Advisers

Ryan Christopher M. Villalon, PhD

Discipline

Education

Abstract

Domino Dynamics is an instructional material designed to develop Grade 4 pupils’ skills in adding similar fractions. The study arose from the need to strengthen fraction skills through meaningful, interactive, and hands-on activities that promote long-term retention. The researchers used a quantitative, quasi-experimental design at Delfin M. Geraldez Elementary School. The study involved 142 Grade 4 pupils selected from a population of 219 using Slovin’s formula and simple random sampling. Participants completed pretests and posttests before and after using Domino Dynamics. Data were analyzed using frequency, percentage, ranking, weighted mean, Likert scale, the Kolmogorov–Smirnov test, the Shapiro–Wilk test, and the Wilcoxon signed-rank test. Most participants (76%) were aged 9–10 years, and 51% were female. On the pretest, pupils demonstrated low proficiency, with a mean score of 6.50 (SD = 2.47). After using Domino Dynamics, they demonstrated very high proficiency, with a mean score of 19.54 (SD = 0.87). Based on Constructivist Learning Theory indicators, the material received a composite mean of 3.66 (SD = 0.54) for engagement, exploration, explanation, and elaboration. The Wilcoxon test indicated a significant difference between pretest and posttest scores (Z = -10.354, p = 0.000), leading to rejection of the null hypothesis. The findings indicate that Domino Dynamics improved mathematical proficiency and supported pupils’ confidence, motivation, and participation. By allowing pupils to manipulate and visualize fraction operations, the material helped connect abstract concepts with concrete representations. The study recommends integrating Domino Dynamics into classroom practice, encouraging interactive activities at home, and exploring manipulative-based interventions for other mathematical concepts.

Keywords

mathematics, addition, grade 4, domino dynamics, constructivist learning theory, fraction, manipulatives