The Impact of Use of Manipulatives on the Math Scores of Grade 2 Students

Oct 15, 2026

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Society places strong demands on schools to raise achievement, prompting exploration of whether mathematical manipulatives can improve test results and students’ attitudes toward mathematics. This study randomly assigned 43 Grade 2 students from rural Saskatchewan (ages 6–8) to a treatment group (n=22) receiving a math intervention and a control group (n=21). Results supported the hypothesis that the treatment group achieved higher post-test scores than the control group.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

Introduction

Background and rationale

Research purpose and instructional context

Literature and theoretical foundations

What manipulatives are

Learning, attitudes, and instructional method

The Impact of Use of Manipulatives on the Math Scores of Grade 2 Students Robert Scott Liggett University of Saskatchewan Abstract Today’s society places a lot ofpressure on schools, teachers, and students to improve test scores. This paper discusses the possibility of using mathematical manipulatives to improve student test scores and students ’ attitudes towards mathematics. Forty-three Grade 2 students with age ranges between six and eight from a rural town in Saskatchewan were selected. They were divided randomly into two groups: the treatment group (n=22) and the control group (n=21) and their pre- and post-test scores compared. Findings supported the hypothesis that students in the treatment group who received the math intervention obtained higher post-test scores in comparison to their classmates in the control group. Keywords: Mathematic pedagogy, manipulatives, elementary, mathematic skills, assessment Robert Liggett, Ph.D., is a Sessional Lecturer and a Research Associate in the Department of Education Administration at the University of Saskatchewan. He has worked in rural and urban school systems and is a regular presenter at scholarly conferences in educational leadership. Robert is a bilingual educator with over 20 years of relevant experience who continues to consult and contribute to improving achievement in organization’s goals and objectives. His research interests are in the areas of organizational theory, educational leadership, and instructional improvement. Email: [robert.liggett@usask.ca](robert.liggett@usask.ca) The purpose of this study was to determine the effect of manipulatives on improving student performance in mathematics. Education is constantly under the microscope. Within education, weare constantly trying to create the ideal school: one that is driven by a vision that involves an element of dreaming about the very best that can happen. Unfortunately, vision without action is merely a dream. Bringing the vision to reality requires the concerted effort of all education stakeholders, and this belief is certainly relevant as we consider mathematics pedagogy. Understandably, math skills are crucial to functioning in today’s world (Burns & Hamm, 2011; Carbonneau, Marley, & Selig, 2013) . These skills are not just important in school mathematical classes; they are important in our daily lives. Golafshani (2013) stated,“There is no doubt that everyone believes that mathematics is important, however, many students have poor math skills, which indicates that changes are needed in the methodology of teaching mathematics”(p. 140) . Golafshani (2013) found that there is a growing consensus around the use of manipulatives in instructional practices. The ancient Chinese proverb, I hear and I forget, I see and I remember, I do and I understand, suggests important aspects of learning in this area. What is the best method that an educator can use in teaching mathematics? By assumption, the best method is one in which the results will increase not only the achievement of students but also their attitude towards mathematics. How often do we hear a group of 5th Grade students say they like doing math? The chances of this happening may improve with the use of mathematical manipulatives (Burns & Hamm, 2011; Bjorklund, 2014; Carbonneau et al.; Gauthier et al., 2004) . One may inquire as to just what constitutes a manipulative. Johnson (1993) noted,“Manipulatives are objects used for instruction that vary in shape, size, and color” (p. 10) . Ultimately, manipulatives can be any objects that an innovative teacher wishes to use to improve a student’s mathematical skills. Gauthier (2004) noted that manipulatives have a place not only atthe elementary level but also in the higher grades. From starting with simple beans or buttons to using graphing calculators or computer software, students can explore a vast amount of mathematics that often was incomprehensible in the past. The goals of any math instr

FAQs

What is the study’s main purpose?

To determine how using manipulatives affects students’ performance in mathematics.

How were the Grade 2 students assigned in the study?

Forty-three Grade 2 students were randomly divided into a treatment group (n=22) and a control group (n=21), and their pre- and post-test scores were compared.

What were the key findings about math scores?

Students in the treatment group who received the math intervention had higher post-test scores than students in the control group, supporting the study’s hypothesis.

Oct 15, 2026

Upload by Ben