Haruna Abdul-Karim¹, Osman Kasimu^2,, Awal Adul Rahaman¹, Yaaba Samuel Kanimam¹, Majeed Imoro¹, Mohammed Emmanuel Dokurugu³

This action research study aims to explore the effectiveness of algebra tiles as a visual and manipulative tool in improving Junior High School students' understanding of algebraic concepts. The research was conducted over a period of six weeks and involved a total of 30 grade 7 students. The study utilized pre- and post-assessments of students' algebraic knowledge to record changes in students understanding of basic algebra. The Statistical Package for Social Sciences (SPSS) version 12 software was used for the data analysis, and the data were analysed using percentages and paired sample tests. The results revealed a significant enhancement in students’ algebra understanding and achievement (X=7.4667; p<0.05) after the intervention activity using algebra tiles. The Junior High School students exhibited a favorable perception of algebra tiles as tangible tools for mastering algebraic concepts. These findings emphasize the importance of mathematics educators improving their pedagogical knowledge in algebra instruction and incorporating visual and tactile aids like algebra tiles to foster a deeper understanding of abstract mathematical concepts.

action research, algebra tiles, algebraic understanding, junior high school, manipulative aid