Enriched algebra instruction in middle school: effects of virtual and concrete manipulatives on algebra achievement, algebraic thinking, and learning retention
Thinking Skills and Creativity, vol.62, 2026 (SSCI, Scopus)
- Publication Type: Article / Article
- Volume: 62
- Publication Date: 2026
- Doi Number: 10.1016/j.tsc.2026.102299
- Journal Name: Thinking Skills and Creativity
- Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, EBSCO Education Source, Psycinfo, Education Source Ultimate (EBSCO)
- Keywords: Algebra instruction, Algebraic thinking, Concrete manipulatives, Learning retention, Middle school, Virtual manipulatives
- Uşak University Affiliated: Yes
Abstract
This study investigated the effects of Enriched Algebra Instruction (EAI) integrating virtual and concrete manipulatives on seventh-grade students’ algebra achievement, algebraic thinking skills, and learning retention. Using a quasi-experimental pretest–posttest control group design, the study was conducted with 58 students (experimental group: n = 30; control group: n = 28) from a province in western Türkiye. While the experimental group received EAI, the control group followed textbook-based instruction. Data were collected using the Algebra Achievement Test (AAT) and the Algebraic Thinking Test (ATT). Data were analyzed using descriptive statistics and t-tests. The results showed that students exposed to EAI significantly outperformed their peers in algebra achievement, algebraic thinking skills, and retention. These findings suggest that enriched algebra instruction combining technology and manipulatives is an effective instructional approach for supporting algebra learning and learning retention at the middle school level.