ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
The study evaluated the effectiveness of teacher-made manipulative mathematical materials to the test performance of the Grade 3 pupils in Mathematics. Utilizing the quasi-experimental research design employing the pre-test and post-test in Mathematics. The findings of the study were the bases for a proposed enhancement Plan. . This research is a quasiexperimental study. The researcher utilized universal Sampling in selecting the respondents of the study. Simple Percentage, Weighted Mean and t-Test of Mean Difference were the statistical tools used. Results of the study revealed a significant difference in the pre-test and post-test performances of the Grade 3pupils in Mathematics before and after the utilization of strategic intervention materials. The strategic intervention materials which are interactive, attractive, colorful and interesting motivates the pupils to learn more and achieve educational goals to improve the least mastered skills in Mathematics. Thus, the strategic intervention material is an effective learning support materials in improving the least learned skills in Mathematics. The results implied that having the weighted mean in the pre-test performance of the grade 3 learners had increased after the utilization of strategic intervention materials in the post-test. This means that there is a significant difference in the pre-test and post-test performances of the Grade 3 pupils in Mathematics before and after the utilization of teacher-made manipulative materials. This implies that the intervention was effective in improving the least learned skills in Mathematics. Therefore, integrating the identified intervention really helps the learners to improve their numeracy skills and maintain for those who were already familiar with the skills that need to be gained by them. Based on the findings of the study, in this new set of learners, the teacher’s role in motivation includes, but is not limited to, creating an environment conducive to learning. The teacher’s role in encouraging support of students’ autonomy, relevance, and relatedness of the material increases motivation to learn. Additionally, the teacher’s ability to develop students’ competence, interest in subject taught, and perception of self-efficacy are all important factors that influence students’ motivation to learn. One way of motivating pupils to learn is through the provision of interactive instructional materials. The strategic intervention materials which are interactive, attractive, colorful and interesting motivates the pupils to learn more and achieve educational goals to improve the least mastered skills in Mathematics.