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The Impact of Virtual Manipulatives on First Grade Geometry Instruction and Learning
Article

, Lincoln Public Schools, United States ; , University of Nebraska-Lincoln, United States ; , Lincoln Public Schools, United States

JCMST Volume 25, Number 4, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

This study investigated the impact of virtual manipulatives on first grade students' academic achievement as well as on student attitudes, behaviors, and interactions. Thirty-one first grade students were randomly assigned to either a treatment or control group. Both groups studied identical objectives, but the treatment group used virtual manipulatives for practice. A pretest and posttest at both the first and second grade levels was conducted. The pretests showed that the treatment group began lower than the control group, and at a significantly lower level (p < 0.05) on the first grade level of testing. Posttest results showed that the treatment group outscored the control group on both grade level tests, though not at a significant level (p > 0.05). The treatment group had significant improvements (p < 0.05) on both grade level tests, while the control group only had significant improvements (p < 0.05) on the second grade level of testing. The treatment group teacher recorded her daily thoughts regarding the virtual manipulatives. She also noted her observations regarding student attitudes, behaviors, and interactions. She reported increased instructional time, repetition of practice activities, time-on-task, and feedback. She found that students showed increased motivation and challenged themselves to higher levels.

Citation

Steen, K., Brooks, D. & Lyon, T. (2006). The Impact of Virtual Manipulatives on First Grade Geometry Instruction and Learning. Journal of Computers in Mathematics and Science Teaching, 25(4), 373-391. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 21, 2019 from .

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