(179) = 4.23, p < .001, Cohen's d = 0.38). Posttest comparisons confirmed a significant difference between groups (t(358) = 14.21, p < .001, Cohen's d = 1.50), with 75.55% of the experimental group achieving scores in the High or Very High proficiency range compared to only 29.44% of the control group. These findings provide robust evidence that manipulative-based instruction significantly enhances early numeracy development. The study contributes to the limited empirical research on concrete instructional approaches in Philippine early mathematics education and supports the integration of manipulative-based strategies as core pedagogical approaches in early grade mathematics instruction within Philippine public schools.
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