EFFECTIVENESS OF VIDEO-BASED LEARNING VS. CONCRETE MANIPULATIVES IN THE NUMERACY SKILLS DEVELOPMENT

This study compared the effectiveness of video-based learning and concrete manipulatives on numeracy skills development in grade 11 students. Using a quasi-experimental design, two groups received instruction on addition, subtraction, multiplication, and division – one via video, the other using manipulatives. Pre- and post-tests measured numeracy skill gains. Results showed a significant advantage for the manipulative group, no significant difference. This suggests the importance of hands-on activities, the need for diverse instructional methods. Further research should explore research direction, a long-term effect for diverse learning styles.