The impact of kinesthetic instructional strategies and manipulatives on fourth grader’s self-efficacy and self-confidence toward multiplication

ABSTRACT

Self-efficacy and self-confidence are listed as significant contributors to students’ general attitudes and performance in mathematics. Having negative beliefs toward mathematics is commonplace for children in the United States. These beliefs have an impact on the amount of effort, persistence, and resilience an individual will spend when engaging in any activity. Educators are seeking ways to improve self-efficacy and self-confidence in math through kinesthetic instructional strategies and manipulatives that use repetitive, action-based movements shown to strengthen our brain’s neuroplasticity, which improves computational efficiency and speed of learning. This research examined the effectiveness of kinesthetic learning strategies on 111 fourth-grade students’ self-efficacy and self-confidence toward math and multiplication. Quantitative data analysis was used to determine significant differences in student efficacy from pre-assessment to post-assessment. Quantitative analysis of results revealed statistically significant differences in participants’ self-efficacy and self-confidence toward multiplication after the implementation of kinesthetic instructional strategies and manipulatives.

KEYWORDS:

• Multiplication
• kinesthetic learning
• mathematics
• self-efficacy

Acknowledgments

We would like to thank each student, teacher, and district who participated in this study.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Data availability statement

The authors confirm that the data supporting the findings of this study are available within the article or its supplementary materials.

Additional information

Funding

A one-time $5,000 in-kind donation of math manipulatives from Math & Movement was provided to participating teachers.

Notes on contributors

Jennie M. Carr

Dr. Jennie M. Carr is an Associate Professor of Education, the Elementary Education Program Coordinator, and Clinical Partnership Coordinator at Bridgewater College. Carr holds a PhD in Curriculum & Instruction. Carr’s research interests include instructional technology, STEM pedagogy, and classroom climate.

Kirby Schoephoerster

Mr. Kirby Schoephoerster serves as the Program Director for the National Math Foundation. He is seeking a doctorate degree from Vanderbilt University in Education. Schoephoerster’s research interests include learning ecologies, equitable dialogues practices, and educational technologies.

Caitlin Riegel

Dr. Caitlin Riegel is an Assistant Professor of Education of the College of Education Niagara University. She holds a PhD in Leadership & Policy. Dr. Riegel’s research interests include assessment and instructional technology.