A comparison between virtual and physical manipulatives in geometry learning for standard 2 mathematics

Abstract

oday's classroom teachers are challenged with using technology to teach students. Manipulatives is an element of technology education in the mathematics classroom. This study examines the effect of using manipulatives in geometrical learning. It compares the effect between virtual manipulatives and physical manipulatives in geometry classroom. This study conducts a quasi-experimental design research for Standard 2 low achieving students in SK Kota Masai. During this research, two groups of 32 students were assigned to a virtual manipulative classroom and another group to a physical manipulative classroom. The virtual manipulative group used Tangrams Games Software and Slide Presentation of PowerPoint while the physical manipulative group used a set of Block Puzzle and Flash Cards. Both types of manipulatives aim to give the effect of students' learning in identifying the characteristic of 2D shapes and 3D objects and to find the relationship of their learning in real geometrical situations. Two mathematics experts from SK Kota Masai verified the validity of teaching tools and instruments used in this study. Quantitative data were collected from the pre-test and post-test. The analysis using Statistical Package for the Social Science (SPSS) software with paired sample t-test analysis showed that both manipulatives had positive effects on student learning. While the independent sample t test analysis found that the mean score of the virtual group is higher than the mean score of the physical manipulative group. This research indicates that both manipulatives were fun and appropriate to use for geometrical learning.