Virtual Manipulative-Aided Instruction (VMAI): Its Effects on Seventh-Grade Students' Conceptual Understanding in Fractions
(1) Mindanao State University
(*) Corresponding Author
Abstract
Technology enhances education and addresses students' academic challenges. Excessive use of mobile phones and internet applications may contribute to students' poor academic performance. But, technology can also be an aid in improving learning outcomes. This study aimed to examine the influence of Virtual Manipulative Aided Instruction (VMAI) on Grade 7 students' conceptual understanding in solving fraction-related problems. A one-group experimental research design was employed, involving 55 Grade 7 students from three intact classes in selected national high schools in Lanao del Sur. Findings revealed significant improvements in conceptual understanding skills. Results further showed that VMAI influenced conceptual understanding in the representation of fractions, conversion of improper fractions to mixed numbers and vice versa, and simplification of equivalent fractions. Overall, the findings suggest that VMAI serves as an effective instructional approach, fostering active engagement, motivation, and enhanced mathematical skills among students. The study underscores the potential of technology-assisted learning to enhance conceptual understanding in mathematics.
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