IMPROVING GRADE 7 STUDENTS’ MASTERY OF INTEGER ADDITION AND

SUBTRACTION THROUGH THE USE OF INTEGER CHIPS

An Action Research Paper

Submitted to the ISUFST-SEC, College of Education

San Enrique, Iloilo

by

MENCHIE V. ROBERTO

IVY P. BIANA

JULIUS T. BACOR
Bachelor of Secondary Education Major in Mathematics
 ABSTRACT
This action research, titled Improving Grade 7 Students’ Mastery of
Integer Addition and Subtraction through the Use of Integer Chips (Garcia,
2024), aimed to address students’ difficulties in understanding integer
operations. The study was conducted with Grade 7 learners from VANHS
who exhibited low performance in pre-assessment tests on integers. Using
a six-week intervention, the teacher implemented lessons utilizing integer
chips as visual and hands-on tools to represent positive and negative
numbers. Data were gathered through pre- and post-tests, classroom
observations, and student feedback. Findings revealed a significant
improvement in students’ post-test scores, as well as increased
engagement and confidence during lessons. The results suggest that
incorporating manipulatives like integer chips enhances conceptual
understanding and minimizes errors in integer computation. The study
concludes that action research empowers teachers to become reflective
practitioners who design, test, and improve innovative strategies for better
learning outcomes in mathematics.

Keywords: Action Research, Integer Chips, Mathematics Education,

Student Engagement, Conceptual Understanding, Reflective Teaching
I. Context and Rationale

Under the K–12 Curriculum, Mathematics in Junior High School aims to build
learners’ foundational skills in numbers and number sense, algebra, geometry, statistics,
and real-life problem-solving. Among these, integer operations serve as a crucial stepping
stone toward higher mathematical concepts. In Grade 7, students are expected to master
addition and subtraction of integers to meet the Most Essential Learning Competency
(MELC) “Illustrates the addition and subtraction of integers” (M7NS-Ic-1) and apply
these operations in various contexts. However, despite these clear competency
expectations, many students continue to struggle with integers due to the abstract nature
of positive and negative values.

Based on classroom observations and assessment results, a significant number of

Grade 7 learners treat integer rules as something to memorize rather than understand.
This leads to frequent errors, misconceptions, and low confidence in tackling
mathematical tasks. Research shows that students often fail to grasp integer operations
because they are introduced symbolically without providing concrete representations that
help build conceptual understanding (Reyes & Aguas, 2021).

To address this, the Department of Education encourages contextualized,

engaging, and learner-centered strategies that promote deep learning. One effective
approach is the use of manipulatives, which help bridge the gap between concrete
experiences and abstract mathematical ideas. Studies have shown that manipulatives
significantly improve learners’ performance and conceptual understanding in
mathematics, particularly in topics involving integers (Moyer-Packenham &
Westenskow, 2013). A recent meta-analysis even highlighted that integer manipulatives,
such as colored counters and algebra tiles, have a “high impact on students’
comprehension of integer operations” (Lai & Hwang, 2022).

In the context of my classroom, the struggle with integers becomes most evident
during class discussions, quizzes, and performance tasks. Many learners hesitate to
participate because they feel unsure or afraid of making mistakes. This struggle is not
unique to my class. Several studies emphasize that students’ negative experiences with
abstract mathematical concepts can lead to decreased motivation and lower academic
performance (Hasan & Ahmad, 2019). As a mathematics teacher, this challenge
underscores the need to create an environment where students not only learn but also
enjoy and understand the lessons meaningfully.

