Effect of Mathematical Manipulatives on Upper Basic One Students’ Interest in Algebra in Kwande Local Government Area, Benue State

This paper sees interest as a mother of attention and prerequisite for meaningful learning that if generated and sustain in students’ study of algebra will positively affect their study of mathematics in general. Thus, the paper examined the effect of mathematical manipulatives on Upper Basic Education One students’ interest in algebra. Two research questions were asked and two research hypotheses formulated and tested. Algebra Interest Inventory (AII), a 30-item instrument was developed by the researchers. The instrument was validated by five experts, two in mathematics education, one in measurement and evaluation and two mathematics teachers. The reliability of AII was computed using Cronbach Alpha ()and it reliability coefficient (r) was 0.95. Research questions were answered using mean and standard deviations while hypotheses were tested using analysis of covariance (ANCOVA) at 0.05 level of significance. The results of this study showed that, students taught using mathematical manipulatives developed more interest (X=3.33) in algebra than those taught using conventional method (X = 2.12). There was no gender difference observed between male and female students in the experimental group. From the results it was concluded that though the use of manipulatives in learning algebra improved students’ interest, the teacher need a repertoire of knowledge on effective presentation of mathematical manipulatives before the active learning opportunities and self facts discovery expected from students can effectively stimulate students’ learning needs. Recommendations were made among others on the need for seminars and workshops to create awareness among mathematics teachers, mathematics educators and curriculum planners to integrate manipulatives as an instructional approach in mathematics teaching and learning process