Chapter 1-5

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CHAPTER I
INTRODUCTION
Factual knowledge alone is not sufficient to make students succeed in this
modern world. Students need to attain higher-order thinking skills called 21st
century skills like problem-solving and critical thinking to survive the speedy
changes in all expanses of life. In learning critical thinking, students will be lead to
develop their skills such as a higher level of concentration, more in-depth analytical
abilities, and improved thought processing (National Education Association, 2014).
Critical thinking is very essential in problem-solving. Hence, nowadays,
Mathematics teacher must focus on how to enhance students’ higher-order
thinking skills such as providing variety of effective Instructional materials (IMs)
that directly engage the students in teaching-learning process. To develop problem
solving skills of the students, teacher can develop IMs that can catch the interest
of the students (Lopez, 2015). Instructional materials as the name suggested are
materials of visual, audio and audiovisual category that helps to make concept
abstracts and ideas concrete in the teaching and learning process. No teaching
learning materials are worthless as far as the development of higher order thinking
skills is concerned (Nalova & Shalanyuy, 2017).
Efforts to develop the 21st century skills of the students have become the
main agenda in the curriculum of mathematics education in our country. However,
the fact that yearly, our educational institutions across the archipelago are
producing mathematically unequipped graduates is undeniable (Estonanto, 2017).
As per National Achievement Test (NAT) result, from year 2009 to 2015,
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secondary students obtained an average of 47.8 Mean Percentage Score (MPS)
in Mathematics which placed the subject second from the bottom among all subject
(Victorino, 2018). More do, as cited in Philippine Daily Inquirer (March 11, 2017),
such under achievement was also revealed in the result of Trends in International
Mathematics and Science Study (TIMMS) in 2003, the last time the country
participated in this assessment. Philippines scored 378 and ranked 34th out of 38
countries participated. In 2012, the Department of Education released Department
Order No. 13 setting guidelines on allocation, delivery, and distribution of learning
activity packages, modules, and other instructional materials to support the initial
implementation of the K-12 curriculum (Villere, 2017). This only proves that the
government is aware of education’s present dilemma and is filling-up the gaps
through different learning materials.
The poor performance in Mathematics emphasized the needs for effective
instructional materials. The influence of IMs in promoting students’ academic
performance in educational development is indisputable. Utilization of instructional
materials had shown potential effectiveness to enhance students’ performance
and to strengthen positive attitudes and high self-efficacy beliefs among high
school students (Tan, 2018). Use of appropriate instructional materials has a
strong relationship to the academic performance of secondary students (Dahar,
2015). IMs play an important role in improving students’ Mathematics achievement
(Barlis, 2015).
IM’s enhance the teaching - learning process by exhibiting information
necessary to acquire knowledge and skills. As students enjoy experimenting in

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learning mathematics, they must explore, conjecture, and think rather than,
engaging only in rote learning of rules and procedures ((Villere, 2017). Bilbao et.
al., (2014) in their “Curriculum Development ’’, emphasized that teachers should
select teaching methods, learning activities and instructional materials or
resources appropriate to learners and aligned to the objectives of the lesson.
Nowadays, student learned more through the use of instructional material that can
be manipulated and give them the opportunity to sort, classify, weigh, stack and
explore if they are to constructs mathematical knowledge.
Instructional materials that integrate concrete manipulative in Mathematics
instruction improve students’ achievement. National Council of Supervisors of
Mathematics (2013) emphasized that in order to develop every student’s
mathematical proficiency, leaders and teachers must systematically integrate the
use of concrete and virtual manipulatives into classroom instruction at all grade
levels. Manipulatives are concrete objects that can be viewed and physically
handled by students in order to demonstrate or model abstract concepts. Use of
manipulatives makes mathematical concepts visual and concrete since it is a
hands-on learning experience. Also, some of the benefits of using manipulatives
during instruction are: provides hands-on learning, appeal to all styles of learning
and engage students in building a better understanding of the topics being taught
(Marshall and Swan, 2016).
Integer Tiles and Jumper Card are manipulatives that will promote hands
on learning. Both are used to build concrete presentation of the abstract concepts
of the four fundamental operations of integers. Basically, these IMs are used to
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see the relationship between positive and negative numbers. They also used for
developing the ideas of numbers and operations and for reasoning about numbers
and their relationships.
Utilization of Integer Tiles and Jumper Card in teaching – learning process
will provide the teachers and students an opportunity to enrich the student’s
performance specifically in operations of integers. It will help to catch the students’
attention during discussion, letting them explore and build the abstract concept
through hands on experiences. These learning tools may aid a student in
concretizing a learning experience so as to make learning more exciting,
interesting and interactive.
In view of the above information, this study was conducted to validate
whether the Integer Tiles and Jumper Card are really effective instructional
materials in teaching Mathematics specifically in formalizing rules for operation of
integers. It sought to find out if the use of both IMs enhances the academic
performance of the students. Furthermore, it was aimed to determine the level of
acceptability and effectiveness as manipulatives in performing four fundamental
operations of integers for Grade 7 students.
Statement of the Problem
This study aimed to determine the acceptability and effectiveness of Integer
Tiles and Jumper Card in teaching four fundamental operations of Integers for
Grade 7 students at Mantalisay,National High School, Libmanan, Camarines Sur
for the academic year 2019 – 2020.
Specifically, this study answered the following questions:

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1. What is the performance level of the students in four fundamental
operations of integers using Integer Tiles and Jumper Card?
2. What is the level of acceptability of Integer Tiles and Jumper Card in
teaching four fundamental operations of integers as evaluated by students
and teachers in terms of physical and functional quality?
3. Is there a significant difference between the evaluation of the respondents
on the level of acceptability of Integer Tiles and Jumper Card?
4. Is there a significant difference on the performance level of the experimental
groups among four fundamental operations of integers?
5. Is there a significant difference on the performance level between the
groups of respondents in performing four fundamental operations of
integers based from the post-test results?
6. Is there a significant difference on the effectiveness of using Integer Tiles
and Jumper Card?
Objective of the Study
This study was anchored to the following objectives:
1. Describe the performance level of the students in four fundamental
operations of integers using Integer Tiles and Jumper Card.
2. Determine the level of acceptability of Integer Tiles and Jumper Card in
teaching four fundamental operations of integers as evaluated by students
and teachers in terms of physical quality and functional quality.
3. Analyse if there is a significant difference between the evaluations of the
respondents on the level of acceptability of Integer Tiles and Jumper Card.

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4. Determine if there a significant difference on the performance level of the
experimental group among four fundamental operations of integers.
5. Evaluate if there is a significant difference on the performance level
between the groups of respondents in performing four fundamental
operations of integers based from the post- test results.
6. Determine if there is significant difference on the effectiveness of using
Integer Tiles and Jumper Card.
Scope and Limitation
This study focused on acceptability and effectiveness of Integer Tiles and
Jumper Card in teaching four fundamental operations of Integers.
The respondents were limited only to two heterogeneous sections of Grade
7 students of Mantalisay National High School for the first quarter of school year
2019 – 2020. With equal academic footing, the Emerald Section used the Integer
Tiles while the Pearl Section used the Jumper Card. Teacher allocated four
meetings to teach each operation. Student who was not complete the entire
learning process and absent during data gathering was not included in this study.
The evaluation of acceptability was limited to Mathematics teacher of Mantalisay
National High School and students from two experimental group along physical
and functional quality of both instructional materials. Effectiveness was limited to
the performance level of the students based to their score on pre-test and post-
test about operations of integers. Other topics discussed in Mathematics were
excluded on this study.

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Significance of the Study
Findings of this study may be helpful to the following entities:
School Administrator. Findings of this study may help in setting up desirable
schemes for the improvement and innovation of instructional material to enhance
the quality of teaching basic concepts in Algebra specifically, the four fundamental
operations of Integers.
Mathematics Teachers. Result of this study may yield information which may
serve as the basis for planning and devising approach tended in teaching
Mathematics.
Parents. Result of this study may provide the parents an information and
awareness that manipulative devices/ materials required by the teachers will make
their children more knowledgeable about mathematical concept.
Students. The result of this study may be useful in providing the students with
needed mathematical skills and for them to change their negative attitude and
thoughts towards learning Mathematics, also to reduce difficulties and establish
interest in the four fundamental operations of Integers.
Other Researchers. Findings of this study can be beneficial to the researchers
themselves since they may be guided on how to uplift their knowledge and may
also encourage them to undertake other related studies on manipulative strategies
to be more creative in their ways in discovering instructional materials in teaching
Mathematics.
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CHAPTER II
REVIEW OF LITERATURE
This chapter presents the review of related literature and related studies
that were found to be relevant to the present study. The similarities and differences
of each studies and literature were noted in synthesis. It also presents the
theoretical and conceptual framework as well as the definition of terms together
with the assumptions and hypothesis of the study.
Acceptability of Instructional Materials in Mathematics
Teachers and students’ view, beliefs and perception regarding the use of
instructional material during the instruction are critical in achieving learner success
within mathematical education.
In study of Zaratar et al., (2015), “Development and Acceptability of Lecture
Guide in Teaching Solving Word Problem in Grade 7 Mathematics using
Spreadsheet”, it was recommended that teacher should pursue to find supplement
in enhancing the competency of the students in Mathematics and in developing
problem solving skills. Their study revealed that evaluation of students and
secondary Mathematics teacher on their proposed lecture guide in teaching
solving word problems in grade 7 mathematics using spreadsheet (Microsoft Excel
2007 Version) was Highly Acceptable. The highly acceptance of the students in
the lecture guide using spreadsheet proves that students want the use of modern
technology in their learning of problem solving and they were enjoy in manipulating
devices. This general finding implied that their proposed instructional material
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possesses all the necessary content, instructional and functional qualities. It was
also found out that there is no significant difference on their evaluation that leads
the researchers to conclude that the proposed lecture guide is acceptable to be a
teacher support material in teaching solving word problems in grade 7
mathematics. The proposed lecture guide has a potential to be an efficient and
effective materials for teaching solving word problems in Grade 7 mathematics.
In the same manner, the study of Espinar and Ballado (2016) entitled
“Content Validity and Acceptability of a Developed Worktext in Basic Mathematics
2“, revealed that teachers and students registered a grand mean evaluation of 4.62
and 4.64 with an overall grand mean of 4.64, which means that the content validity
as a whole is “very much valid”. Also, the work texts’ level of acceptability was
determined by the teacher and student respondents evaluating the different
aspects as to clarity, usefulness, suitability, adequacy, timeliness, language, style,
format, illustrations, and presentation. The teachers and students rated this with
grand means of 4.62 and 4.71, respectively and an overall grand mean of 4.67.
This indicates that both groups of respondents strongly agreed that the work text
met the criteria set and therefore rate as “very much acceptable”. It was shown
that the work text is ready to be used as evaluated by the respondents, though
minor modifications were suggested to further improve the material. They also
found out that there is no significant difference between the evaluations of the two
groups on the work text’s validity work text’s level of acceptability.
Likewise, the study of Mutodi and Ngirande (2017) entitled “Perception of
Secondary School Teachers towards the Use of Concrete Materials in

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Constructing Mathematical Meaning”, investigated mathematics teachers’
perceptions on the use of concrete materials in constructing mathematical
meaning based to teacher qualities, time and cost, learners’ academic
background, the motivational effects of concrete materials, nature of concrete
materials and students’ retention of knowledge. The results displayed that teachers
hold different perceptions towards the use of concrete materials as teaching and
learning aids. The main highlights of the study revealed that 86.7% of the
participants agreed that teachers’ experience and expertise determine the use of
concrete materials as teaching and learning aids. The majority (96.7%) of the
participants also subscribed to the notion that concrete material enhances
teachers and students to bridge the gap that separates how mathematics is taught
and how mathematics is learned.
Kutluka and Akin (2013), in the study “Teaching of Mathematics with
Concrete Materials: Qualitative Study on Using Four Quadrant Algebraic Scales”
noted four-quadrant Algebraic weight scales are effective in teaching, concretizing
and making persistent the knowledge about mathematical concepts. It was also
found out that they yield student centered application; they equip students with
analytical thinking and social interaction skills. All in all, it was concluded that four-
quadrant Algebraic weight scales as a concrete material have suitable attributions
and it is applicable in mathematics instruction as evaluated by teachers.
The study of Pham (2015) entitled “Teachers’ Perceptions on the Use of
Math Manipulatives in Elementary Classrooms” revealed that elementary school
teachers find that using manipulatives is an important part in their math lessons.
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They believe that manipulatives give students opportunities to explore tangible and
non-tangible objects to make connections between concrete and abstract
concepts in mathematics. They allow students to see math in different lights and
arrive to their own personal understanding. Manipulatives create opportunities for
students to discuss, reason, and communicate their mathematical ideas. The use
of manipulatives deepens students’ understanding of abstract concepts and their
relationship with concrete concepts. Manipulatives make math learning more
meaningful and enjoyable. When teachers use manipulatives to teach
mathematics, students show more engagement and through engagement,
learning happens.
Parallel with the study conducted by Zakaria and Lee (2012) “Teachers’
Perceptions toward the use of GeoGebra in the Teaching and Learning of
Mathematics”, revealed that mathematics teachers in secondary schools have a
positive attitude toward the use of GeoGebra. Mathematics is a subject that is
abstract and that requires the collective imagination of students and teachers,
particularly in the areas of geometry and transformations. The use of technology
exposes students to learning without boundaries and also promotes student-
centered learning, where the teacher acts as an enabler o facilitator. GeoGebra
software is expected to help mathematics teachers diversify their teaching
methods to facilitate students’ understanding of mathematics concepts through
effective teaching and learning. In addition, they recommended that GeoGebra
should be used as an alternative to encourage teachers to employ technology as
a means of harnessing student potential in the teaching and learning of

