Contextualized Hands-On Activities with Digital Manipulatives and Guided Problem-Solving Toolkit in Teaching Fraction Operations Among Grade 5 Learners: Basis for Utilization Plan

This study examined the effectiveness of Contextualized Hands-on Activities with Digital Manipulatives and Guided Problem-Solving Toolkit (C.H.A.D. G.P.T), designed to address the least mastered competencies in Mathematics 5, particularly the fraction operations. Results from the quarterly assessments revealed consistent low mastery in fraction operations competencies, highlighting the need for targeted interventions. In response, the C.H.A.D. G.P.T. intervention was implemented to address the learning gaps through strengthening the learners’ conceptual and procedural skills through contextualized hands-on and guided activities, and the use of digital manipulatives. The study employed a Sequential Mixed-Methods True Experimental Research Design involving two groups: C.H.A.D. G.P.T. group, which received the new intervention, and the non-C.H.A.D G.P.T. group, which utilized concrete manipulatives, activity sheets, illustrations, and videos, in improving students’ performance in solving fractions involving operations. The purposive sampling technique was applied to pre-existing Grade 5 sections, which were then randomly assigned to either group, with 40 students in each, to eliminate bias. Three Mathematics Master Teachers validated the research instruments and pilot-tested them among non-participant Grade 5 learners, yielding a Cronbach’s alpha of 0.81, indicating acceptable reliability. Pretests and posttests were administered before and after the six-week intervention. The results revealed significant improvement in both groups; however, the C.H.A.D. G.P.T. group demonstrated significantly greater learning gains with an increase from 6.63 to 19.63. Meanwhile, the non-C.H.A.D. G.P.T. group increased their mean scores from 7.38 to 15.70. The normalized gain study revealed a high gain for the C.H.A.D. G.P.T. group (g = 0.71) and a medium gain for the non-C.H.A.D. G.P.T. group (g = 0.47), yielding a mean gain difference of 0.24. Furthermore, the gathered qualitative feedback further supported these findings, indicating that students in the C.H.A.D. G.P.T. group experienced better conceptual understanding, enhanced engagement, and increased motivation when learning fraction operations through hands-on activities, guided problem-solving, and real-life connections. The study concludes that the C.H.A.D. G.P.T. intervention is a highly effective, practical, and adaptable instructional strategy for enhancing both conceptual understanding and procedural fluency in fraction operations. A utilization plan was therefore developed to implement and maximize the significance of the learning innovation systematically, and wider adoption is recommended to provide students with relevant learning experiences.