Integration of Virtual Manipulatives for Teaching and Learning Perimeter and Area in Lower Secondary Education

Introduction. The integration of digital resources in mathematics education has shown promise in improving students’ conceptual understanding. Virtual manipulatives, in particular, are designed to support abstract reasoning through interactive and visual learning environments. Objective. This study aimed to evaluate the impact of virtual manipulatives on seventh-grade students’ learning outcomes and engagement during the instruction of perimeter and area. Materials and Methods. A quasi-experimental, mixed methods design was employed involving two intact seventh-grade classes (N=32) from a public school in Mitrovica, Kosovo. One class served as the experimental group, receiving instruction with virtual manipulatives, while the control group followed traditional methods. The intervention spanned two weeks and included pre- and post-tests, a student questionnaire, and an observation checklist. Quantitative data were analyzed using SPSS software, including paired and independent samples t-tests, while qualitative insights were gathered through observation. Results. The experimental group demonstrated significantly higher post-test scores compared to the control group (p =0 .005), indicating improved understanding of perimeter and area. Questionnaire results revealed high levels of motivation, enjoyment, and perceived learning benefits among students exposed to virtual manipulatives. Observation data supported these findings, showing increased engagement, collaboration, and positive behavioral changes. Conclusions. The findings confirm that virtual manipulatives positively influence students’ academic performance and attitudes in mathematics. They support both cognitive and affective domains of learning, offering an effective strategy for teaching geometric concepts. Further research is encouraged to explore long-term effects across broader student populations.