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mathematics.
Akanmu et. al, (2016), on their study “Senior School Students Perception
Of The Use Of Geogebra Instructional Package In Learning Linear Equations In
Ogbomoso, Nigeria “, highlighted that that the relationships between student’s
perception towards the ease of use and usefulness of instructional package, ease
of use of geogebra instructional package and student’s attitude, and student’s
attitude and behavioral intention of student about the use of geogebra instructional
package were positively high. It was concluded that the attitude of students
towards the use of Geolebra instructional package depend on their perceptions on
its usefulness and its ease of use. Hand-on –design activities and examples
adopted for training made the students to perceive that if GeoGebra package is
easy to use it will be found useful for them to learn mathematics. Finally, it was
recommended that GeoGebra package should be integrated into the teaching and
learning of mathematics in secondary schools.
Effectiveness of Utilizing Instructional Materials in Teaching Mathematics
Instructional materials have been observed as a powerful strategy to bring
about effective teaching and learning. The utilization of instructional materials had
shown potential effectiveness to enhance students’ performance and to strengthen
positive attitudes and high self-efficacy beliefs among high school students (Tan,
2018). Also, Barlis (2015) cited that instructional materials play an important role
in improving students’ Mathematics achievement.
Şengül and Körükcü(2012) concluded on their study “Effect of Teaching
Integers Using Visual Materials on the Sixth Grade Students’ Mathematics

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Achievement and Retention Levels” that using visual materials such as Labels
and Board, Numerical Axis Model, and Piston Thermometer Model in teaching is
more effective in terms of mathematics achievement and retention levels of
students. There is a significant increase in the scores obtained by the students of
experimental group from the post-test and retention test compared to the scores
obtained from the pre-test. It showed that teaching with visual materials enables
students to acquire and retain more knowledge.
Nool (2012), in his study “Effectiveness of an Improvised Abacus in
Teaching Addition of Integers”, determined the effectiveness of an improvised
abacus as remediation device in teaching addition of integers for fifty low-
performing prospective elementary teachers. Findings showed that the use of the
improvised abacus significantly reduced their errors and improved their
performance and retention of skills in addition of integers, and improved their
confidence in learning mathematics. The use of the improvised abacus highly
improved their performance in addition of integers. The performance of the
students in addition of integers still improved significantly a week after the teaching
session with the use of manipulative. Moreover, the use of manipulative materials
supports the learning style of kinesthetic learners who need to move some parts
of their body to learn and of tactile learners who need something to manipulate to
fully understand the lesson. It allowed the students to learn by doing. Thus the
improvised abacus promotes cognitive, affective and psychomotor learning. It
verified the positive effects of manipulative materials on students ‘achievement.

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Şengül and Dereli (2013) noted on their study “The Effect of Learning
Integers Using Cartoons on 7th Grade Students’ Attitude to Mathematics” that
using cartoons significantly increases students’ perceived level of mathematics
achievement, the perceived benefits of mathematics, and the amount of attention
students pay in their mathematics course. Cartoons as instructional material,
concretize the abstract concepts and facilitate comprehension of these abstract
concepts, give students the feeling of achievement in mathematics, and increase
the amount of attention. Also, teaching using cartoons improves students’ attitudes
toward mathematics. They enjoyed the cartoons and that they increased their
interest in the math lesson.
Bolyard and Moyer-Packenham (2012) found out on their study “Making
Sense of Integer Arithmetic: The Effect of Using Virtual Manipulatives on Students’
Representational Fluency”, students increased in integer computation
achievement and demonstrated facility with pictures and written representations.
Sixth grade students were randomly assigned to use the three different web-based
virtual for addition and subtraction: Virtual Integer Chips (VIC) and Virtual Integer
Chip with Context (VICC) manipulatives were chosen as representative of a
quantity model for integer addition and subtraction and Virtual Number Line (VNL)
manipulative was chosen as representative of a number line model. Each of these
tools is presented electronically in the form of an “applet” or small, stand-alone
application program. All treatment groups showed a significant increase in student
achievement. There were no significant differences among the groups for addition.
Similarly, there were no significant differences among the groups for subtraction.
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Although students in this study made positive gains in achievement on integer
addition and subtraction computation, the students had not yet developed a
complete understanding of integer addition and subtraction concepts. They still
showed some difficulties in interpreting and representing situations in symbolic
form, particularly for subtraction items. Students need targeted experiences to help
them build connections among symbolic and other representational forms of
integer subtraction.
Shahrill et. al(2017), investigated on their study “ Teaching and Learning of
Integers Using Hands-On Versus Virtual Manipulative ” the use of hands-on
coloured counters and virtual manipulative in the Gizmos application webpage in
teaching of addition and subtraction of integers with two classes comprising 51
students in a secondary school in Brunei. Based on their findings there is
improvement in students’ academic performance, which carries positive impact
towards students ‘motivation, and students’ attitude from both intervention
methods. Hands-on manipulative and virtual manipulative have a positive
significant impact on the performance of students in the teaching and learning of
addition and subtraction of algebra. It also found that the hands-on counters model
helped students in the learning of addition and subtraction of integers. Careful
choice of the right technologies can help students visualize key concepts with
better ease, and in some cases, can provide better explanations than most
traditional vocal inputs from teachers.
Mendiburo (2014) on her study “Virtual Manipulative and Physical
Manipulative: Technology’s Impact on Fraction Learning” revealed that students

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assigned to the virtual manipulative (virtual fraction kit and virtual fractions cube)
condition achieved higher mean scores than students assigned to the physical
manipulative (colored paper magnetic fraction strip and special fraction cube)
condition on all 3 of the post assessments administered in this study. This
suggested that virtual manipulative may actually be more effective than physical
manipulative.
In another study comparing concrete and virtual manipulative, Yuan, Lee,
and Wang (2010) tested the effectiveness of polyominoes with junior high students
each class of students used either concrete or virtual polyominoes during three
classroom activities. The purpose of their study was to compare differences in
problem solving between the two groups and to measure student attitudes related
to virtual manipulative by conducting pretest and posttests and an attitudes survey.
The results of their study indicate no statistically significant difference between the
results of the two classes. Researchers noted that both materials were effective,
but each resulted in different learning experiences for students. These students
had an easier time creating, decomposing, and recomposing shapes with the
virtual manipulative.
Ross (2014) investigated the effectiveness of base ten blocks in performing
multi digit addition and subtraction on her study “The Effect of Mathematical
Manipulative Materials on Third Grade Students' Participation, Engagement, and
Academic Performance”. Student’s academic performance increased with the use
of manipulative. Seventy-five percent of the students involved in the research study
showed an improvement in their academic performance. Class had an overall

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positive emotional tone. The student participation and engagement were impacted
positively with the use of math manipulative. Student learning is best facilitated
when students actively participate in the learning process. Students were
introduced to a new strategy for solving addition and subtraction problems, and
based on the data they incorporated these ideas and strategies as an option when
solving problems on their own. In addition, the research showed that the effective
use of manipulative contributed to student conceptualization and understanding.
Adipo (2015) found out on her study “Impact Of Instructional Materials on
Academic Achievement in Mathematics in Public Primary Schools in Siaya County,
Kenya “ children who are taught mathematics using instructional materials perform
better than those who are only taught mathematics using abstract mathematics
symbols only. Geo board as an instructional material had big impact on geometry
achievement as compared to only mathematical symbols in learning mathematics.
Algebra tiles on achievement in Algebra as a concept in mathematics had greatest
impact compared to only mathematical symbols. It was suggested that children
should be taught by use of instructional materials as well as abstract mathematics
symbols for better performance in mathematics.
In the same manner, Abakpa et. al, (2015) conducted the study “Effect of
Mathematical Manipulative on Upper Basic One Students’ Interest in Algebra in
Kwande Local Government Area, Benue State “with the experimental group on the
use of Algebra tiles, Base 10 Blocks and Counters in teaching and learning the
topics under algebraic processes. Students improved on their interest more than
the control group. They suggested that concrete manipulative as minds-on, hands-
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on and students’ activity-centered approach has a positive impact on students’
interest in learning algebra. The finding on the concrete manipulative and
conventional teaching approaches indicates that the use of concrete manipulative
has reduced the effect of just been a passive listener and observer on the students.
Teaching and learning algebra using mathematical manipulative improved
students’ interest in the subject.
Atteh et. al. (2017) introduced the utilization of Balance Model approach in
the teaching and learning of linear equations to enhance students’ conceptual
understanding in the principles of solving linear equations in one variable to second
year high school students with his study “The Impact of Using Balance Model in
Teaching Linear Equation”. After using the IM, the performance of the students in
the post-test was higher than that of the pre-test. It is recommended that the
balance model could therefore serve as a concrete experience for promoting the
simplification and utilization of linear equations in one variable, and therefore a
solid manipulative material for teaching algebraic equations. Also it promotes the
active participation and intellectual involvement of learners.
Kontaş (2016) on his study “The Effect of Manipulative on Mathematics
Achievement and Attitudes of Secondary School Students” showed that the
prepared teaching materials increase the mathematics achievement of the
students, which can be explained by the function of manipulative as a bridge
concretizing abstract mathematical concepts. It was also highlighted as opposed
to former traditional instruction methods, learning through activities including the
use of manipulative gave them pleasure and increased their motivation and
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allowed them to learn while having fun. Positive feedbacks of this kind are
indicators of a positive attitude towards the mathematics lesson and the usage of
manipulative in mathematics instruction.
Adebule and Ayoola (2015) concluded that students taught using IM
performed significantly. In general, students will perform better in Mathematics
provided they are allowed to interact or participate effectively in the teaching
learning process through the use of instructional materials.
Enki (2014) conducted a study “Effects of Using Manipulative on Seventh
Grade Students' Achievement in Transformation Geometry and Orthogonal Views
of Geometric Figures “. It was found out that using manipulative in the concept of
geometric figures and transformation geometry did not result in better outcomes
compared to regular instruction. Although the mean difference between groups
was not significant, students who were in the experimental group had positive
attitude toward mathematic lesson and manipulative. It was concluded that using
manipulative influenced students’ emotions and attitudes in the mathematics class.
Tan et. al (2018) on their study “Effects of Instructional Materials in General
Mathematics and High School Statistics on the Attitude, Self-Efficacy Beliefs and
Performance of High School Students”, pretest-posttest research design was
implemented in all classes in Grade 7 General Mathematics and third year High
School Statistics. Results revealed that their performances increased to average
after the treatment period. The t-test for difference resulted a significant increase
in the performance of students before and after the use of IMs for all levels. There
were significant differences in the students’ attitudes and self-efficacy beliefs

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before and after the treatment. The utilization of instructional materials had shown
potential effectiveness to enhance students’ performance and to strengthen
positive attitudes and high self-efficacy beliefs among high school students.
In the study of Albalate et al., (2017) “Grid and Modified Geoboard in
Teaching Mathematics: A comparative Study”, articulated that the extent of
utilization of using different instructional materials deviate the performance level of
pupils. Diagnostic test of experimental group revealed that 95.46% of the pupils
that use grid board had above average performance and only 4.55% was below
average. This was contrary to the results when the same experimental group used
the modified geoboard as result showed that 82.61% of the pupils performed below
average and only 4.35% performed average. Also, it was revealed that there was
significant difference on the performance level between the two experimental
groups. It was recommended the use of both the grid board and the modified
geoboard IMs are advantageous in teaching Mathematics IV.
In the study of Erlano (2010) entitled “Manipulative Strategy in Teaching
Mathematics III” their findings show that the experimental group have higher
improvement in the post-test as compared to the control group. It was conducted
that manipulative strategy is more effective than the conventional method of
teaching and can be used as an alternative strategy in teaching Mathematics
subjects. Teacher should make use of manipulative materials and concrete objects
in teaching Mathematics in order to make learning more effective. He also added,
that opportunities and experiences should be provided for the active participation
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of pupils with the implementation of manipulative materials and devices to develop
their conceptual understanding.
Potenciana et. al. (2015) determined the effectiveness of Algebra Tiles in
teaching four fundamental operations of Algebraic Expression. Experimental group
marked the notable increased who obtained above average performance. There
was significant difference between the pretest and post test result of experimental
group. Teachers are encouraged to utilized Algebra Tiles as one of the IMs in
teaching four fundamental operation of algebraic expression to develop the
manipulative skills of the students. Students in the experimental group
encountered difficulties in subtracting algebraic expression with the use of Algebra
Tiles. It was recommended that teachers are encouraged to provide variety of IMs
suited for different topics in Mathematics.
. It is essential to teachers to utilized variety of instructional material so that
the learning process become effective in all area of the subject that can also turn
out the learning to be fun and motivating for learners (Cakir, 2015). According to
Moyer-Packenham, et al. (2013) teachers can use different modalities for
Mathematics instruction and produce similar achievement results.
Synthesis
The related literatures and studies previously mentioned were carefully
reviewed for its relevance to the present study which focuses on the acceptability
and effectiveness of utilizing instructional materials in teaching Mathematics.
These literatures and studies gave useful information, insights, and ideas that
served as a rich background in the preparation of this study.

