Effect of Hands on Learning on the Development of Scientific Skills in First Graders
DOI:
https://doi.org/10.62997/psi.2025b-42087Keywords:
Hands on Learning, Conventional Method, ntific Skills in Mathematics, Numerical SkillsAbstract
Mathematics plays an important role in developing students' scientific skills from the early stages. This study investigated the effect of Hands-on Learning on the development of scientific skills in first-graders. The objectives of the study were; 1). to examine the effect of Hands on Learning on the development of scientific skills in terms of numerical skills, 2). to measure the effect of conventional method on the development of scientific skills in terms of numerical skills, and 3).to compare the effect of Hands on Learning with conventional method on the development of scientific skills in terms of numerical skills. The study employed a true experimental research design. Seventy two one graders from BHS Hatli were randomly selected and divided into two groups: an experimental group taught using Hands-on Learning and a control group taught using the conventional method, over a period of eight weeks. Subject Achievement test was validated, pilot tested and the reliability of the test confirmed by a Cronbach’s Alpha value of 0.83. Thirty-two (32) lessons were planned for this study. Data were collected in the form of pre-test and post-test and analyzed by using both descriptive statistics and inferential statistics through SPSS-25 software. The findings of the study showed a positive effect of Hands on Learning on the development of scientific skills. The result revealed that Hands on Learning was more effective method than conventional method in developing students’ scientific skills and is recommended for use in early mathematics classrooms for developing students’ scientific skills.
References
Acton, F. S. (2020). Numerical methods that work (Vol. 2). American Mathematical Society.
Adinda, A., Purnomo, H., Amir, A., Nasution, M., & Siregar, N. C. (2023). Characteristics of Prospective Mathematics Teachers’ Problem Solving in Metacognitive Awareness: Absolute Value Problems of Calculus Courses. Journal of Higher Education Theory and Practice, 23(11). https://articlegateway.com/index.php/JHETP/article/view/6220
Behnamnia, N. (2021). A Stem Game Based Learning Apps Model to Enhance Creativity among Preschoolers (Doctoral dissertation, University of Malaya (Malaysia)).
Bhutta, S. M., Rizvi, N. F. (2022). Assessing teachers’ pedagogical practices and students’ learning outcomes in science and mathematics across primary and secondary school level: A nationwide study (2018-21). Aga Khan University, Institute for Educational Development, Karachi, Pakistan., 1-4. https://ecommons.aku.edu/pakistan_ied_pdck/317
Brown, T. L., & Green, M. F. (2023). Effective strategies for teaching early math concepts: Engaging activities for young minds. Journal of Elementary Education, 48(3), 201-213. https://doi.org/10.1016/j.jed.2023.06.005
Cai, J., Hwang, S., Jiang, C., & Silber, S. (2015). Problem-posing research in mathematics education: Some answered and unanswered questions. In Mathematical Problem Posing (pp. 3–34). Springer New York. http://dx.doi.org/10.1007/978-1-4614-6258-3_1
Çelikdemir, K., Öztürk, İ., Altındağ, T., & Ertem, İ. S. (2024). Enhancing early mathematical skills through math games. Yuzunci Yil Universitesi Egitim Fakultesi Dergisi. https://doi.org/10.33711/yyuefd.1414288
Charlesworth, R., & Lind, K. K. (2023). Math and Science for Young Children (9th ed.). Cengage Learning.
Chikuni, P. (2018). Methods of teaching mathematics at ECE level learners in Kumalo cluster primary schools of Bulawayo province (Unpublished study).
Clements, D. H., & Sarama, J. (2020). Learning and teaching early math: The learning trajectories approach. Routledge.
Cruse, A. R. (2012). Using hands-on learning activities in high school mathematics classes to impact student success (Doctoral dissertation, Walden University).
Dahlan, J. A., & Wibisono, Y. (2021). The Effect of Hands-On and Computer-Based Learning Activities on Conceptual Understanding and Mathematical Reasoning. International Journal of Instruction, 14(1), 143-160.
