Improving conceptual understanding of students using virtual manipulative

• Main Authors: Yow, Chan Cheng, Eu, Leong Kwan
• Format: Conference or Workshop Item
• Published: American Institute of Physics Inc. 2024
• Subjects: LB Theory and practice of education; QA Mathematics
• Online Access: http://eprints.um.edu.my/44529/; https://doi.org/10.1063/5.0192480

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.