22
The study of Zaratar et al., (2015) and Espinar and Ballado (2016), were
similar to present study since it determined the acceptability of instructional
material in teaching mathematics as evaluated by teachers and students. Likewise,
the study of Mutodi and Ngirande (2017), Kutluka and Akin (2013), Pham (2015),
and Zakaria and Lee (2012) were found that their ideas were similar to the present
study where it investigated mathematics teachers’ perceptions on the use of
concrete materials in constructing mathematical meaning. Also, Akanmu et. al,
(2016) was similar to present study as it concerned with the perception of the
students on utilization of IM in Mathematics.
The study of Şengül and Körükcü(2012), Nool (2012), Şengül and Dereli
(2013), Bolyard and Moyer-Packenham (2012), Shahrill et. al(2017), Mendiburo
(2014), Yuan, Lee, and Wang (2010), Ross (2014), Adipo (2015), Abakpa et. al,
(2015), Atteh et. al. (2017), Kontaş (2016), Enki (2014), Tan et. al (2018), Albalate
et al., (2017), Erlano (2010) and Potenciana et. al. (2015) were similar to the
present study because all of the previous study stressed about the effectiveness
of utilizing instructional materials on performance of students in teaching
Mathematics. The works of Şengül and Körükcü, Nool, Şengül and Dereli , Bolyard
and Moyer-Packenham , Shahrill et. al were found significant to the present study
as it focused on determining the effect of the use of IMs in teaching Integers on
students’ academic performance .
The difference between the present and previous studies lie in their
respondents, scope, methodology, instructional materials used, and topics in
mathematics where IMs utilized. Şengül and Körükcü used Labels and Board,
23
Numerical Axis Model, and Piston Thermometer Mode on sixth grade class while
Nool used improvised abacus on BEEd students. Şengül and Dereli utilized
cartoons as instructional material. Bolyard and Moyer-Packenham assigned sixth
grade students to use the three different web-based virtual manipulative: Virtual
Integer Chips (VIC), Virtual Integer Chip with Context (VICC) and Virtual Number
Line (VNL). Shahrill compared the effectiveness of of hands-on coloured counters
and virtual manipulatives in the Gizmos application. Mendiburo on his comparative
study used virtual manipulative (virtual fraction kit and virtual fractions cube) and
physical manipulative (colored paper magnetic fraction strip and special fraction
cube) on Fraction Learning with grade six students. Yuan, Lee, and Wang also
compared the impact of concrete and virtual manipulatives. Ross investigated the
effectiveness of base ten blocks in performing multi digit addition and subtraction
with third grade students' participation, engagement, and academic performance.
Adipo used Geogebra and Algebra Tiles in public primary schools in Siaya County,
Kenya while Abakpa et. al, (2015) used variety of IMs such as Algebra tiles, Base
10 Blocks and Counters in teaching and learning the topics under algebraic
processes. Atteh et. al. (2017) introduced the utilization of Balance Model
approach in the teaching and learning of linear equations for second year high
school students while Albalate et. al compared the results of utilizing Grid and
Modified Geoboard on Grade 4 class. Potenciana et. al. determined the
effectiveness of Algebra Tiles in teaching four fundamental operations of Algebraic
Expression with Grade 8 class.

24
This study is unique in comparison with the other studies as it determined
the level of acceptability of Integer Tiles and Jumper Card as evaluated by students
and teachers in terms of physical and functional quality. Also, it focused on the
effectiveness of both IMs on academic performance of Grade 7 students in
teaching four fundamental operations of integers.
Theoretical Framework
This study is anchored on Jean Piaget’s Cognitive Development Theory
(1936) which focused on the cognitive development during the concrete stage. The
concrete operational stage of the mental development covers the seven to eleven-
year-old range. In this stage, children can classify objects according to their
characteristics into sets and subjects as determined by their specified
characteristics. Although the child in concrete operation stage already possesses
the intellectual abilities found in adults, yet they have difficulties in understanding
verbal abstraction. They can carry out complex operations such as reversibility,
substitution and several ordering using concrete objects but may not be able to
carry out the same operations using verbal symbols. Using Integer Tiles and
Jumper Card, the teacher in Mathematics will be able to improve and hasten the
development of the Mathematical skills by exposing the children to characteristics
of concrete objects. This exposure will help to have vivid picture of abstract ideas
being learned. Objects, which the children can hold, smell, touch, hear or
manipulated, help them understand the patterns and the relationship that exist in
the abstract ideas.

25
Cognitive
Motivation Theory Developmental
Theory
(Glasser, 1970)
(Piaget, 1936)
Effectiveness
and
Acceptability of
Integer Jumper
Card in
Teaching Four
Fundamental
Operations of Constructivist
Attribution Theory
Integers
Theory
(Bruner, 1950)
(Weiner, 1992)
Experimentalist
Theory
(Dewey, 1902)
Figure 1. Theoretical Framework

26
Jerome Bruner emphasized the importance of the concepts on the
development of representation of knowledge (Corpuz, et al., 2011) which focused
on the symbolic representation where the learner has developed the ability to think
in abstract terms and uses Symbol System to encode knowledge. Bruner advised
that teachers utilize and bring together concrete, pictorial then, symbolic activities
to facilitate learning. Before children can comprehend abstract Mathematical
operations, teachers can first represented numbers inactively (with blocks) and
then, ironically (in pictures). , ironically (in pictures). Integer Tiles and Jumper Card
are used as a representation of Integer’s concept that helps the students to encode
knowledge symbolically and help them to better understand the abstract ideas.
Another theory which is the experimentalist theory of Dewey (San Mateo,
et al., 1997) which believes that the child is the center of educative process and
that learning should be considered for the total development of the child. In this
theory, learning is essentially experiencing, reacting, doing, and understanding.
Integer Jumper Card give students a way of manipulating the objects which
provides them an enjoyable experience and make their learning more effective and
interesting.
Bernard Weiner’s Attribution Theory (1992) states that the major
determinants of motivation are not the innate needs or experiences of individual,
but how their successes and failures are perceived and interpreted. Attribution
theory provides an important method for examining and understanding motivation
in academic settings. After determining the strength and weaknesses of the
students, teacher can provide motivation and appropriate strategy to be used to

27
bridge the learning gap. Their success or failure helps to reinforce their knowledge
and motivate them to enjoy mathematics.
Glasser (1970) proposed Motivation Theory popularly known as Control
Theory. This contends that behavior is inspired by what a person wants most at
any given time. It is therefore significant to note that the desire of students on how
to access new device or material during classroom discussion will lead to
understanding of complex topics in easy way. Using Integer Tiles and Jumper Card
which students can manipulate to attain end product, can generate the desire to
learn and do more.
Conceptual Framework
The conceptual framework of this study will be presented in IPO (Input,
Process and Output) model of flowchart. This figure clearly specifies the activities
that will be done by the researchers in the realization of the objective of this study.
Input. Includes the performance level of the respondents that based on
pre-test and post test results, and level of acceptability of Integer Tiles and Jumper
Card as evaluated by teachers and students along physical and instructional
quality.
Process. Includes development of Integer Tiles and Jumper Card as
instructional materials, preparation and validation of teacher made test and survey
questionnaire. The pre-test was administered to the respondents to determine the
equal academic footing for each group. It also includes the teaching process of two
experimental group wherein they used Integer Tiles and Jumper Card respectively
28
ACCEPTABILITY AND EFFECTIVENESS OF INTEGER TILES AND JUMPER

CARD IN TEACHING FOUR FUNDAMENTAL OPERATIONS OF INTEGERS
INPUT PROCESS OUTPUT
A. Performance A. Development of
Level of Integer Tiles and
respondents Jumper Card
 Pre-test B. Preparation and

 Post-test Validation of
 Teacher made
B. Level of test
Acceptability of  Survey
Instructional questionnaire
Materials Level of acceptability
C. Administration of and effectiveness of
Integer Tiles and
 Physical
 Functional • Pre-test Jumper card in
teaching four
D. Teaching Process fundamental
 Integer Tiles operations of Integers
 Jumper Card
E. Administration of
 Post test
 Survey
Questionnaire
F. Statistical
treatment,
presentation,
analysis and
interpretation of
data
FEEDBACK
Figure 2. Conceptual Framework

29
where students manipulated the materials in performing the activities. After the
discussion of four fundamental operations in Integers, both groups were given
Post-test to evaluate the student’s mathematical performance. To determine the
acceptability of both IMs, same survey questionnaire was administered to
experimental groups and mathematics teacher. It also includes statistical
treatment, presentation, and analysis and interpretation of data.
Output. Includes the acceptability and effectiveness of Integer Tiles and
Jumper Card in teaching of addition, subtraction, multiplication and division of
Integers.
Definition of Terms
The following terms used in this study were defined conceptually and
operationally for the purpose of clarity and unity.
Acceptability
Acceptability is described as pleasing to the receiver, satisfactory and
agreeable (Dictionary.com) According to Merriam- Webster dictionary, it is the
quality or state of meeting one’s needs; it is related to appropriateness,
correctness, fitness and properness. In this study, it refers to the acceptability of
Integer Tiles and Jumper Card in teaching four fundamental operations of Integers
in terms of physical and functional quality as evaluated by students and teachers.
Effectiveness
It refers to the positive effect of instruction in terms of student learning as
cited by Duro, et al., (2008). According to Erlendson (2002), it is the extent to which
30
objectives are meet by doing the right things. Effectiveness defines as a measure
of the match between standard goals and their achievement. In other words,
quality in higher education cannot only be a question of achievements ‘outputs’ but
must also involve judgments about the goals. It is the degree to which something
is successful in producing a desired result. In this study, it refers to the
effectiveness of using Integer Tiles and Jumper Card in teaching four fundamental
operations of integers to the group of respondents and it was determined by
obtaining the difference in the mean of the teacher made test results of the
respondents.
Integer Tiles
It refers to learning materials that are either in square or rectangle form that
can be used to teach the concept of fundamental operation of integers (Adipo,
2015). Integer tiles are used to physically represent the addition, subtraction,
multiplication and division of integers. The positive tiles are one color, and the
negative tiles are another color. Positive tiles have a value of +1 and negative tiles
have a value of -1. A neutral pair consisting of one positive tile and one negative
tile has a value of zero (saddleback.edu). In this study it refers to the instructional
material adapted by the researchers and used to validate to the group of
respondents.
Jumper Card
It refers to improvised number line which defined as a straight line with
numbers placed at equal intervals or segments along its length. (Math Open
Reference). In basic mathematics, a number line is a picture of a graduated

31
straight line that serves as abstraction for real numbers. Every point of a number
line is assumed to correspond to a real number, and every real number to a point.
The integers are often shown as specially-marked points evenly spaced on the
line(Wikipedia). In this study, it refers to the instructional material adapted and
improvised by the researchers and used to validate to the group of respondents.
Integers
This defined as any number that is a natural number (the counting numbers
1, 2, 3,4…) a negative of natural number (-1, -2, -3, -4 …) or zero (Mathematics
Dictionary). According to Merriam Dictionary, it is any of the natural numbers, the
negative of these numbers, or zero. Wikipedia defines integer as a number that
can be written without a fractional component. In this study, it refers to the concept
focusing on the four fundamental operations: addition, subtraction, multiplication
and division of Integers.
Performance Level
PARCC (2015) defines performance level as the outline of knowledge,
skills, and practices that students perform at any given level. It is the description
of the levels of quality attainment within each criterion that are incrementally
identified as low, good, better, and best. (Igi-global.com/dictionary). In this study,
it pertained to the level of attainment reached by the students based on the result
of teacher made test that will be given to them in performing fundamental
operations of Integer. It has five levels in descending order namely Advanced,

