The Effects of Balance Model and Algebra Tiles Manipulative in Solving Linear Equations in One Variable

Abstract

The purpose of the study is to compare the achievements of Basic 9 pupils, taught using balance model and algebra tile, with control group who were taught without any manipulative in linear equations involving one variable. The research design is quasi-experimental methods, specifically the nonequivalent group’s pre-test–post-test control or comparison group designs, with all Basic 9 pupils of Bimbilla Municipality forming the population. The sample used was 120 Basic 9 pupils comprising of 70 males and 50 females. Multi-stage cluster sampling procedures was adopted to select the schools in the various circuits in the Municipality and three intact classrooms for the study. The instrument used was achievement test with 10 essay questions on linear equations in one variable. The independent variables were teaching methods using algebra tiles, balance model and traditional method. While the dependent variable is the achievement scores from the pre- and post-test. The results of the ANOVA and independent sample t-test of the study revealed that, there was significant difference between the balance model, algebra tiles groups compared to the control group in post-test analysis, which favored the balance model and algebra tiles groups with large effect size. The study recommends that Basic School mathematics teachers should use the balance model and algebra tiles in the teaching and learning of linear equations in one variable because it will help improve performance in mathematics.