The Effect Of The Use Of Algebra Tiles Manipulatives On Students’ Mathematics Achievement In Algebra In Some Selected Public Junior High Schools In Berekum West District

Abstract

This study aimed to determine how the use of algebra tile manipulatives affected students’ mathematics achievement in algebra in some selected public Junior High Schools in Berekum West District in the Bono Region of Ghana. Using the lottery method of simple random sampling, stratified and the purposive sampling techniques, 274 respondents who were all students in JHS form 2 were chosen to participate in the study. The research approach was mixed methods and quasi-experimental as its design. Descriptive statistics (mean, standard deviation, and coefficient of variation) were used to analyze the data, and the quantitative data were analyzed using the paired samples t-test. The qualitative data from the respondents underwent thematic data analysis. The findings of the study demonstrated that using algebra tiles to expand binomials and factorize trinomials in algebraic expressions increased student achievement. The study’s findings also revealed that teachers limited was cardinal challenge of the perceived challenges of algebra tiles use. The results of the interviews supported the use of algebra tiles in the instruction of binomial expansion and trinomial factorization of algebraic expressions. Accordingly, the study recommended that the Berekum West District Directorate of Ghana Education Service (GES) focus on organizing frequent teacher collectives (professional development sessions) where mathematics teachers can gather to share ideas, solve problems, and discuss how to teach mathematics using manipulatives because teachers’ lack of knowledge makes manipulatives classes difficult to run smoothly.