32
Proficient, Approaching Proficiency, Developing, and Beginning. These levels
were adapted from DepEd’s assessment of students’s learning.
Advanced is the highest level of performance. The students whose score is
within the intervals of 90-100% fall under this category. Student at this level
exceeds the core requirements in terms of knowledge, skills and understanding,
and can transfer them automatically and flexibly through authentic performance
tasks.
Proficient is the fourth level of performance. The students whose score is
within the intervals of 85-89% fall under this category. Student at this level has
developed the fundamental knowledge and skills and core understandings, and
can transfer them independently through authentic performance tasks.
Approaching Proficiency is the third level of performance. The students
whose score is within the intervals of 80 -84% fall under this category. Student at
this level has developed the fundamental knowledge and skills and core
understandings and, with little guidance from the teacher and/or with some
assistance from peers, can transfer these understandings through authentic
performance tasks.
Developing is the second level of performance. The students whose score
is within the intervals of 75-79% fall under this category. Student at this level
possesses the minimum knowledge and skills and core understandings, but needs
help throughout the performance of authentic tasks.
Beginning is the lowest level of performance. The students whose score is
within the intervals of 74% below fall under this category. Student at this level
33
struggles with his/ her understanding; prerequisite and fundamental knowledge
and/ or skills have not been acquired or developed adequately to aid
understanding.
Physical Quality
It refers to features of a material that are primarily sensory (physical) and
generally measurable, such as area, hardness, smoothness, shape, color, weight,
volume (Business Dictionary). In this study, it is a criterion to determine the level
of acceptability of Integer Tiles and Jumper Card as instructional material focuses
on its structure and physical condition.
Functional Quality
The quality or state of being functional: the set of functions or capabilities
associated with computer software or hardware or an electronic device (merriam-
webster.com). According to yourdictionary.com, it is associated with, able to, or
designed for performing one or more practical activities. In this study, it is also one
of the criteria to determine the level of acceptability of both instructional materials
focuses on its practical uses.
Experimental Group
This defined as the group in an experiment that receives the variable being
tested. One variable is tested at a time (Microsoft Encarta, 2009). According to
dictionary.com, it is a group of subjects who are exposed to the variable under
study. In this study, it refers to the group that exposed to the Integer Tiles and
Jumper Card with in the specified time frame of the study.

34
Pre-test
According to Calmorin (1994), this is a test that measure and identifies the
weaknesses of an individual’s achievement in any given field and which serves as
the basis for remedial instruction. Salandanan (2001), it is used to find out if the
pupils are ready to perform the activities prepared. It measures how much was
known about the subject matter before it is presented (Asaad and Hailaya, 2004).
In this study, it refers to the teacher-made test, which was administered before the
actual application of the treatment and before introducing the topics to be taught
using the conventional method of teaching and manipulative strategy, respectively.
Post-test
It refers to a test administered after a lesson or instruction to see what has
been assimilated (Microsoft Encarta, 2009). Salandanan (2001), this is the test
taken after a completion of the learning task. It measures how much was learned
after the learning materials were given (Asaad and Hailaya, 2004). In this study, it
refers to the teacher-made test which was conducted to the control and
experimental group after the used of conventional method and manipulative
strategy for the purpose of evaluation and comparison in order to determine the
effectiveness of Integer Jumper Card.
Assumption
The researchers come up with apt feasible answer to the problem of this
study. The following assumptions intend to have significant contribution to the
realization of this research.

35
1. Performance level of the students based from the post test results varies.
2. Level of acceptability of Integer Jumper Card in teaching four fundamental
operations of Integers varies.
Hypothesis
The following null hypotheses were formulated in the course of this study:
1. There is no significant difference on the performance level between the
groups of respondents in performing four fundamental operations of
integers based from the post-test results.
2. There is no significant difference between the evaluations of the
respondents on the level of acceptability of the Integer Jumper Card.
3. There is no significant difference on the performance level of the
experimental group among four fundamental operations of integers.
4. There is a significant difference on the effectiveness of using Integer Tiles
and Jumper Card.

36
CHAPER III
METHODOLOGY
This chapter presented the research design, setting, respondents,
instrument, validity and reliability, data gathering procedure and statistical tools to
be use. This showed the overall plan and scheme for conducting this study.
Research Design
In this study, descriptive - evaluative method of research was used to
determine the level of acceptability and effectiveness of the instructional materials.
Descriptive method was used to describe the performance level of the
experimental groups in four fundamental operations of integers based from the
pre-test and post-test result. Also, it was used to describe the level of acceptability
of Integer Tiles and Jumper Card in teaching four fundamental operations of
integers as evaluated by students and Mathematics teachers in terms of physical
quality and instructional quality.
Evaluative method was used to evaluate if there is a significant difference
between the evaluations of the respondents on the level of acceptability of Integer
Tiles and Jumper Card. It was also used to determine if there a significant
difference on the performance level of the experimental group among four
fundamental operations of integers and to evaluate if there is a significant
difference on the performance level between the groups of respondents in
performing four fundamental operations of integers based from the post- test
37
results. Furthermore, this method was used to evaluate if there is significant
difference on the effectiveness of using Integer Tiles and Jumper Card.
Research Setting
This study was conducted at Mantalisay National High School, Mantalisay,
Libmanan, Camarines Sur. This school was established last 2002 as annex of San
Juan National High School. It has land area of one hectare and approximately five
kilometers away from CBSUA – Sipocot. It offers program for both junior and senior
high school under K to 12 curriculum. It has total population of 420 students and
14 teachers with an average teacher student ratio of 1:30.
Respondents
The respondents in this study were the mathematics teacher and Grade 7
students of Mantalisay National High School of the School Year 2019- 2020.
Table 1. Distribution of Respondents
Percentage
Respondents Frequency
(%)
Students
Experimental Group ( Integer Tiles) 15 47
Experimental Group ( Jumper Card) 15 47
Mathematics Teacher 2 6
Total 32 100
Presented in Table 1 is the distribution of respondents categorized as
students and teachers. It shows that each experimental group has 15 students
comprising the 94% of respondents. 2 or 6% were mathematics teacher who have
direct teaching contact with the students. In this study, in selecting the
38
respondents the sampling technique applied was purposive sampling technique,
because four fundamental operations in integers is topic discuss in grade 7 aligned
to K to 12 curriculum guide.
Instrument
The instrument that was used in gathering the data on learners’
performance for both pre-test and post-test was the teacher-made test and survey
questionnaire for acceptability of Integer Tiles and Jumper Card as instructional
learning materials. The teacher- made test was given before and after the
teaching-learning process. It composed of 20 items with 5 items for each
fundamental operation parallel to the table of specification where the items are
more on applying and analyzing to which can use information to undertake the
procedure in a familiar situation or in a new way and can distinguish between parts
and determine how they relate to one another, and to overall structure and
purpose.
Furthermore, a survey questionnaire was administered to students and
Mathematics teacher for the evaluation of acceptability of both IMs. It covers
physical and instructional quality. Five-point rating scale was used to determine
the level of acceptability described as 5 - Highly Acceptable, 4 -Acceptable, 3 -
Moderately Acceptable, 2 -Less Acceptable and 1-Not Acceptable.
Validity and Reliability of the Instrument
The validity and reliability of the teacher-made test and survey
questionnaire were done through content validation by the members of the panel
39
and selected mathematics teacher. After the validation, item that was found
complicated in teacher made test was revised and included to the revised final
copy. After the revision, a new teacher-made pre-test and post-test were
administered to both experimental groups. All recommendations were taken and
followed by the researchers that made the instruments valid and reliable.
Data Gathering Procedure
Before the intervention, a 20- item pre-test was administered to two sections
of Grade 7. The pre-tests results were used to determine equal academic footing
of each group for further identification of respondents. It was also served as the
baseline of their existing knowledge on operations of Integers. Both groups were
subjected to a treatment by using the instructional materials in solving four
fundamental operations of integer.
The post-test was given at the end of teaching-learning process and the
scores that gain of both group were calculated. The results were treated
statistically to test the significant difference between the gain scores.
After going through the treatment period, the validated questionnaire was
administered to students and teachers to determine the level of acceptability of the
Integer Tiles and Jumper Card. The data that was gathered were subjected for
data presentation, analysis and interpretation.
Statistical Treatment
For accurateness and truthfulness of the results, the researchers used
various statistical tools to analyze and interpret the data that was gathered.
40
The Frequency Count and Percentage Technique was used to quantify the
number of respondents belong to the group. It also used to describe the
performance level of the students based on the pre-test and post-test.
Weighted mean and ranking technique were used to determine the level of
acceptability of Integer Tiles and Jumper Card in teaching of four fundamental
operations of Integers.
T-test was used to test the significant difference between the post-test
results to determine the effectiveness of the Integer Tiles and Jumper Card as
instructional materials. It also used in determining the significant difference
between the levels of acceptability of the instructional materials as evaluated by
the respondents and to test if there is a significant difference on the effectiveness
of using Integer Tiles and Jumper Card.
Moreover, Analysis of Variance (ANOVA) will be used to determine the
significant difference of the performance level of the respondents among
fundamental operations.
41
CHAPTER IV
RESULTS AND DISCUSSION
This chapter presented the presentation, analysis and interpretation of data
of the research and development regarding to the effectiveness of Integer Tiles
and Jumper Card in teaching four fundamental operations of integers which was
conducted to the 15 Grade 7 students of Mantalisay National High School and two
(2) Mathematics teachers coming from of the same school. The discussion would
circumscribe on the working hypothesis that there is no significant difference
between the level of acceptability of Integer Tiles and Jumper Card as evaluated
by the students and teachers.
Performance Level of the Students in Four Fundamental Operations of

Operations of Integers using Jumper Card
The performance levels of the students were categorized into five as
follows: transmuted from 90-100% described as advanced; 85-89% described as
proficient; 80-84% described as approaching proficient; 75-79% described as
developing and 74 below described as beginning.
Table 2 showed the performance level of the students based on the post-
test results in addition by using integer tiles and jumper card. As gleaned from the
table, 6 out of 15 or 40% of the students obtained advanced performance level
with transmuted grade of 90-100%; 6 out of 15 or 40% of the students got proficient
performance level with transmuted grade of 85-89%; 3 out 15 or 20% of the
students obtained developing performance level with transmuted grade of 75-79%
and no one from the students got a transmuted grade of 80-84% described as
42
approaching proficient and 74 below described as beginning. It can be divulged
from these findings that mean average of the performance level of the students in
addition based on the post-test results was 89.80% described as proficient by
using integer tiles.
Table 2. Performance Level of Students along Addition of Integers Using

Integer Tiles and Jumper Card Based on Post test Result
Integer Tiles Jumper Card

Rating Scale Percent Percent Interpretation
f f
(%) (%)
90-100% 6 40 5 33 Advanced
85-89% 6 40 7 47 Proficient
80-84% Approaching Proficient
75-79% 3 20 3 20 Developing
74-below Beginning
Total 15 100 15 100
Mean 89.8 89.8
Interpretation Proficient Proficient
Data showed from the table, 5 out of 15 or 33% of the students obtained
advanced performance level with transmuted grade of 90-100%; 7 out of 15 or
47% of the students got proficient performance level with transmuted grade of 85-
89%; 3 out 15 or 20% of the students obtained developing performance level with
transmuted grade of 75-79% and no one from the students got a transmuted grade
of 80-84% described as approaching proficient and 74 below described as
beginning. It can be divulged from these findings that mean average of the
performance level of the students in addition based on the post-test results was
89.80% described as proficient by using jumper card.

