The Integration of Manipulatives and Cooperative Learning in the Learning Measurement of Grade Four Bhutanese Students
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Abstract
The objectives of this study were to investigate the effectiveness of the integration of manipulatives and cooperative learning strategies on grade four Bhutanese students’ learning achievement in measurement and to explore their perceptions towards it. Quantitative data was gathered through pretest and posttest, and qualitative data was gathered through semi-structured interviews. The quantitative data was then analyzed using paired sample t-test and the qualitative data was analyzed using thematic analysis. The data analysis showed a significant improvement in students’ posttest scores compared to the pretest scores. The mean (x̅) difference (x̅ = 9.67) between posttest (x̅ = 16.67) and pretest (x̅ = 7.00) indicated that the use of manipulatives and cooperative learning strategies improved the learning achievement of students. Similarly, analysis of semi-structured interview data revealed that the students developed positive perceptions towards the use of manipulatives and cooperative learning strategies in learning mathematics. Therefore, the results of the pretest, posttest and semi-structured interviews demonstrated that the integration of manipulatives and cooperative learning strategies was effective in learning measurement for grade four Bhutanese students.
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Copyright: CC BY-NC-ND 4.0
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