ABSTRACT
This study investigated the instructional use of fraction tile manipulatives and its relationship with the students’ confidence and mathematics performance of Grade 7 learners at Banoyo Integrated National High School during the School Year 2025–2026. The results provide essential insights for school administrators, mathematics teachers, and curriculum designers regarding the effective integration of concrete materials to address persistent learning gaps in fractional concepts.
The study employed a quantitative research approach with a descriptive-correlational design. A total of 116 Grade 7 students were selected as respondents through stratified random sampling across four sections, ensuring a statistically reliable representation of the 165-student population. Data were gathered using researcher-made survey questionnaires and validated assessment tools to measure the extent of manipulative use, self-reported confidence levels, and academic achievement. Statistical analysis involved the use of weighted means and frequency counts for descriptive data, while the Pearson product-moment correlation coefficient was used to test the relationship between the identified variables.
Findings revealed that fraction tiles were frequently used during remedial sessions and review activities to bridge learning gaps, with students primarily utilizing them as communication aids for peer explanation. Learners exhibited high confidence in supportive classroom environments, though they continued to struggle with abstract tasks such as finding the Lowest Common Denominator. Academic performance showed strong procedural discipline but remained fragile during complex operations like mixed number subtraction. Results indicated that no significant relationship existed between the extent of manipulative usage and either student confidence or mathematics performance. This suggests that the mere presence of tools does not guarantee higher scores independently of instructional delivery and student cognitive processing. Consequently, a proposed school-based intervention program, Project FRACTIONS, was formulated to provide targeted, year-round strategies for improving accuracy and practical application.
Keywords: Fraction Tiles, Manipulatives, Grade 7 Mathematics, Mathematics Performance, Project FRACTIONS, Student Confidence