Improving conceptual understanding of students using virtual manipulative
Document Type
Conference Item
Publication Date
1-24-2024
Abstract
There was an issue about the shortage in conceptual understanding of adding fraction among the Year 4 students. This study aimed to compare manipulative and traditional lecture-based in two groups of Year 4 students to examine the effects of understanding topic addition of fraction. Sixty students participated in this study. This study occurred throughout a six-week time frame in a Chinese elementary school in Temerloh, Malaysia. A quasi-experimental non-equivalent compare the students' effects in two groups has been used. The finding showed that the conceptual understanding of adding fraction in the experimental group was significantly better after using virtual manipulative during the intervention, t (29) = 10.877, p<0.05. Cohen's d demonstrated the effect size for comparison (d=1.988), showing a significant effect. This study proved that students in the experimental group were getting improvement in conceptual understanding of adding fraction. © Author(s) 2024.
Keywords
Conceptual understanding of adding fraction, Fraction, Quasi-experimental, Virtual manipulative, Year 4 Students
Divisions
Mathematics
Publication Title
AIP Conference Proceedings
Volume
3016
Issue
1
Publisher
American Institute of Physics Inc.
Event Title
3rd International Conference on Mathematical Sciences and Technology: Navigating the Everchanging Norm with Mathematics and Technology, MathTech 2022
Event Location
Penang
Event Dates
13 September 2022 -15 September 2022
Event Type
conference
Additional Information
Conference name: 3rd International Conference on Mathematical Sciences and Technology: Navigating the Everchanging Norm with Mathematics and Technology, MathTech 2022; Conference date: 13 September 2022 through 15 September 2022; Conference code: 196702