Utilization of Virtual Manipulatives: Effects on Students’ Attitudes towards Mathematics

Under various learning conditions, environments, and types, teachers strive to utilize different learning and teaching tools and strategies to enhance student learning. While studies show that some of these tools contribute to students’ mathematics performance, it should be noted that several factors play a crucial role in the experiences and achievement of students, like their attitude towards the discipline. Various studies have explored strategies to enhance students’ attitudes towards mathematics. Given the recent emphasis on flexible learning, the researchers sought to explore the use of virtual manipulatives—tools effective for both in-person and online education—to enhance students’ attitudes toward mathematics. Correspondingly, this Plan-Do-Check-Act action research utilizing the mixed methods approach was implemented. The study was conducted among six sections of junior high school students in a private school in Manila, Philippines. The Mathematics Attitude Questionnaire was used to gauge students’ mathematics attitudes before and after their experience with the use of virtual manipulatives. Interviews, journal entries, and observation notes were also collected to triangulate the results and enrich the investigation. Paired samples t-test was used to compare the attitude scores, while basic thematic analysis was done to analyze the qualitative data. Results indicate that most students had average to positive attitudes before the implementation. While their mathematics attitude after the use of virtual manipulatives is not significantly different from before, the qualitative data collected in the study shows that students appreciate the use of virtual manipulatives and that they understand mathematical concepts because of the interactivity of the intervention.