43
According to the study of Nool (2012), in his study “Effectiveness of an
Improvised Abacus in Teaching Addition of Integers“,determined the effectiveness
of an improvised abacus as remediation device in teaching addition of integers for
fifty low-performing prospective elementary teachers. Findings showed that the
use of the improvised abacus significantly reduced their errors and improved their
confidence in learning mathematics.
test results subtraction by using integer tiles and jumper card. As gleaned from the
Table 3. Performance Level of Students along Subtraction of Integers Using

Integer Tiles Jumper Card

Numerical
Interpretation
Value
f Percent(%) f Percent(%)
90-100% 1 6 4 27 Advanced
85-89% 7 47 4 27 Proficient
75-79% 7 47 6 40 Developing
74-below 1 6 Beginning
Total 15 100 15 100
Mean 82.27 83.60
Interpretation Approaching Approaching
Proficient Proficient
approaching proficient. It can be divulged from these findings that mean average
44
of the performance level of the students in addition based on the post-test results
was 82.27% described as approaching proficient by using integer tiles.
transmuted grade of 75-79%; 1 out 15 or 6% of the students obtained beginning
performance level with transmuted grade of 74-below and no one from the
students got a transmuted grade of 80-84% described as approaching proficient.
It can be divulged from these findings that mean average of the performance level
of the students in addition based on the post-test results was 83.60% described as
approaching proficient by using jumper card.
In the study of Ross (2014) investigated the effectiveness of base ten
blocks in performing multi digit addition and subtraction on her study “The Effect
of Mathematical Manipulative Materials on Third Grade Students' Participation,
Engagement, and Academic Performance”, according to him the student learning
is best facilitated when students actively participate in the learning process.
Students were introduced to a new strategy for solving addition and subtraction
problems, and based on the data they incorporated these ideas and strategies as
an option when solving problems on their own.
test results multiplication by using integer tiles and jumper card. As gleaned from
the table, 4 out of 15 or 27% of the students obtained advanced performance level
45
approaching proficient and 74-below described as beginning. It can be divulged
Table 4. Performance Level of Students along Multiplication of Integers

Using Integer Tiles and Jumper Card Based on Post test Result
Numerical Integer Tiles Jumper Card

Interpretation
Value f Percent(%) f Percent(%)
90-100% 4 27 7 46 Advanced
85-89% 6 40 4 27 Proficient
75-79% 5 33 4 27 Developing
74-below Beginning
Total 15 100 15 100
Mean 86.47 89.87
transmuted grade of 75-79%; and no one from the students got a transmuted grade
of 80-84% described as approaching proficient and 74-below described as
beginning. It can be divulged from these findings that mean average of the
46
performance level of the students in addition based on the post-test results was
89.87% described as proficient by using jumper card.
Based on the study of Adipo (2015) found out on her study “Impact Of
Instructional Materials on Academic Achievement in Mathematics in Public
Primary Schools in Siaya County, Kenya “ children who are taught mathematics
using instructional materials perform better than those who are only taught
mathematics using abstract mathematics symbols only.
test results division by using integer tiles and jumper card. As gleaned from the
students obtained developing performance level with transmuted grade of
Table 5. Performance Level of Students along Division of Integers Using

Numerical Integer Tiles Jumper Card Interpretation

Value f Percent(%) f Percent(%)
90-100% 6 40 7 47 Advanced
85-89% 4 27 5 33 Proficient
75-79% 5 33 1 7 Developing
74-below 2 13 Beginning
Total 15 100 15 100
Mean 88.20 89.20
75-79% and no one from the students got a transmuted grade of 80-84% described
as approaching proficient and 74-below described as beginning. It can be divulged
47
transmuted grade of 75-79%; 2 out 15 or 13% of the students beginning
performance level with transmuted grade of 74-below and no one from the
students got a transmuted grade of 80-84% described as approaching proficient.
It can be divulged from these findings that mean average of the performance level
of the students in addition based on the post-test results was 89.20% described as
proficient by using jumper card.
Based on the research of Atteh et. al. (2017) introduced the utilization of
Balance Model approach in the teaching and learning of linear equations to
enhance students’ conceptual understanding in the principles of solving linear
equations in one variable to second year high school students with his study “The
Impact of Using Balance Model in Teaching Linear Equation”. After using the IM,
the performance of the students in the post-test was higher than that of the pre-
test. It is recommended that the balance model could therefore serve as a concrete
experience for promoting the simplification and utilization of linear equations in one
variable, and therefore a solid manipulative material for teaching algebraic
equations.
48
Table 6 discloses the summary of performance level of students in four
fundamental operations of integers by using integer tiles and jumper card. As
gleaned from the table, addition got 89.80% was ranked one with an adjectival
equivalent proficient performance level; subtraction got 83.60% was ranked four
with an adjectival equivalent approaching proficient performance level;
multiplication got 89.87% was ranked three with an adjectival equivalent proficient
performance level and division got 88.20% was ranked two with an adjectival
equivalent proficient performance level. It can be divulged from these findings that
grand mean average of the performance level of the students in four fundamental
operations of integers was 86.68% described as proficient by using integer tiles.
Table 6. Summary of Performance Level of Students in Four Fundamental

Operations of Integers Using Integer Tiles
Four Integer Tiles Jumper Card

Fundamental Interpretation
Operations WM Rank WM Rank
Addition 89.80 1 89.80 2 Proficient
Subtraction 82.27 4 83.60 4 Approaching Proficient
Multiplication 86.47 3 89.87 1 Proficient
Division 88.20 2 89.20 3 Proficient
Grand Mean 86.69 88.07
However, data showed the from table, addition got 89.80% was ranked two
with an adjectival equivalent proficient performance level; subtraction got 82.27%
was ranked four with an adjectival equivalent approaching proficient performance
level; multiplication got 89.87% was ranked one with an adjectival equivalent
proficient performance level and division got 89.20% was ranked three with an
adjectival equivalent proficient performance level. It can be divulged from these

49
findings that grand mean average of the performance level of the students in four
fundamental operations of integers was 88.07% described as proficient by using
jumper card.
According to the research of Atteh et. al. (2017) his study entitled, “The
Impact of Using Balance Model in Teaching Linear Equation”. After using the IM,
the performance of the students in the post-test was higher than that of the pre-
test. It is recommended that the balance model could therefore serve as a concrete
experience for promoting the simplification and utilization of linear equations in one
variable, and therefore a solid manipulative material for teaching algebraic
equations. Therefore, the integer tiles and jumper card is more effective to the
learners and helps to develop individual learning among students and it
encourages them to apply theirs skills in manipulating that IM’s.
Acceptability of Integer Tiles in Teaching Four Fundamental Operations of

Integers by Students along Physical Quality and Functional Quality
Table 7 presents the evaluation of the students on the acceptability of
integer tiles in teaching four fundamental operations of integers along physical
quality. The top three (3) indicators were: it is colorful was ranked first (weighted
mean 5) with an adjectival equivalent of highly acceptable; it has clear layout was
ranked second (weighted mean 4.87) with an adjectival equivalent of highly
acceptable; it is safe to use was ranked third (weighted mean 4.8) with an adjectival
equivalent of highly acceptable.
The lower three (3) indicators were: it is easy to carry was ranked eight
(weighted mean 4.4); and it is easily handled were both ranked 8.5 (weighted mean
4.8) with an adjectival equivalent of highly acceptable; it is eye friendly was ranked
50
tenth (weighted mean 4) with an adjectival equivalent of acceptable. This data had
an average weighted mean of 4.56 with an adjectival equivalent of highly
acceptable which was interpreted as 81%-100% acceptable.
From the data gathered, it can be inferred that the acceptability of integer
tiles in teaching four fundamental operations of integers along physical quality as
Table 7. Acceptability of Integer Tiles in Teaching Four Fundamental

Operations of Integers along Physical Quality as evaluated by Grade 7-
Pearl
PHYSICAL QUALITY WEIGHTED RANK INTERPRETATION
MEAN
1. It is colorful. 5 1 Highly Acceptable
2. It has presentable design. 4.27 9 Highly Acceptable
3. It is easily handled. 4.73 4 Highly Acceptable
4. It is durable. 4.53 6 Highly Acceptable
5. The materials used are affordable. 4.33 7 Acceptable
6. It is easy to carry. 4.40 8 Highly Acceptable
7. It is safe to use. 4.80 3 Highly Acceptable
8. Its layout and design are appealing 4.67 5 Highly Acceptable
and interesting.
9. It is eye friendly. 4 10 Highly Acceptable
10. It has clear layout. 4.87 2 Highly Acceptable
Average Weighted Mean 4.56 Highly Acceptable
Legend:
Rating Scale Descriptive Rating Interpretation
4.20- 5.00 Highly Acceptable 81%-100% Acceptable

3.40- 4.19 Acceptable 61%-80% Acceptable
2.60- 3.39 Moderately Acceptable 41%-60% Acceptable
1.80- 2.59 Less Acceptable 21%- 40% Acceptable
1.00-1.79 Not Acceptable 1%- 20% Acceptable
evaluated by the students was highly acceptable. It was supported by Zaratar et.al
2015, the highly acceptance of the students in the lecture guide using spreadsheet
proves that students want the use of modern technology in their learning of
51
problem solving and they were enjoying in manipulating devices. It has a potential
to be an efficient and effective materials for teaching four fundamental operations
of integers in Grade 7 mathematics.Therefore, the integer tiles helps to the
students to learn more about mathematics and to develop their manipulative skills
of that IM.
integer tiles in teaching four fundamental operations of integers along functional
quality. The top four (4) indicators were; it provides more knowledge about
mathematics and it increases the interest of the students in learning Mathematics
were both ranked 1.5 (weighted mean 4.8) with an adjectival equivalent of highly

Operations of Integers along Functional Quality as evaluated by Grade 7-
Pearl
FUNCTIONAL QUALITY WEIGHTED RANK INTERPRETATION
MEAN
1. It provides more knowledge about 4.80 1.5 Highly Acceptable
mathematics.
2. It helps to visualize the topic. 4.67 3.5 Highly Acceptable
3. It helps to realize how impressive 4.53 6.5 Highly Acceptable
Mathematics is.
4. It encourages students to use 4.53 6.5 Highly Acceptable
higher order thinking skills.
5. It catches student’s attention. 4.53 6.5 Highly Acceptable
6. It is easy to manipulate. 4.47 9 Highly Acceptable
7. It makes the topic easier to 4.53 6.5 Highly Acceptable
understand.
8.It provides more ideas and 4.67 3.5 Highly Acceptable
techniques to solve the problems.
9. It develops creativity and new ideas 4.13 10 Highly Acceptable
to the learners.
52
10. It increases the interest of the 4.80 1.5 Highly Acceptable

students in learning Mathematics.
Legend:

acceptable; it helps to visualize the topic and it provides more ideas and
techniques to solve the problems were both ranked 3.5 (weighted mean 4.67) with
an adjectival equivalent of highly acceptable.
The lower two (2) indicators were: it is easy to manipulate was ranked ninth
(weighted mean 4.47) with an adjectival equivalent of highly acceptable ; it
develops creativity new ideas to the learners was ranked tenth (weight mean4.13)
with an adjectival equivalent of highly acceptable. This data had an average
weighted mean 4.57 with an adjectival equivalent of highly acceptable which was
interpreted as 81%-100% acceptable. The table shows that the acceptability of
integer tiles in teaching four fundamental operations of integers along functional
quality as evaluated by the students was highly acceptable.
This results strengthens by Mutodi and Ngirande (2017) entitled “Perception
of Secondary School Teachers towards the Use of Concrete Materials in
Constructing Mathematical Meaning”, they were subscribed to the notion that
concrete material enhances teachers and students to bridge the gap that
separates how mathematics is taught and how mathematics is learned. Therefore,

53
the acceptability of integer tiles can be used to develop individual learning among
students and it encourages them to apply their skills in manipulating integer tiles
in four fundamental operations of integers.
Presented on Table 9 is the evaluation of students on the acceptability of
integer tiles in teaching four fundamental operations of integers. As evaluated by
the students, physical quality had a weighted mean of 4.56 was ranked two with
an adjectival equivalent of highly acceptable and functional quality had a weighted
mean 4.57 was ranked one with an adjectival equivalent of highly acceptable. This
data had an average weighted mean of 4.57 with an adjectival equivalent of highly
acceptable. It can be inferred from the findings that the integer tiles as evaluated
by the students were highly acceptable. Therefore, the highly acceptance of the
students in integer tiles that students want to use it as instructional material in
teaching four fundamental operations of integers and they were enjoying in
manipulating that material.
Table 9. Summary of Acceptability of Integer Tiles in Teaching Four

Fundamental Operations of Integers as evaluated by Grade 7-Pearl
Criteria Weighted Mean Rank Interpretation

Physical Quality 4.56 2 Highly Acceptable
Functional Quality 4.57 1 Highly Acceptable
Average Weighted 4.57 Highly Acceptable
Mean
Acceptability of Jumper Card in Teaching Four Fundamental Operations of

Integers by the Students along Physical Quality and Functional Quality
jumper card in teaching four fundamental operations of integers along physical

54
quality. The top four (4) indicators were: it has presentable design, it is easy to
carry, it is safe to use and its layout and design are appealing and interesting were
both ranked 2.5 (weighted mean of 5) with an adjectival equivalent of highly
acceptable. The lower three (3) indicators were: it is colorful and it is easily
Table 10. Acceptability of Jumper Card in Teaching Four Fundamental

