Advisers

Abraham P. Muyrong II, PhD

Discipline

Education

Abstract

This study examined the effectiveness of Hands 2D Tangram as an instructional material for teaching basic geometric figures to Grade 1 pupils at Camarin D Elementary School Unit II, Caloocan City. Accuracy referred to pupils’ ability to identify or construct shapes correctly; task referred to the skills developed through the intervention; engagement referred to participation, focus, and interest; and early mathematics referred to foundational Grade 1 geometry involving triangles, squares, and rectangles. The material was designed as a storybook with magnetized pieces and QR-code features and was guided by Task-Based Learning Theory. The study used a quantitative, quasi-experimental design. From a population of 341 pupils, 78 were selected through simple random sampling, with the sample size confirmed through power analysis. Instruments included a researcher-developed survey and pretest–posttest assessments adapted from the Department of Education’s MATATAG curriculum and validated by experts. The one-week procedure included orientation, pretesting, tangram-based instruction, posttesting, and survey administration. Data were analyzed using descriptive statistics and the Wilcoxon signed-rank test. Most respondents were six years old (67%), and 55% were male. The age profile was discussed in relation to Republic Act No. 10533 on the standard Grade 1 entry age. The pretest mean of 4.86 (SD = 1.81) indicated low geometric understanding. During the tangram sessions, pupils demonstrated high engagement (M = 0.96), strong task performance (M = 0.98), and improved accuracy (M = 0.95). The posttest mean was 8.44 (SD = 1.45), and the Wilcoxon test indicated a statistically significant difference (p < 0.05). However, 99% struggled with 3D visualization, 67% with mental rotation, and 55% had limited puzzle experience. The findings suggest that tangram-based learning supported pupils’ understanding, motivation, and performance in early geometry. Persistent visualization difficulties indicate a need for scaffolding and guided support. The study recommends continued tangram use, visualization exercises, group work, appropriate digital tools, and puzzle play at home. Future research may examine digital tangrams, 3D visualization, and applications in more advanced mathematics.

Keywords

hands 2d tangram, geometric figures, grade 1 pupils, spatial reasoning, task-based learning