Enhancing Multiplication Skills in Grade 5 Using the Developed Mathematical Spinner Manipulatives

Abstract

This study examined the effectiveness of mathematical spinner manipulatives in improving the multiplication abilities of Grade 5 learners in Doongan Integrated School. This study employed a descriptive evaluation design. A sample of 54 students was selected using purposive and stratified sampling to ensure representativeness across academic and socioeconomic factors. Results indicated significant enhancement in students' multiplication skills with spinner manipulatives, supported by expert evaluations, pre-test and post-test performance, and statistical analysis (p < 0.001). Physical manipulation of objects offered engaging learning experiences, aiding deeper comprehension and retention of math concepts. The improvement aligned with Vygotsky's Zone of Proximal Development, suggesting manipulatives bridge learning gaps and facilitate collaborative understanding. Besides enhancing numerical skills, manipulatives cultivated positive attitudes toward math. The study advocated integrating spinner manipulatives into fifth-grade math curricula to boost arithmetic proficiency and student engagement. Such integration enhanced multiplication skills while fostering a favorable outlook on mathematics among learners.