Concrete Manipulatives as an Intervention Strategy for Improving Numeracy Skills Among Grade 6 Learners

This study examined the use of concrete manipulatives as an intervention strategy and its relationship to the numeracy performance of Grade 6 learners at Osmeña Elementary School, Dapa East District, Division of Siargao, during School Year 2025- 2026. Specifically, it assessed the extent of utilization of concrete manipulatives in terms of materials, appropriateness, frequency of use, learner engagement, and teacher guidance. It evaluated learners' numeracy performance in number recognition, place value, and simple word problem-solving. Employing a descriptive-correlational research design, the study gathered data from 10 teachers and 50 learners through a structured questionnaire and numeracy assessments. Findings revealed high use of concrete manipulatives, particularly in the availability and appropriateness of instructional materials and their frequency of use during intervention sessions. Learners performed strongly in number recognition and number sense, while showing moderate performance in place value and problem-solving skills. The analysis further indicated a statistically significant relationship between the extent of utilization of concrete manipulatives and learners' numeracy performance. Instructional practices involving active participation, real-life applications, and continuous learner monitoring emerged as key components of manipulative-based instruction. However, strengthening the transition from concrete representations to abstract mathematical concepts remains an instructional priority. The findings underscore the relevance of structured, hands-on instructional approaches in supporting numeracy development among elementary learners. An Enhanced Numeracy Intervention Activity is recommended to strengthen instructional practices, promote meaningful learner engagement, and address identified difficulties in mathematical understanding and application.