The Effectiveness of Manipulatives in Teaching Momentum Concepts to Public Grade 9 Physics Students

Abstract

This study examined the effectiveness of manipulatives in improving Grade 9 students’ understanding of momentum at Paliparan II Integrated High School. Using a quantitative pretest-posttest design with 40 students, improvised tools were first applied, followed by a custom-built prototype for more precise experimentation. Performance was assessed through timeliness, accuracy, computation, and test scores, analyzed with Z-test, Spearman Rho, t-test, and descriptive statistics. Results showed overall improvements, with mean scores rising from 22.95 to 30.33, though statistical tests found no significant differences between pre- and post-test results. Significant positive correlations were observed in measurement accuracy and total scores, indicating manipulatives can enhance precision and conceptual understanding. The study concludes that manipulatives are useful for bridging theory and practice but require careful instructional integration to maximize effectiveness.