Enhancing Problem-Solving Skills in Grade 7 Mathematics Using Manipulatives: A Classroom-Based Action Research

Abstract

This classroom-based action research examined the effectiveness of using concrete mathematical manipulatives in conjunction with the Concrete–Representational–Abstract (CRA) instructional strategy to improve Grade 7 students’ mastery of geometry word problems. Twenty Grade 7 students at Cabitan National High School (Masbate, Philippines) were divided into an experimental group (CRA instruction with manipulatives) and a control group (traditional instruction). A pre-test/post-test quasi-experimental design was implemented over an 8-week intervention. Results showed that while both groups had low pre-test scores, the experimental group’s post-test scores were significantly higher than those of the control group (p = .004). An independent t-test confirmed a statistically significant difference favoring the CRA-with-manipulatives approach. The findings suggest that using manipulatives alongside CRA instruction substantially improves students’ problem-solving performance in mathematics. Implications for teaching practice include integrating hands-on materials and CRA sequences to enhance conceptual understanding and address learning gaps. Recommendations are made for educators and policymakers to support the wider use of evidence-based concrete-to-abstract strategies in secondary mathematics classrooms.