Effects of Manipulative Activities on Arithmetic Achievement and Retention

Abstract

Two sets of learning packages involving 339 7th grade Ss were used to teach fractions and decimals; one set (experimental) stressed manipulative activities, the control set used comparable paper-pencil exercises. The dependent variables were posttest and retention tests (after an interval of four weeks or longer) on Basic Skills in Arithmetic Test. A treatment-by-levels-by-sex analysis of covariance design was used with pretest performance on the Basic Skills Test prior to the experiment as covariate. Manipulative activities produced greater gain on both posttest and retention. Ability differences were obtained on posttest but not on retention test. No sex differences were found on posttest but girls scored significantly higher on the retention test.