DeLegge, A., & Kaur, M. (2023). Mathematics in the humanities: A survey of two courses to address math appreciation in students. PRIMUS, 33(1), 30–41. http://dx.doi.org/10.29333/iji.2021.1419a
Firdaus, F., Kailani, I., Bakar, M. N. B., & Bakry, B. (2015). Developing critical thinking skills of students in mathematics learning. Journal of Education and Learning (EduLearn), 9(3), 226–236. https://doi.org/10.11591/edulearn.v9i3.1830
Friso-van den Bos, I., Van der Ven, S. H. G., Kroesbergen, E. H., & Van Luit, J. E. H. (2013). Working Memory and Mathematics in Primary School Children: A Meta-Analysis. Educational Research Review, 10, 29-44.
http://dx.doi.org/10.1016/j.edurev.2013.05.003
Fuchs, L. S., & Vaughn, S. (2019). Using hands-on learning to bridge the gap in mathematics education. Journal of Educational Psychology, 111(3), 509-526. https://doi.org/10.1037/edu0000345
Hebbecker, K., Förster, N., Forthmann, B., & Souvignier, E. (2022). Data-based decision-making in schools: Examining the process and effects of teacher support. Journal of Educational Psychology, 114(7), 1695–1721. https://doi.org/10.1037/edu0000530
Hensberry, K. K., Whitacre, I., Findley, K., Schellinger, J., & Wheeler, M. B. (2018). Engaging students with mathematics through play. Mathematics Teaching in the Middle School, 24(3), 179-183. http://dx.doi.org/10.5951/mathteacmiddscho.24.3.0179
Jazim, J., Anwar, R. B., & Rahmawati, D. (2017). The use of mathematical module based on constructivism approach as media to implant the concept of algebra operation. International Electronic Journal of Mathematics Education, 12(3), 579–583. https://doi.org/10.29333/iejme/634
Kanapathy, S., & Azhari, A. M. (2024). Exploration of the experience of hands-on learning and its impacts on STEM learning. Pedagogika, 155(3), 104–125. https://doi.org/10.15823/p.2024.155.6
Kooloos, C., Oolbekkink-Marchand, H., van Boven, S., Kaenders, R., & Heckman, G. (2022). Making sense of student mathematical thinking: The role of teacher mathematical thinking. Educational Studies in Mathematics, 110(3), 503-524. https://doi.org/10.1007/s10649-021-10124-2
Li, L., & Disney, L. (2023). Young children’s mathematical problem solving and thinking in a playworld. Mathematics Education Research Journal, 35(1), 23-44. https://doi.org/10.1007/s13394-021-00373-y
Li, Y. (2023). Judging John Dewey's Views on Education Especially on Hands-on Learning, Student-Centred Learning Approach, and Learning by Doing. Curriculum and Teaching Methodology, 6(22), 58-62. https://doi.org/10.23977/curtm.2023.062210
Long, H. M., & Bouck, E. C. (2023). Calculators and online games: Supporting students with learning disabilities in mathematics. Intervention in School and Clinic, 58(4), 280–286. https://doi.org/10.1177/10534512221093787
Maanu, V., Bonyah, E., & Clark, L. J. (2024). Hands-on domain in learning mathematics: Impact on students’ assessment practices in Ghana. Jurnal Pendidikan Matematika, 18(1), 129–138. https://doi.org/10.22342/jpm.v18i1.pp129-138
Makondo, P. V., & Makondo, D. (2020). Causes of poor academic performance in mathematics at the ordinary level: A case of Mavuzani High School, Zimbabwe. International Journal of Humanities and Social Science Invention, 9(6), 16–17. https://doi.org/10.35629/7722-0906011018
Mbatha, Z. S. (2018). Exploring the collaborative learning of senior phase mathematics teachers in a 1+9 mathematics cluster in the Maphumulo Circuit (Doctoral dissertation).
Meilon, B., Mariani, S., & Isnarto, I. (2019). Analysis of mathematical representation skills based on student learning activities in hands on activity assisted PBL learning model. Unnes Journal of Mathematics Education Research, 8(2), 213-219. https://journal.unnes.ac.id/sju/ujmer/article/view/27777
Ministry of Federal Education and Professional Training. (2020). National Assessment of Student Achievement (NASA) Report 2019. Government of Pakistan.
