Development and Validation of Locally Sourced Math Manipulatives for Grades 1 and 2 Pupils

Purpose: This study aimed to develop and validate culturally relevant math manipulatives using locally sourced materials for Grade 1 and 2 learners in Balasi Elementary School, Flora District, Apayao, Philippines. The research addressed the lack of culturally appropriate and cost-effective math manipulatives in the school. The study employed the Research and Development (R&D) model of Borg and Gall to develop five entirely new manipulatives: "Hold Me! Click Clock" for telling time, "Make Three, Make Two" for multiplication as repeated addition, "What's Missing? Fill Me" for pattern recognition, and "Toss and Fill In" for addition and subtraction. These manipulatives were not adaptations of existing materials. The manipulatives were evaluated using the DepEd’s evaluation-rating sheet and a face validation tool. All manipulatives passed the evaluation criteria, demonstrating their validity and effectiveness for teaching the targeted math concepts. The study highlights the potential of using local materials in developing teaching resources to enhance learning, promote inclusivity, and support environmental sustainability

Methods: The researcher used the research and development (R&D) model of Borg and Gall, which involved five phases: identifying learning competencies in Mathematics 1 and 2 where math manipulatives can be integrated, developing math manipulatives appropriate for the identified topics using local materials, evaluating the manipulatives using the DepEd’s face validation tool and the evaluation-rating sheet, incorporating comments and suggestions from the validation process, and finalizing the instructional materials.

Results: This study was conducted to develop and validate math manipulatives as instructional materials in teaching specific topics in Math 1 and 2. The researcher made use of the Research and Development model as a method of research with the following phases: Identification of learning competencies where math manipulatives can be integrated, development of the math manipulatives and validation of the IMs using face validation tool developed by the DepEd. Learning Resources Management and Development System. The developed IMs was evaluated by the School Learning Resources Management and Development Committee of Balasi Elementary School of Flora district. From the data gathered, the research yielded the following findings: math manipulatives can be used in teaching telling time, multiplication as repeated addition, missing patterns, and addition and subtraction. The developed math manipulatives passed the criteria for evaluating IMs set by the LRMDS.

Conclusions: There are five learning competencies where math manipulatives can be integrated into telling and writing time, illustrating multiplication as repeated addition, determining the missing terms in each continuous pattern, illustrating addition as putting together or combining sets, and subtraction as taking away or comparing elements of sets. All the math manipulatives are rated valid and passed the criteria set by the School Learning Resources Management and Development System. The study concluded that the use of locally sourced materials in developing math manipulatives is an effective way to enhance learning, promote inclusivity, and support environmental sustainability. The developed manipulatives were found to be valid and effective for teaching the targeted math concepts. However, further research is needed to assess the manipulatives' impact on student learning.