Operations of Integers along Physical Quality as evaluated by Grade 7-
Emerald
MEAN
1. It is colorful. 4.8 8.5 Highly Acceptable
2. It has presentable design. 5 2.5 Highly Acceptable
3. It is easily handled. 4.8 8.5 Highly Acceptable
4. It is durable. 4.93 5.5 Highly Acceptable
5. The materials used are affordable. 3.53 10 Acceptable
6. It is easy to carry. 5 2.5 Highly Acceptable
7. It is safe to use. 5 2.5 Highly Acceptable
8. Its layout and design are appealing 5 2.5 Highly Acceptable
and interesting.
9. It is eye friendly. 4.93 5.5 Highly Acceptable
10. It has clear layout. 4.87 7 Highly Acceptable
Legend:

handled were both ranked 8.5 (weighted mean 4.8) with an adjectival equivalent
of highly acceptable; the materials used are affordable was ranked tenth (weighted
mean 3.53) with an adjectival equivalent of acceptable. This data had an average
55
weighted mean of 4.79 with an adjectival equivalent of highly acceptable which
was interpreted as 81%-100% acceptable.
From the data gathered, it can be inferred that the acceptability of jumper
card in teaching four fundamental operations of integers along physical quality as
evaluated by the students was highly acceptable. It was supported by Zaratar et.al
2015, the highly acceptance of the students in the lecture guide using spreadsheet
proves that students want the use of modern technology in their learning of
problem solving and they were enjoying in manipulating devices. It has a potential
to be an efficient and effective materials for teaching four fundamental operations
of integers in Grade 7 mathematics.
jumper card in teaching four fundamental operations of integers along functional
quality. The top four (4) indicators were: it is easy to manipulate and it increases
the interest of the students in learning Mathematics were both ranked 2.5
(weighted mean 4.73) with an adjectival equivalent of highly acceptable; it helps to
realize how impressive Mathematics is and it develops creativity and new ideas to
the learners were both ranked 1.5 (weighted mean 4.8) with an adjectival
equivalent of highly acceptable. The lower
two (2) indicators were: it provides more ideas and technique to solve the problems
was ranked ninth (weighted mean 4.33) with an adjectival equivalent of highly
acceptable; it encourages students to use higher order thinking skills were ranked
tenth (weighted mean 4.2) with an adjectival equivalent of highly acceptable. This
data had an average weighted mean 4.59 with an adjectival equivalent of highly
56
acceptable which was interpreted as 81%-100% acceptable which was interpreted
as 81%-100% acceptable. The table shows that the acceptability of jumper card in
teaching four fundamental operations of integers along functional quality as
evaluated by the students was

Operations of Integers along Functional Quality as evaluated by Grade 7-
Emerald
MEAN
1. It provides more knowledge about 4.53 7 Highly Acceptable
mathematics.
2. It helps to visualize the topic. 4.53 7 Highly Acceptable
3. It helps to realize how impressive 4.8 1.5 Highly Acceptable
Mathematics is.
4. It encourages students to use 4.2 10 Highly Acceptable
5. It catches student’s attention. 4.67 5 Highly Acceptable
6. It is easy to manipulate. 4.73 2.5 Highly Acceptable
7. It makes the topic easier to 4.53 7 Highly Acceptable
understand.
8.It provides more ideas and 4.33 9 Highly Acceptable
9. It develops creativity and new ideas 4.8 1.5 Highly Acceptable
to the learners.
10. It increases the interest of the 4.73 2.5 Highly Acceptable
Legend:

57
highly acceptable. This result strengthens by Mutodi and Ngirande (2017) entitled
“Perception of Secondary School Teachers towards the Use of Concrete Materials
in Constructing Mathematical Meaning”, they were subscribed to the notion that
concrete material enhances teachers and students to bridge the gap that
separates how mathematics is taught and how mathematics is learned. Therefore,
the acceptability of jumper card can be used to develop individual learning among
students and it encourages them to apply their skills in manipulating jumper card
in four fundamental operations of integers.
Presented on Table 12 is the summary of the evaluation of students on the
acceptability of jumper card in teaching four fundamental operations of integers.
As evaluated by the students, physical quality had a weighted mean of 4.79 was
ranked one with an adjectival equivalent of highly acceptable and functional quality
had a weighted mean 4.59 was ranked two with an adjectival equivalent of highly
acceptable. This data had an average weighted mean of 4.69
with an adjectival equivalent of highly acceptable. It can be inferred from the
Table 12. Summary of Acceptability of Jumper Card in Teaching Four

Fundamental Operations of Integers as evaluated by Grade 7-Emerald
Criteria Weighted Rank Interpretation
Mean
Average Weighted
Mean 4.69 Highly Acceptable
findings that the jumper card as evaluated by the students were highly acceptable.
Therefore, the highly acceptance of the students in jumper card proves that
students want to use the jumper card as instructional material in teaching four
58
fundamental operations of integers and they were enjoying in manipulating that
material.
Acceptability of Integer Tiles in Teaching Four Fundamental Operations of

Integers by Mathematics teachers along Physical Quality and Functional
Quality
Table 13 shows the teacher’s evaluation on the acceptability of integer tiles
in teaching four fundamental operations of integers along physical quality.
As evaluated of secondary Mathematics teachers, the top three (3) indicators
were: it is colorful, it is safe to use and it is eye friendly were both ranked second

Operations of Integers along Physical Quality as evaluated by Mathematics
teachers
MEAN
2. It has presentable design. 4.5 5.5 Highly Acceptable
4. It is durable. 4.5 5.5 Highly Acceptable
5. The materials used are affordable. 4 9 Acceptable
6. It is easy to carry. 4 9 Acceptable
7. It is safe to use. 5 2 Highly Acceptable
8.It’s layout and design are appealing 4.5 5.5 Highly Acceptable
and interesting.
9. It is eye friendly. 5 2 Highly Acceptable
10. It has clear layout. 4 9 Acceptable
Legend:

59
(weighted mean 5) with an adjectival equivalent of highly acceptable. The lower
three (3) indicators were: the materials used are affordable, it is easy to carry and
it has clear layout were both ranked ninth (weighted mean 4) with an adjectival
equivalent of acceptable. This data had an average weighted mean of 4.5 with an
adjectival equivalent of highly acceptable which was interpreted as 81%-100%
acceptable.
Likewise, the study of Mutodi and Ngirande (2017) entitled “Perception of
Secondary School Teachers towards the Use of Concrete Materials in
Constructing Mathematical Meaning”, investigated mathematics teachers’
perceptions on the use of concrete materials in constructing mathematical
meaning based to teacher qualities, time and cost, learners’ academic
background, the motivational effects of concrete materials, nature of concrete
materials and students’ retention of knowledge. The results displayed that teachers
hold different perceptions towards the use of concrete materials as teaching and
learning aids. Therefore, teachers were satisfied to the quality of instruction of
integer tiles in teaching four fundamental operations of integers.
Table 14 presents the teacher’s evaluation on the acceptability of integer
tiles along functional quality. The top two (2) indicators were: it catches student’s
attention and it increases the interest of the students in learning Mathematics were
ranked 1.5 (weighted mean 5) with an adjectival equivalent of highly acceptable.
The lower five (5) indicators were: it encourages students to use higher order
thinking skills, it is easy to manipulate, it makes the topic easier to understand and
it provides more ideas and techniques to solve the problems were both ranked 7.5
60
(weighted mean 4) with an adjectival equivalent of acceptable; it helps to realize
how impressive Mathematics is was ranked tenth

Operations of Integers along Functional Quality as evaluated by
Mathematics teachers
MEAN
mathematics.
3. It helps to realize how impressive 3.5 10 Highly Acceptable
Mathematics is.
4. It encourages students to use 4 7.5 Highly Acceptable
5. It catches student’s attention. 5 1.5 Highly Acceptable
6. It is easy to manipulate. 4 7.5 Acceptable
7. It makes the topic easier to 4 7.5 Highly Acceptable
understand.
8.It provides more ideas and 4 7.5 Acceptable
to the learners.
10. It increases the interest of the 5 1.5 Highly Acceptable
students in learning Mathematics
Legend:

(weighted mean 3.5) with an adjectival equivalent of acceptable This data had an
average weighted mean of 4.30 with an adjectival equivalent of highly acceptable

61
which was interpreted as 81%-100% acceptable. The data disclosed that the
proposed integer tiles in teaching four fundamental operations of integers as
evaluated by the Mathematics teachers along functional quality were highly
acceptable.
Presented Table 15 is the evaluation of teachers on the acceptability of
integer tiles in teaching four fundamental operations of integers. As gleaned on the
table, physical quality had a weighted mean of 4.5 was ranked one with an
adjectival equivalent of highly acceptable and functional quality had a weighted
mean of 4.30 was ranked two with an adjectival equivalent of highly acceptable.
This data had an average weighted mean of 4.40 with an adjectival equivalent of
highly acceptable. Therefore, Mathematics teachers at present are properly
oriented and has no resistance of utilizing of jumper card as instructional material
Table 15. Summary of Acceptability of Integer Tiles in Teaching Four

Fundamental Operations of Integers as evaluated by Mathematics teachers
Mean
in teaching activities. This finding supported by Yuan and Lee (2014), those
teachers rated high scores on perceived teaching assistance, perceived learning
assistance and perceived competence of technology integration. The more
teachers believe that instructional materials are beneficial for teaching and learning
assistance, the more they are willing to integrate technology into their instruction.
Therefore, teachers were agree to the positive effect of integer tiles among
62
students thus, this IM can be used in enhancing students interest and knowledge
about four fundamental operations of integers.
Acceptability of Jumper Card in Teaching Four Fundamental Operations of

Integers by Mathematics teachers along Physical Quality and Functional
Quality
Table 16 shows the teacher’s evaluation on the acceptability of jumper card
in teaching four fundamental operations of integers along physical quality.
As evaluated of secondary Mathematics teachers, the top three (3) indicators

Operations of Integers along Physical Quality as evaluated by Mathematics
teachers
MEAN
2. It has presentable design. 4.5 5.5 Highly Acceptable
4. It is durable. 5 2 Highly Acceptable
5. The materials used are affordable. 4 9 Acceptable
6. It is easy to carry. 4 9 Acceptable
7. It is safe to use. 5 2 Highly Acceptable
8.It’s layout and design are appealing 4.5 5.5 Highly Acceptable
and interesting.
9. It is eye friendly. 4.5 5.5 Highly Acceptable
10. It has clear layout. 4 9 Acceptable
Legend:

63
were: it is colorful, it is durable and it is safe to use were both ranked second
(weighted mean 5) with an adjectival equivalent of highly acceptable. The lower
three (3) indicators were: the materials used are affordable, it is easy to carry and
it has clear layout were both ranked ninth (weighted mean 4) with an adjectival
equivalent of acceptable. This data had an average weighted mean of 4.78 with
an adjectival equivalent of highly acceptable which was interpreted as 81%-100%
acceptable. It can be inferred from the findings that Mathematics teachers of
Mantalisay National High School evaluated the jumper card along physical quality
as highly acceptable.
Table 17 presents the teacher’s evaluation on the acceptability of jumper
card along functional quality. The top one (1) indicator was: it catches students
attention was ranked first (weighted mean 5) with an adjectival equivalent
of highly acceptable. The lower two (2) indicators were: it is easy to manipulate
and it provides more ideas and techniques to solve the problems were both ranked
9.5 (weighted mean 4) with an adjectival equivalent of acceptable. This data had
an average weighted mean of 4.45 with an adjectival equivalent of highly
acceptable which was interpreted as 81%-100% acceptable. The data disclosed
that the proposed jumper card in teaching four fundamental operations of integers
as evaluated by the Mathematics teachers along functional quality were highly
acceptable.
In study of Zaratar et al., (2015), “Development and Acceptability of Lecture
Guide in Teaching Solving Word Problem in Grade 7 Mathematics using
Spreadsheet”, it was recommended that teacher should pursue to find supplement

64
in enhancing the competency of the students in Mathematics and in developing
problem solving skills. Their study revealed that evaluation of students and
secondary Mathematics teacher on their proposed lecture guide in teaching
solving word problems in grade 7 mathematics using spreadsheet (Microsoft Excel
2007 Version) was Highly Acceptable. Therefore, integer tiles and jumper card
were highly acceptance of the students in teaching four fundamental operations of
integers and they were enjoy in manipulating devices.

