The Use of Geoboard to Improve the Mathematical Performance of the Grade III Pupils in Cateel Central Elementary School

Education

Mathematics is a difficult subject to learn. It was evident from the learner’s low mathematics performance. Thus, this quasi-experimental research aimed to determine if geoboard, a manipulative tool, can improve the mathematical performance of the Grade 3 pupils, particularly in fractions. The data was gathered through the use of research-made pre-test and post-test questionnaires, which were answered by the grade 3 pupils—31 for the experimental group and 30 for the control group—of Cateel Central Elementary School who are enrolled in the academic year 2022-2023 as the respondents of the study. The information acquired for this study focused on the particular objectives within the given duration of the intervention. The results of the study revealed that the level of the pre-test score for both groups did not meet expectations, while the level of the post-test scores for both control and experimental groups improved their mathematical performance. It also revealed that the pre-test and post-test scores between the two groups differ significantly, with a t-value of 3.245 and a p-value of 0.002 for the pre-test result and a t-value of a F-value of 24.881 and a p-value of 0.000. Based on the overall result, there was a significant difference in performance between the mean pre-test scores and the mean post-test scores, with a t-value of 13.50 and a p-value of 0.000. The overall performance implied that with the use of Geoboard, the mathematical performance showed a higher significant difference as the experimental group could carry out the results of the control group in the post-test. Furthermore, the crucial findings from this research proved exceedingly relevant and beneficial to the students, instructors, administration, and future researchers.

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