Mullis, I. V. S., & Martin, M. O. (2020). TIMSS 2019 international results in mathematics and science. TIMSS & PIRLS International Study Center, Boston College. https://timssandpirls.bc.edu/timss2019/international-results/
Mullis, I. V. S., Martin, M. O., Foy, P., & Hooper, M. (2016). TIMSS 2015 international results in mathematics. TIMSS & PIRLS International Study Center, Boston College.
Nickerson, R. (2011). Mathematical reasoning: Patterns, problems, conjectures, and proofs. Psychology Press.
Nwoke, B. L. (2021). Enhancing primary school pupils' mathematics creative ability through activity-based learning approach. Malikussaleh Journal of Mathematics Learning, 4(2), 70–76. http://dx.doi.org/10.29103/mjml.v4i2.5707
Oco, R. M., & Oco, S. J. (2023). Students' mathematical skills and performance. International Journal of Multidisciplinary Research and Publications, 6(2), 328-332.
OECD. (2023). Programme for International Student Assessment (PISA) 2022: Results and implications. Organisation for Economic Co-operation and Development. https://www.oecd.org/pisa/
Pais, A. (2012). A critical approach to equity. In Opening the cage. Sense Publishers, Rotterdam.
Parviainen, P. (2019). The development of early mathematical skills: A theoretical framework for a holistic model. Journal of Early Childhood Education Research, 8(1), 166–177. https://journal.fi/jecer/article/view/114110
Risdiyanti, I., Zulkardi, Putri, R. I. I., & Prahmana, R. C. I. (2024). Mathematical literacy learning environment for inclusive education teachers: A framework. Journal on Mathematics Education, 15(3), 1003–1026. https://doi.org/10.22342/jme.v15i3.pp1003-1026
Robb, D. (2016). Hands-on learning: Connecting theory with practice. Routledge.
Sarı, M. H., & Olkun, S. (2024). Improving Low Mathematics Achievers’ Number Sense via Number Line Training with Board Games. Journal of Education and Future, (26), 41-56. http://dx.doi.org/10.30786/jef.1371037
Shi, L., Dong, L., Zhao, W., & Tan, D. (2023). Improving middle school students’ geometry problem solving ability through hands-on experience: An fNIRS study. Frontiers in Psychology, 14, 1126047. https://doi.org/10.3389/fpsyg.2023.1126047
Slavin, R. E. (2019). Educational Psychology: Theory and Practice. London: Pearson.
Stephan, M. (2020). Teacher-centered teaching in mathematics education. Encyclopedia of mathematics education, 836-840. https://doi.org/10.1007/978-3-030-15789-0_150
Stewart, I. (2020). Mathematics: The new golden age. Oxford University Press.
Thiri, Y., Oo, M. T., Ko, A. N., Paw, N. T. M. L., & Guirguis, J. M. (2024, October). The Hands-on Learning Impact to Learning Engagement. In 11th International Scholars Conference (Vol. 11, No. 4, pp. 1017-1033). https://doi.org/10.35974/isc.v11i4.3473
UNESCO. (2021). Global education monitoring report: Inequalities in education.
Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2021). Teaching Student-Centered Mathematics: Grades K-3 (5th ed.). Pearson Education.
Vo, D. V., & Simmie, G. M. (2025). Assessing scientific inquiry: A systematic literature review of tasks, tools and techniques. International Journal of Science and Mathematics Education, 23(4), 871-906. https://doi.org/10.1007/s10763-024-10498-8
World Bank. (2021). Learning poverty: The global education crisis. World Bank Publications. https://www.worldbank.org/en/publication/learning-poverty
Wüstenberg, S., Greiff, S., Vainikainen, M.-P., & Murphy, K. (2016). Individual differences in students’ complex problem solving skills: How they evolve and what they imply. Journal of Educational Psychology, 108(7), 1028–1044. https://doi.org/10.1037/edu0000101
