USE OF MANIPULATIVE MATERIALS

AND MULTIMEDIA (ICT) IN TEACHING

SCIENCE AND MATH Mrs. Virginia D. Calosing

Culiat Elementary School

BACKGROUND OF THE PROJECT

Most teachers use the usual and traditional method of teaching to present their lessons

(i.e. “chalk talk and use of manila paper)

Lack of interest, boredom, minimal learner‟s participation

Moved the administration and faculty to utilize manipulative materials and multimedia

to improve teaching of Math and Science

OBJECTIVES OF THE PROJECT

To enhance teacher competencies, learning

approaches, methodologies, strategies and

techniques through the use of manipulative materials

and multimedia in teaching Math and Science

To enrich learner‟s concepts and skills in Science and

Math through manipulative materials and multimedia

PROJECT IMPLEMENTATION PLAN

Methodology, Materials and Funding

METHODOLOGY

1 • Studies/Research

2

• Continuous training for Science and Math teachers

3

• Guided implementation of the methodology by the principal, master teachers and department heads

4 • Monitoring and evaluation

MATERIALS AND FUNDING

Temasek Foundation

Ateneo de Manila

University

Parents and Teachers

Association

Teachers‟ Dole Out

School Budget

ADMINISTRATION OF THE PROJECT

Implementers and Stakeholders

Implementers

Principal Master

Teachers and

Department Heads

Teachers Parents

PRINCIPAL

Designed the study/project

Conducted trainings for the teachers

Monitored the whole project

Evaluated the whole project

MASTER TEACHERS/DEPARTMENT HEADS

Done the monitoring through clinical observations

of Science and Math classes

Validated the results of the evaluation through

consolidation

Mentored the Science and Math teachers regarding

the whole process

TEACHERS

Attended the seminars and trainings regarding the

methods provided by the school

Implemented the use of manipulatives and ICT in

their classes

Evaluated the effect of the project on students

through teacher-made tests

PARENTS

Follow up the results by monitoring the grades of

their children

PROJECT IMPLEMENTATION

COMPLETION REPORT

PART ONE

ISSUES ADDRESSED Improvement of teacher competencies in Science

and Math

Traditional way of teaching inadequately addresses

the need of the students

Poor motivation and engagement of students in

studying Math and Science lead to low

performance

Exploring the use of manipulative

materials and multimedia (ICT) may

provide an answer to these problems

OPERATIONAL DEMANDS

Framework Key Performance

Indicators Means

1. Train teachers

on identified

skills in Math

and Science

using

manipulatives

and ICT

Teachers use

manipulatives and

ICT in their

lessons

Increase in

student

participation and

performance

Teacher training

on the use of

manipulative

materials and

multimedia

Teacher training on the use of manipulative materials

and multimedia

SURVEY CONDUCTED

46 TEACHERS SURVEYED

46

40

30

20

10

0

91%

42

4

Question No. 1

Do you use

Manipulatives/ICT

In your lessons?

YES /NO

9%

100%

YES /NO

42 46

Question No. 2

Do you think

manipulative/ICT

help improve your

lesson?

Question No. 2

How often do you use manipulatives/ICT?

Everyday/ Once a week /Once a Month /Others

24% 30%

4%

35%

/No.

Answer

7%

“They are able to improve their bodily-kinesthetic skills and all of them passed the quiz given after using the manipulatives/ICT”

“Children are more attentive and curious about the lesson and it enables them to think critically”

“Since it is more “flexible” than just Manila papers and chalk talk, it addresses different learning styles and keeps students engaged”

“They enjoy it while doing it at the same time”

“It encourages shy pupils to participate especially in groupwork”

“Processing of information is easier and retention is high; coupled with other techniques, students learn to reason out and practice other thinking skills (observing, communicating, predicting)”

“Students can follow easily”

OPERATIONAL DEMANDS Framework Key Performance

Indicators

Means

2. Enhance daily

lesson plans

(Grades I to VI)

Grade I-VI: Math

Grade III-VI:

Science

Teachers:

Application and

incorporation of

skills as evident in

lesson plans and

classroom

observations

Students:

Engagement and

learning

Weekly checking

of lesson plans

by Principal and

Master Teachers

Classroom

observations

Classroom observations

OPERATIONAL DEMANDS

Framework Key Performance

Indicators

Means

3. Produce

manipulative

teaching kits for

Math and

Science

(resource bank)

Authentic objects

and materials are

used in lessons

Teachers and

students creativity

is enhanced

Manipulatives

created per grade

level by both

students and

teachers

Manipulatives created per grade level by both

students and teachers

OPERATIONAL DEMANDS

Framework Key Performance

Indicators

Means

4. Regular

teaching

demonstrations

for teachers.

