Teachers’ use of manipulatives in Mathematics 2 instruction: Utilization, perceived effectiveness, and instructional challenges

Abstract

The use of manipulatives provides elementary learners with opportunities to explore mathematical concepts through concrete and meaningful experiences. This study examined the utilization of manipulatives in teaching Mathematics 2 and teachers’ perceptions of their effectiveness, challenges, instructional areas requiring enhancement, and recommended strategies in public elementary schools in Quirino District, Isabela, during School Year 2025–2026. A descriptive-normative research design was employed, involving the total population of 25 Mathematics 2 teachers from 19 public elementary schools. Data were gathered through a structured questionnaire supported by interviews and documentary analysis and were analyzed using frequency, percentage, and weighted mean. Findings showed that teachers utilized manipulatives very often across lesson delivery, instructional strategies, classroom management, and teacher readiness, with weighted means ranging from 4.96 to 5.00. Teachers likewise perceived manipulatives as very effective in promoting students’ comprehension, engagement, and active participation, with weighted means of 5.00 across these domains. Despite these positive perceptions, teachers identified time constraints, limited professional development, preparation requirements, and resource limitations as important challenges. Teachers strongly agreed that several aspects of manipulative-based instruction require continuous improvement and highly recommended professional development, improved instructional planning, adequate learning resources, classroom management support, and systematic assessment and monitoring. The study recommends sustained institutional support for purposefully integrating manipulatives into elementary mathematics instruction.