Operations of Integers along Functional Quality as evaluated by
Mathematics teachers
MEAN
mathematics.
3. It helps to realize how impressive 4.5 5 Highly Acceptable
Mathematics is.
4. It encourages students to use 4.5 5 Highly Acceptable
5. It catches student’s attention. 5 1 Highly Acceptable
6. It is easy to manipulate. 4 9.5 Acceptable
7. It makes the topic easier to 4.5 5 Highly Acceptable
understand.
8.It provides more ideas and 4 9.5 Acceptable
to the learners.
10. It increases the interest of the 4.5 5 Highly Acceptable
65
Legend:

The proposed lecture guide has a potential to be an efficient and effective materials
for teaching solving word problems in Grade 7 mathematics.
Presented in Table 18 is the evaluation of teachers on the acceptability of
jumper card in teaching four fundamental operations of integers. As gleaned on
the table, physical quality had an weighted mean of 4.50 was ranked one with an
adjectival equivalent of highly acceptable and functional quality had an weighted
mean of 4.45 was ranked two with an adjectival equivalent of highly acceptable.
This data had an average weighted mean of 4.48 with an adjectival equivalent of
highly acceptable.
Table 18. Summary of Acceptability of Jumper Card in Teaching Four

Fundamental Operations of Integers as evaluated by Mathematics teachers
Mean
Therefore, Mathematics teachers at present are properly oriented and has
no resistance of utilizing of jumper card as instructional material in teaching
activities. This finding supported by Yuan and Lee (2014), those teachers rated
high scores on perceived teaching assistance, perceived learning assistance, and
perceived competence of technology integration. The more teachers believe that

66
instructional materials are beneficial for teaching and learning assistance, the more
they are willing to integrate technology into their instruction.
Correlation on the Level of Acceptability of Integer Tiles and Jumper Card

in Teaching Four Fundamental Operations of Integers as Evaluated by
Students and Teachers
To established the degree or level of acceptability of integer tiles and jumper
card in teaching four fundamental operations of integers, the results of the
students and Mathematics teachers’ respondents’ evaluation was correlated to
determine if there is a significant difference by using t-test of independent sample.
Table 19. Correlation on the Level of Acceptability of Integer Tiles in

Teaching Four Fundamental Operations of Integers between the
Evaluations of Students and Teachers
T- T-
Interpreta-
Respondents Mean SD df Α Test Critical Decision
tion
Value Value
Students 4.57 0.44 14
Accept Not
Teachers 4.40 0.57 1 5% 0.44 2.131
H0 Significant
Total 8.97 1.01 15
Table 19 presented the correlation on the level of acceptability of integer
tiles in teaching four fundamental operations of integers between the evaluation of
students and Mathematics teachers. As gleaned from the table, the weighted mean
of integer tiles as evaluated by the students was 4.57 with the standard deviation
of 0.44 while the weighted of integer tiles as evaluated by the teachers was 4.40
with the standard deviation of 0.57. From this data, the computed value of t was
0.44 at 5% level of significance and 15 degree of freedom, the critical value of t
was 2.131. The computed value of t was less than the tabulated or critical value of
t which results to the acceptance of the null hypothesis “there is no significant

67
difference between the level of acceptability of integer tiles in teaching four
fundamental operations of integers as evaluated by the students and Mathematics
teachers”.
From this decision, it can be inferred that the level of acceptability of integer
tiles in teaching four fundamental operations of integers as evaluated by the
students and Mathematics were not significant different. More so, both of the
weighted mean of the students and Mathematics teachers were described highly
acceptable and interpreted as 81% - 100% acceptable. Therefore, both
respondents have the same level of acceptability of integer tiles in teaching four
fundamental operations of integers.
Table 20 presented the correlation on the level of acceptability of jumper
card in teaching four fundamental operations of integers between the evaluation
of students and Mathematics teachers. As gleaned from the table, the weighted
mean of jumper card as evaluated by the students was 4.69 with the standard
deviation of 0.53 while the weighted of jumper card as evaluated by the teachers
was 4.48 with the standard deviation of 0.67. From this data, the computed value
of t was 0.45 at 5% level of significance and 15 degree of freedom, the critical
value of t was 2.131. The computed value of t was less than the tabulated or critical
value of t which results to the acceptance of the null hypothesis “there is no
significant difference between the level of acceptability of jumper card in teaching
four fundamental operations of integers as evaluated by the students and
Mathematics teachers”.
68
Table 20. Correlation on the Level of Acceptability of Jumper Card in

Teaching Four Fundamental Operations of Integers between the
Evaluations of Students and Teachers
T- T-
Interpreta-
Respondents Mean SD df Α Test Critical Decision
tion
Value Value
Students 4.69 0.53 14
5 Accept Not
Teachers 4.48 0.67 1 0.45 2.131
% H0 Significant
Total 9.17 1.2 15
From this decision, it can be inferred that the level of acceptability of jumper
card in teaching four fundamental operations of integers as evaluated by the
students and Mathematics were not significant different. More so, both of the
weighted mean of the students and Mathematics teachers were described highly
acceptable and interpreted as 81% - 100% acceptable.
In the same manner, the study of Espinar and Ballado (2016) entitled
“Content Validity and Acceptability of a Developed Worktext in Basic Mathematics
2“, revealed that teachers and students registered a grand mean evaluation of 4.62
and 4.64 with an overall grand mean of 4.64, which means that the content validity
as a whole is “very much valid. This indicates that both groups of respondents
strongly agreed that the work text met the criteria set and therefore rate as “very
much acceptable”. It was shown that the jumper card is ready to be used as
evaluated by the respondents, though minor modifications were suggested to
further improve the material. Therefore, both respondents have the same level of
acceptability of jumper card in teaching four fundamental operations of integers.
Significance Difference on the Performance Level between the Groups of

Respondents in Performing Four Fundamental Operations of Integers using
Integer Tiles
69
Table 21 presented the difference on the performance level between the
groups of respondents in performing four fundamental operations of integers. Data
were further analysed and interpreted by using the analysis of variance (ANOVA)
to determine the performance level between the groups of respondents in
performing four fundamental operations of integers with the use of Integer Tiles.
As showed in the table, the degrees of freedom for each sources of variation
were three (3) for between group; fifty-six (56) for within group and sixty (60) for
total group. The sum of square for between group resulted to 4.19 and
the sum of square within group was 67.46. The mean square for between and
Table 21. ANOVA Table (Integer Tiles)

Variance Sum Mean
of Df of of Fc Fr Decision Interpretation
Sources Square Square
SSB 3 473.42 157.81 Not
SSW 56 5,274 94.18 1.68 2.61 Accept Significant
SST 59 HO
within group were computed to 1.40 and 1.20 respectively. The computed F-value
resulted to 1.17 with the tabular F-value of 2.61. Since the computed F-value is
found lower than the tabular F-value, the null hypothesis was accepted. Hence,
finding showed that there is a significant difference among four fundamental
operations of Integers using Integer Tiles.
As showed in the Table 22, the degrees of freedom for each sources of variation
were three (3) for between group; fifty-six (56) for within group and eighty-two point
fifty-eight (82.58) for total group. The sum of square for between group resulted to
4.99 and the sum of square within group was 77.59. The mean square for
70
between and within group were computed to 1.66 and 1.33 respectively. The
computed F-value resulted to 1.24 with the tabular F-value of 2.61. Since the
computed F-value is found lower than the tabular F-value, the null hypothesis was
accepted. Hence, finding showed that there is a significant difference among four
fundamental operations of Integers using Jumper Card.
Table 22. ANOVA Table (Jumper Card)

Variance Sum Mean
of Df of of Fc Fr Desicion Interpretation
Sources Square Square
SSB 3 403.1 134.37 Not
SSW 56 6,433.8 114,89 1.17 2.61 Accept Significant
SST 59
In another study comparing concrete and virtual manipulative, Yuan, Lee,
and Wang (2010) tested the effectiveness of polyominoes with junior high students
each class of students used either concrete or virtual polyominoes during three
classroom activities. The results of their study indicate no statistically significant
difference between the results of the two classes. Researchers noted that both
materials were effective, but each resulted in different learning experiences for
students. Therefore, the integer tiles and jumper card were more effective in
teaching four fundamental operations of integers and it helps to the students in
develop their manipulative skills.
Significant Difference on the Performance Level of the Students between

the used of Integers Tiles and Jumper Card based on the Post-Test Results
Presented in Table 23 were the differences of the post-test result of Integer
Tiles group and Jumper Card group. After the treatment of the two groups of
respondents, the result was tabulated as shown in Table 23. The Integers Tiles
71
group had a mean score of 86.4 and a standard deviation of 4.49 while the Jumper
Card group had a mean score of 87.4 and a standard deviation of 5.71. Using T-
test for uncorrelated sample the T-value was computed to 0.89 while the tabular
T-value was found 2.048 at 5% level of significance.
Table 23. Significant Difference on the Performance Level of the

Students between the used of Integer Tiles and Jumper Card based
on the Post-Test Result
Integer Jumper α t-value Decision Interpretation
Tiles Card tc tt
n = 15 n= 15
Accept Not
x= 86.4 x= 87.4 5% 0.45 2.048
HO Significant
SD= 4.49 SD= 5.71
As gleaned from the Table 23, data disclosed that the computed T-value
was 0.45 and found lower than the tabular T-value 2.048 at 5% level of
significance. Hence, the null hypothesis was accepted. Therefore, there is no
significance difference between the post-test result of Integer Tiles group and
Jumper Card group.
In the study of Albalate et al., (2017) “Grid and Modified Geoboard in
Teaching Mathematics: A comparative Study”, articulated that the extent of
utilization of using different instructional materials deviate the performance level of
pupils. Diagnostic test of experimental group revealed that 95.46% of the pupils
that use grid board had above average performance and only 4.55% were below
average. It was recommended the use of both the grid board and the modified
geoboard IMs are advantageous in teaching Mathematics IV. Therefore, integer
tiles and jumper card were more effective to the students in teaching four
fundamental operations of integers in Grade 7 mathematics students.

72
Significant Difference on the Effectiveness of Integers Tiles and Jumper

Card in Teaching Four Fundamental Operations of Integers based on the
Pre-Test and Post-Test Results
The significant difference on the effectiveness of Integer Tiles and Jumper
Card in Teaching Four Fundamental Operations of Integers was determined using
T-test for correlated samples.
Table 24 shows the effectiveness of Integer Tiles based from the result of
pre-test and post-test. The computed T-value was -30.83 and the Tabular T-value
was 2.145 at 5% level of significance. As gleaned from Table 21, finding revealed
that the computed T-value was -30.83. However, at 5% level of significance, the
critical T-value was found to 2.145. From these finding data showed that the T-
computed was greater than the critical T-value. This finding
implied that the null hypothesis was rejected. It can be inferred from these finding
Table 24. Effectiveness of Integer Tiles in Teaching Four Fundamental

Operations of Integers based on the Pre-Test and Post-Test Result
Instructional Sample Computed Critical Decision Interpretation
Materials Size t-value Value
Integer Tiles 15 -30.83 2.145 Reject Significant

Jumper Card 15 17.01 HO
that the performance of the students was differed significantly between the pre-
test and post-test. These findings showed that the Integer Tiles influence the
performance of the students in the four fundamental operations of integers.
According to Nool (2012), in his study “Effectiveness of an Improvised
Abacus in Teaching Addition of Integers”, determined the effectiveness of an
improvised abacus as remediation device in teaching addition of integers for fifty

73
low-performing prospective elementary teachers. Findings showed that the use of
the improvised abacus significantly reduced their errors and improved their
confidence in learning mathematics.
Therefore, the integer tiles and jumper card helps to supports the learning
style of kinesthetic learners who need to move some parts of their body to learn
and of tactile learners who need something to manipulate to fully understand the
lesson .Encourage the teachers to allowed the students to learn by doing. Thus
the improvised of that IM’s promotes cognitive, affective and psychomotor learning.
It verified the positive effects of manipulative materials on students ‘achievement.
CHAPTER V
SUMMARY, CONCLUSION AND RECOMMENDATION
This chapter contained the major findings, conclusion and
recommendations formulated by the researchers.
Summary
74
The focal point of this study was the acceptability and effectiveness of
integer tiles and jumper card in teaching four fundamental operations of integers
of Mantalisay National High School, Mantalisay, Libmanan, Camarines Sur School
Year 2019-2020. The total number of students was 30 comprised of 15 students
from Grade 7-Pearl were used integer tiles , 15 students from Grade 7-Emerald
were used jumper card and 2 Mathematics teachers evaluated the acceptability of
integer tiles and jumper card in terms of physical and functional quality by means
of a questionnaire and actual administration of that IM’s. Descriptive and evaluative
methods was the research design employed by the researchers to describe the
level of acceptability of integer tiles and jumper card in teaching four fundamental
operations of integers along the 10 indicators of physical and functional quality.
The result of evaluation of the students and Mathematics teachers on the
acceptability of integer tiles and jumper card was correlated using t-test for
independent samples.
In general, both respondents evaluated the physical and functional qualities
of integer tiles and jumper card in teaching four fundamental operations of integers
as Highly Acceptable. It was also found out that there is no significant difference
on their evaluation that leads the researchers to conclude that IM’s were
acceptable to the teacher support materials in teaching four fundamental
operations of integers in Grade 7 Mathematics.
Problem No. 1
What is the performance level of the students in four fundamental
operations of integers using Integer Tiles and Jumper Card?