Effectiveness of the

demonstration

based on feedback

and evaluation of

teachers and

students who

attended the

demonstration

Teaching

demonstrations

Teaching demonstrations

NATURE AND AVAILABILITY OF RESOURCES

Resources are teacher and student made

manipulative materials

Raw materials for manipulatives: commercial,

indigenous and recycled

Multimedia: computer, television set, projector

Multimedia were made available by generous

sponsors (Knowledge channel, Leaders and

Educators in Asia Program, ACED)

PART TWO

RESULTS

The project addressed the

need to improve teacher

competency which led to the

improvement of student

performance

Annual evaluation NAT increased during

implementation year

Good results in Math and Science competitions

Improvement of participation of students

Enhanced competencies of teachers in teaching

Math and Science as seen in lesson plans and

classroom observations

Presence of “resource bank” for better

implementation of the project was made available to

teachers

Computer literacy of teachers increased

RESULTS

Teachers update their knowledge in using the computer

through the “School Learning Action Cell” (SLAC)

DATA The following data show the effectiveness of the

project:

Results of the NAT SY 2007-2009

Teacher‟s lesson plans

Awards from contests (S.Y 2010-2011)

Over-all Champion LEAP Science Quiz bee, Cluster District

2nd place Gr. Three Mathematics Quiz Bee (MTAP), District

Science Fair 2nd place Science Quiz Bee, 1st Sci-Dama and

2nd place in Sayawit. Skills Development (EPP) Division 1st

place medicine cabinet, regional 2nd place medicine cabinet

and over-all rank seven Division Press Conference.

Demo teachings

Resource bank

CES pupils in their winning moments.

NAT RESULTS

10

20

30

40

50

60

70

80

90

100

‟05 – 06 ‟06 – „07 ‟07 – „08 ‟08 – „09

39.28

45.34

62.34

78.34

Mathematics

10

20

30

40

50

60

70

80

90

100

‟05 – 06 ‟06 – „07 ‟07 – „08 ‟08 – „09

34.93

41.97

66.70

75.75

Science

Result of National Achievement Test (NAT for the past 4 years)

RESOURCE BANK

COLLABORATION

Proper channeling was done. The implementers

conduct regular discussion/feedback on the project.

The project became a venue for the principal, master

teachers, department heads and teachers to work

together in improving the way Science and Math are

taught.

Monthly Lesson Study and Demo Teaching

REFLECTION As the principal, the improvement of the

methodologies of teaching and the results of the

evaluation of the two subject areas are a big

contribution to the school.

In addition, there was a boost of morale through the

enhancement done during the years of

implementation.

Objectives of the project were easily attained

EFFECT ON PARTICIPANTS

Each teacher was empowered to contribute in

developing and sustaining the project.

Using manipulative materials and multimedia

challenged their usual methods and made them go

out of their comfort zones to try out a different way

of approaching lessons.

It also enhanced their creativity and

resourcefulness.

TO SUMMARIZE…

The use of manipulatives and ICT to teach Science

and Math helped improve student performance.

Teachers became much more aware of the

innovations in teaching especially the use of

manipulative materials and multimedia (ICT).

Pupils also manifested more interest in learning the

two subjects.

PART THREE

POLICY OPTIONS

Continuous implementation of the project and wide

dissemination of the results to other schools within

the district if not in the division

Within the school, teachers could add more

manipulative materials to the resource bank

Regular workshops to share best practices and new

knowledge regarding manipulative materials and

trends on multimedia

POLICY RECOMMENDATIONS

Division-wide implementation of the project to

enhance the whole system and curriculum is

recommended.

Thank you!