Instructional Manipulative and their Effects on Pupils’ Progressive Performance

This study primarily wanted to identify and analyse the respondents’ progressive performance before and after the introduction of instructional manipulative. Also, it tried to know if there is a significant difference in the performance of the pupils according to their age and gender. It utilized a quasi – experimental design among thirty (30) pupil-respondents from Angeles City, Pampanga, Philippines who were chosen through lottery method. Revised Philippine Early Childhood Development Checklist (ECD) was the instrument used to determine the respondents’ progressive performance. Mean, standard deviation, and t-test of significant difference were the statistical treatments used. It was found that there were more male and 5-year-old respondents who participated in the study. Also, the data revealed that the introduction of instructional manipulative among respondents help all of the kindergarten pupils scored a perfect score of 30 on all domains which include gross motor, fine motor, receptive, expressive language, and cognitive area. Lastly, results showed that there are no significant differences in the scores in terms of their age and sex in the gross motor domain, fine motor domain, receptive language domain, expressive language domain, cognitive domain, and the overall. The results of the study are deemed to provide data for kindergarten-level teachers that could help those set objectives, create more instructional teaching manipulative that will be beneficial in the development of different areas of development as well as in improving the character and performance of the learner.