75
Findings
The students’ respondents’ evaluation revealed the following findings:
1. The results of addition in post-test by using both integer tiles and
jumper card had the same an average weighted mean of 89.80 with an adjectival
equivalent of proficient performance level or interpreted as 85% - 89% proficient.
2. The results of subtraction in post-test by using integer tiles had an
average weighted mean of 82.27 with an adjectival equivalent of approaching
proficient performance level or interpreted as 80% - 84% approaching proficient
and by using jumper card had an average weighted mean of 83.60 with an
adjectival equivalent of approaching proficient performance level or interpreted of
80% - 84% approaching proficient.
3. The results of multiplication in post-test by using integer tiles had an
average weighted mean of 86.47 with an adjectival equivalent of proficient
performance level or interpreted as 85% - 89% proficient and by using jumper card
had an average weighted mean of 89.67 with an adjectival equivalent of proficient
performance level or interpreted of 85% - 89% proficient.
4. The results of division in post-test by using integer tiles had an
average weighted mean of 88.20 with an adjectival equivalent of proficient
performance level or interpreted as 85% - 89% proficient and by using jumper card
had an average weighted mean of 89.20 with an adjectival equivalent of proficient
performance level or interpreted of 85% - 89% proficient.
5. In general, the performance level of the students in four fundamental
operations of integers using Integer Tiles had a general average weighted mean
76
86.69 with an adjectival equivalent of proficient and by using jumper card had
general average weighted mean 88.07 with an adjectival equivalent of proficient.
Conclusion
1. Students from both sections were in equal footing after pre-test was
conducted.
2. Both sections showed an increase of students who obtained
proficient performance level.
Recommendation
Based from the conclusion, teachers are encourage to utilize Integer Tiles
and Jumper Card as one of the instructional materials in teaching four
fundamental operations of integers in Grade 7 Mathematics to develop the
manipulative skills of the students. Manipulative as a bridge concretizing abstract
mathematical concepts (Kontaş (2016) and shown potential effectiveness to
enhance students’ performance and to strengthen positive attitudes and high self-
efficacy beliefs among high school students (Tan et.al.2018).
Problem No. 2
What is the level of acceptability of Integer Tiles and Jumper Card in
teaching four fundamental operations of integers as evaluated by students and
teachers in terms of physical and functional quality?
Findings
The students and Mathematics teachers revealed the following findings:

77
1. The physical quality of integer tiles had an average weighted mean
of 4.56 with an adjectival equivalent of highly acceptable or interpreted as 81% -
100% acceptable; by using of jumper card had an average weighted mean of 4.79
with an adjectival equivalent of highly acceptable or interpreted as 81% - 100%
acceptable as evaluated by the students and the evaluation of Mathematics
teachers had an average weighted mean of physical quality was 4.50 with an
adjectival equivalent of highly acceptable or interpreted as 81% - 100%
acceptable.
2. The functional quality of integer tiles had an average weighted mean
of 4.57 with an adjectival equivalent of highly acceptable or interpreted as 81% -
100% acceptable; by using of jumper card had an average weighted mean of 4.59
with an adjectival equivalent of highly acceptable or interpreted as 81% - 100%
acceptable as evaluated by the students and the evaluation of Mathematics
teachers had an average weighted mean of physical quality was 4.30 with an
adjectival equivalent of highly acceptable or interpreted as 81% - 100%
acceptable.
3. In general, the level of acceptability of integer tiles and jumper card
in teaching four fundamental operations of integers were Integer Tiles had a
general average weighted mean 4.57 with an adjectival equivalent of highly
acceptable or interpreted as 81% - 100% acceptable; by using jumper card had
general average weighted mean 4.69 with an adjectival equivalent of highly
acceptable or interpreted as 81% - 100% acceptable as evaluated by the students
and the evaluation of Mathematics teachers had an general average weighted

78
mean of 4.40 with an adjectival equivalent of highly acceptable or interpreted as
81% - 100% acceptable.
Conclusion
From the findings stated above on the evaluation of the students and
Mathematics teachers on the acceptability of integer tiles and jumper card
significantly showed a highly accepted evaluation along the two parameters of
acceptability such as physical and functional qualities. Therefore, students and
Mathematics teachers viewed the acceptability of integer tiles and jumper card as
a good quality of students and teachers support materials in teaching four
fundamental operations of integers that could be implemented in the classroom
setting.
Recommendation
1. The proposed integer tiles and jumper card in teaching four fundamental
operations of integers must be tried out to other group of students in other
school for further study of its efficiency in developing skills of students in
solving four fundamental operations of integers.
2. Integer tiles and jumper card and other instructional materials must be taught
to Grade 7 students so that they could experience the usefulness of it in
mathematics.
79
3. It is encourage the Department of Education to produce some instructional
materials as a main tool especially in Mathematics and it helps the students
to learn more that subject.
Problem No. 3
Is there a significant difference between the evaluation of the respondents
on the level of acceptability of Integer Tiles and Jumper Card?
Findings
1. Using the correlation on the level of acceptability of Integer Tiles in
teaching four fundamental operations of integers between the evaluation of the
students and teachers, finding showed that the computed t-value of Integer Tiles
was 0.44 is less than the tabular t-value of 2.131 at 5% level of significance. Hence,
accept the hypothesis that there is no significant difference between the
evaluations of the respondents on the level of acceptability of Integer Tiles.
2. Using the correlation on the level of acceptability of Jumper Card in
teaching four fundamental operations of integers between the evaluation of the
students and teachers, finding showed that the computed t-value of Jumper Card
was 0.45 is less than the tabular t-value of 2.131 at 5% level of significance. Hence,
accept the hypothesis that there is no significant difference between the
evaluations of the respondents on the level of acceptability of Jumper Card.
Conclusion
80
Based on the findings, it can be concluded that the evaluation of the
respondents on the level of acceptability of Integer Tiles and Jumper Card were
both not significantly different.
Recommendation
The teacher can use both Integer Tiles and Jumper Card in teaching four
fundamental operations of integers because both of the instructions promote high
quality instruction. It is also recommended that the future researchers may test the
acceptability of the two manipulative materials in other areas of Mathematics. It is
possible that a study examined another area of Mathematics that could yield
different rules. Consider other factors that can affect the performance of the
students using Integer Tiles and Jumper Card such as the satisfaction on the
instruction and attitude on the subject. Moreover, other researcher may also
introduce other innovative method of instruction that is blended of Integer Tiles and
Jumper Card.
Problem No. 4
Is there a significant difference on the performance level of the experimental
groups among four fundamental operations of integers?
Findings
1. Using Analysis of Variance (ANOVA) finding showed that the
computed t-value of integer tiles was1.68 was less than the tabular t-value of 2.61
at 5% level of significance. Hence, accept the hypothesis that there is no significant

81
on the performance level of the experimental groups among four fundamental
operations of integers.
2. Using Analysis of Variance (ANOVA) finding showed that the
computed t-value of jumper card was 1.17 was less than the tabular t-value of 2.61
at 5% level of significance. Hence, accept the hypothesis that there is no significant
on the performance level of the experimental groups among four fundamental
operations of integers.
Conclusion
As the performance level of integer tiles and jumper card does not
significantly affect the performance of the students when the post-test of
experimental groups were greater than the pre-test result. From the data obtained,
this study found out that in performing four fundamental operations of integer,
multiplication was easiest operation among four fundamental operation and
subtraction was the hardest operation in performing four fundamental operations
of integer.
Recommendation
Both integer tiles and jumper card can be used simultaneously in teaching
and learning process. Students must provide time to practice among four
fundamental operations of integers. However, teachers are encouraged to
discover other instructional materials that will enhance student’s learning and
make sure that the students has a mastery of basic skills in four fundamental
operations of integers. According to Adipo (2015), it was suggested that children

82
should be taught by use of instructional materials as well as abstract mathematics
symbols for better performance in mathematics.
Problem No.5
Is there a significant difference on the performance level between the
groups of respondents in performing four fundamental operations of integers
based from the post-test results?
Findings
Using the Analysis of Variance (ANOVA) computed t-value was calculated
to 0.45 and found less than the critical value of 2.048 at 5% level of significant and
accepts the null hypothesis.
Conclusion
Based on the findings, the researchers conclude that the integer tiles and
jumper card are more effective in teaching of mathematics. Therefore, the null
hypothesis which states that there is a significance difference on the performing
four fundamental operations of integers based from the post-test results was
accepted. Considering the mean score of the group, it reveals that the students
exhibited the highest performance level.
Recommendation
Teachers may allow the students to experiment, investigate and use
manipulative since contextual learning occurs only when learners process new
information or knowledge in such a way that it makes sense to them in their own
83
frames of reference. Results from numerous research projects that the use of
manipulative does not in and itself guarantee success (Shahrill et. al(2017),but
instead is highly dependent on teacher knowledge and skill in the use of
manipulative material and can provide better explanations from teachers.
Problem No. 6
Is there a significant difference on the effectiveness of using Integer Tiles
and Jumper Card?
Findings
1. The computed t-value of Integer Tiles resulted to-30.83 less than the
critical t-value of 2.145 at 5% level of significance. Since the computed t-value was
lower than the critical t-value, the null hypothesis was rejected. Hence, the findings
showed that there is a significant difference in the effectiveness of Integer Tiles in
teaching four fundamental operations of integers.
2. The computed t-value of Jumper Card resulted to 17.01 greater than
the critical t-value of 2.145 at 5% level of significance. Since the computed t-value
was lower than the critical t-value, the null hypothesis was rejected. Hence, the
findings showed that there is a significant difference in the effectiveness of Jumper
Card in teaching four fundamental operations of integers.
Conclusion
From the gathered data, this study concludes that there is a significant
difference in the effectiveness of four fundamental operations of Integer Tiles in
teaching four fundamental operations of integers was calculated to 86 and for

84
Jumper Card was calculated to 87.4 described as both proficient. From the data
obtained, this study found out that solving of four fundamental operations of
integers was effective in teaching Mathematics.
Recommendation
Students must provide time to practice more in solving four fundamental
operations of integers .Teacher should make sure those students has a mastery
of basic skills in solving four fundamental operations of integers. Also varied and
relevant examples may be employed to gain mastery to improve their performance.

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1

Factual knowledge alone is not sufficient to make students succeed in this

abilities, and improved thought processing (National Education Association, 2014).

Critical thinking is very essential in problem-solving. Hence, nowadays,

Mathematics teacher must focus on how to enhance students’ higher-order

thinking skills such as providing variety of effective Instructional materials (IMs)

that directly engage the students in teaching-learning process. To develop problem

skills is concerned (Nalova & Shalanyuy, 2017).

main agenda in the curriculum of mathematics education in our country. However,

producing mathematically unequipped graduates is undeniable (Estonanto, 2017).

secondary students obtained an average of 47.8 Mean Percentage Score (MPS)

countries participated. In 2012, the Department of Education released Department

Order No. 13 setting guidelines on allocation, delivery, and distribution of learning

government is aware of education’s present dilemma and is filling-up the gaps

through different learning materials.

The poor performance in Mathematics emphasized the needs for effective

instructional materials. The influence of IMs in promoting students’ academic

performance in educational development is indisputable. Utilization of instructional

materials had shown potential effectiveness to enhance students’ performance

school students (Tan, 2018). Use of appropriate instructional materials has a

strong relationship to the academic performance of secondary students (Dahar,

2015). IMs play an important role in improving students’ Mathematics achievement

IM’s enhance the teaching - learning process by exhibiting information

necessary to acquire knowledge and skills. As students enjoy experimenting in

select teaching methods, learning activities and instructional materials or

resources appropriate to learners and aligned to the objectives of the lesson.

explore if they are to constructs mathematical knowledge.

Instructional materials that integrate concrete manipulative in Mathematics

instruction improve students’ achievement. National Council of Supervisors of

Mathematics (2013) emphasized that in order to develop every student’s

mathematical proficiency, leaders and teachers must systematically integrate the

handled by students in order to demonstrate or model abstract concepts. Use of

manipulatives makes mathematical concepts visual and concrete since it is a

hands-on learning experience. Also, some of the benefits of using manipulatives

(Marshall and Swan, 2016).

and their relationships.

Utilization of Integer Tiles and Jumper Card in teaching – learning process

performance specifically in operations of integers. It will help to catch the students’

through hands on experiences. These learning tools may aid a student in

concretizing a learning experience so as to make learning more exciting,

interesting and interactive.

In view of the above information, this study was conducted to validate

materials in teaching Mathematics specifically in formalizing rules for operation of

performance of the students. Furthermore, it was aimed to determine the level of

acceptability and effectiveness as manipulatives in performing four fundamental

operations of integers for Grade 7 students.

Statement of the Problem

This study aimed to determine the acceptability and effectiveness of Integer

Grade 7 students at Mantalisay,National High School, Libmanan, Camarines Sur

for the academic year 2019 – 2020.

Specifically, this study answered the following questions:

1. What is the performance level of the students in four fundamental

operations of integers using Integer Tiles and Jumper Card?

2. What is the level of acceptability of Integer Tiles and Jumper Card in

teaching four fundamental operations of integers as evaluated by students

and teachers in terms of physical and functional quality?

3. Is there a significant difference between the evaluation of the respondents

on the level of acceptability of Integer Tiles and Jumper Card?

4. Is there a significant difference on the performance level of the experimental

groups among four fundamental operations of integers?

5. Is there a significant difference on the performance level between the

groups of respondents in performing four fundamental operations of

integers based from the post-test results?

6. Is there a significant difference on the effectiveness of using Integer Tiles