Developing a Game-Based Instructional Manipulative for Permutation and Combination

Document Type

Conference Proceeding

Publication Date

3-7-2024

Abstract

Teaching mathematics by using instructional manipulatives has significantly contributed to the teaching and learning process. Thus, the Department of Education strongly encouraged teachers to develop and contextualize instructional materials to aid classroom instruction. For this study, an instructional manipulative was developed and evaluated, the Probity. In this developmental research, the development of the material was based from the survey on the needs and difficulties of teachers handling Grade 10 Mathematics. Based on the results, teachers confirmed that they faced challenges in teaching permutation and combination due to lack of instructional materials such as manipulatives. Additionally, literature showed that students have low understanding of permutation and combination concepts and their ability to plan out problems is limited. Nine (9) curriculum and content experts from the Division of Romblon evaluated Probity based on the guidelines and standards of the Department of Education to assess its suitability for classroom instruction. The results revealed that the manipulative passed the criteria mandated by the Department of Education. Also, it was found that the manipulative was aligned with the prescribed learning competencies and could potentially reinforce students' learning specifically for permutation and combination. In addition, the manipulative helps in enabling learners to be critical thinkers and problem solvers. Therefore, the development of Probity is timely and relevant. Evaluators discovered that it is different from traditional manipulatives, which has a potential to provide learners a strong foundation in permutation and combination. Consequently, the evaluators recommended the evaluation of effectiveness of Probity through experimental research.

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