Author

Irish D. Longakit
Agusan Colleges Inc.
Butuan City, Philippines
Email: irish.longakit@deped.gov.ph

Abstract

This study investigated the effectiveness of Contextualized Active and Collaborative Engagement (CACE) manipulatives in improving the mathematics performance of Grade 2 learners at Bonifacio Central Elementary School during School Year 2025–2026. The study focused on the least learned competency in Mathematics 2, Third Quarter, which was identified through a diagnostic test. A descriptive-developmental research design was employed, guided by the ADDIE model in the design, development, implementation, and evaluation of the CACE manipulatives. The manipulatives were validated by four master teachers and one school principal using the DepEd Learning Resources Management and Development System (LRMDS) rating sheet to ensure content accuracy, instructional effectiveness, and technical quality. Learners’ performance was measured using a pretest and posttest, and the data were analyzed using mean performance scores (MPS), standard deviation, and a paired samples t-test. Results showed that learners’ pretest performance was at a very low proficiency level. After exposure to the CACE manipulatives, learners demonstrated a significant improvement, with most reaching the highly proficient level in the posttest. The paired samples t-test revealed a statistically significant difference between pretest and posttest scores, confirming the effectiveness of the intervention. Expert evaluations rated the manipulatives as very satisfactory in terms of content, instructional design, technical design, and other quality indicators, with no errors identified. Classroom observations also revealed increased learner interest, participation, collaboration, and confidence during mathematics lessons. The study concludes that CACE manipulatives are effective instructional tools in improving learners’ mathematics performance and engagement. It is recommended that training be conducted through LAC sessions for Grade 1–3 teachers of Bonifacio Central Elementary School on developing and using CACE-type instructional materials be integrated into mathematics instruction, particularly for the least learned competencies, and be considered for submission to the DepEd LRMDS for wider classroom use.

Keywords: Contextualized Active Collaborative Engagement CACE Manipulatives, Mathematics performance, Grade 2 learners, least learned competency

DOI: http://doi.org/10.69651/PIJHSS0501772

Recommended citation:
Longakit, I. D. (2026). The efficacy of Contextualized Active and Collaborative Engagement (CACE) Manipulatives in learning data and probability for Grade 2 Mathematics. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 8581-8591. http://doi.org/10.69651/PIJHSS0501772

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