With this, integer chips are proposed as an intervention. These simple tools —
often color-coded to represent positive and negative values — allow students to model
integer operations concretely. Instead of merely following rules, learners can manipulate
chips, visualize cancellation, and physically represent addition and subtraction.
According to Cagasan and Tan (2020), concrete learning tools like counters and chips
help students internalize mathematical concepts faster and more accurately than rule-
based teaching.
 Ultimately, teachers play a vital role not only in delivering lessons but also in
ensuring effective learning outcomes. We are challenged to develop instructional
approaches that address learners’ difficulties and promote better understanding. As
Shaban and Ismael (2013) emphasize, collaborative and innovative teaching practices
lead to improved learner performance and overall school achievement. Inspired by this,
the researcher seeks to implement and evaluate the use of integer chips to help Grade 7
students build a stronger foundation in integer operations and enhance their academic
performance in mathematics.
II. Review of Related Literature
Difficulties in learning integers continue to be one of the most persistent
challenges in mathematics education. Many learners struggle to grasp the
meaning of positive and negative values, especially when these ideas are
presented abstractly. A recent meta-analysis emphasized that students often
develop misconceptions in integer operations when instruction relies heavily on
symbolic rules rather than conceptual understanding (Abdul Raheem & Salsabila,
2025). These misconceptions hinder mastery and affect students’ confidence
once lessons become more complex.
Students’ struggles with integers are strongly influenced by how they perceive
mathematical tasks. When integers are taught abstractly, learners often feel
confused or overwhelmed, which lowers their belief in their ability to perform
computations. This aligns with the findings of Surya and Syahputra (2017), who
noted that students’ negative perceptions of mathematics directly impact
motivation, persistence, and achievement. Without concrete learning
experiences, students tend to view integer operations as difficult, leading to
reduced engagement and poor performance.
To address this, several scholars emphasize the importance of using
manipulatives in teaching mathematics. Manipulatives serve as powerful tools
that help transform abstract concepts into concrete, visual, and physical
experiences. Mardiah et al. (2024) found that manipulatives significantly increase
students’ ability to conceptualize mathematical ideas by helping them represent
numbers, operations, and relationships more clearly. In the same line,
Kunlasomboon et al. (2024) reported that manipulatives enhance engagement,
motivation, and proficiency, reinforcing the value of tactile learning in
mathematics classrooms.
Several recent studies specifically highlight manipulatives as effective tools for
teaching integers. Siregar, Marpaung, and Hutabarat (2023) showed that virtual
manipulatives improved students’ ability to model and reason about integer
addition and subtraction. Their findings revealed that learners who used
manipulatives demonstrated stronger conceptual understanding compared to
those taught using traditional rule-based instruction. Complementing this,
Hermina and Supriyadi (2024) found that using concrete tools in Grade 7
mathematics significantly improved students’ computational skills, particularly in
operations involving integers.
These findings are consistent with the results of a rigorous meta-synthesis by
Somprach and Hanviriyapant (2024), which concluded that manipulatives—
whether physical or digital—result in higher engagement, deeper comprehension,
and better mathematical performance. They emphasized that manipulatives
support diverse learners by allowing them to explore and visualize mathematical
concepts through hands-on interaction.
The importance of teacher innovation also plays a crucial role in improving
student learning. As Shaban and Ismael (2013) assert, effective classroom
practices and collaboration among educators directly influence student
achievement and overall school improvement. In the context of mathematics
teaching, teacher-initiated interventions such as the use of integer chips
demonstrate how instructional strategies can be tailored to address specific
learning gaps.
The literature presented above provides strong evidence that integer
misconceptions are widely recognized, and that the use of manipulatives—
especially integer chips—effectively supports conceptual understanding.
Although modern research supports these interventions, their consistent use in
Grade 7 mathematics classes within the researcher’s school is yet to be fully
explored. Therefore, this study seeks to determine how the use of integer chips
can improve students’ mastery of integer addition and subtraction and support
meaningful, learner-centered mathematics instruction.
III. Research Questions
This study was conducted to determine whether the use of Integer Chips as an
instructional intervention would improve the mastery of integer addition and
subtraction among Grade 7 students. Specifically, it sought answers to the
following questions:
1. What is the level of students’ mastery in integer addition and subtraction
before using Integer Chips?
2. What is the level of students’ mastery in integer addition and subtraction
after using Integer Chips?
3. Is there a significant difference between the students’ pre-test and post-
test mastery levels after the implementation of Integer Chips?
4. What are the students’ perceptions toward the use of Integer Chips as a
learning tool in understanding integer addition and subtraction?
IV. Proposed Innovation, Intervention and Strategy
Proposed Innovation
Integer Chips is an instructional intervention designed to improve Grade 7
students’ mastery of integer addition and subtraction. According to Mardiah,
Firmansyah, and Pratiwi (2024), manipulatives are concrete tools that help
learners visualize abstract mathematical concepts, making it easier to
understand operations such as adding and subtracting positive and negative
numbers. Integer Chips are color-coded counters representing positive and
negative values, allowing students to physically model mathematical operations
and observe how numbers interact.
This intervention aims to strengthen students’ conceptual understanding of
integers while making learning more interactive and engaging. It addresses
common misconceptions, such as sign confusion or the incorrect application of
rules, by letting learners manipulate concrete objects instead of relying solely on
symbolic representation. Beyond improving comprehension, Integer Chips
encourage student participation, collaboration, and active problem-solving in the
classroom, promoting a more learner-centered approach (Siregar, Marpaung, &
Hutabarat, 2023).
Intervention and Strategy
The intervention was implemented during the third quarter of the school year
2024–2025. Initially, students were given a pre-test to assess their mastery of
integer addition and subtraction. Then, the teacher introduced Integer Chips,
explaining their use in modeling integer operations, including cancellation of zero
pairs, addition, and subtraction of both positive and negative numbers.
The strategy involved a step-by-step approach:
1. Demonstration: The teacher modeled integer operations using Integer
Chips, explaining each step and showing how chips combine or cancel.
2. Guided Practice: Students practiced in pairs or small groups, using the
chips to solve sample problems while the teacher provided feedback.
3. Independent Practice: Students applied their understanding to individual
exercises, gradually transitioning from manipulatives to symbolic
representation.
4. Reflection and Sharing: Students discussed their strategies and
solutions with the class, reflecting on how using Integer Chips helped
them understand integer operations better.
A rubric was prepared to assess students’ mastery based on accuracy, strategy,
and conceptual understanding during guided and independent activities. After the
intervention, a post-test was administered to measure improvement. Students
were also asked to provide feedback on their experience with Integer Chips,
assessing engagement, perceived usefulness, and overall learning experience.
This approach ensures that learners develop not only computational skills but
also a deeper understanding of integer operations. It also allows teachers to
identify misconceptions early and adjust instruction accordingly, making
mathematics learning more meaningful and effective (Hermina & Supriyadi,
2024).
V. Action Research Methods
This study employed a sequential explanatory mixed-methods research
design, which involved two distinct phases: a quantitative phase followed by a
qualitative phase (Creswell & Creswell, 2017). Utilizing this method, the
researcher identified the significant difference between the mastery of integer
addition and subtraction of the participants before and after implementing the
Integer Chips intervention. Qualitative data were also collected and analyzed
through focus group discussions to explore the respondents’ perceptions
regarding the use of Integer Chips as a learning tool.

a. Participants and Other Sources of Information

The participants of this study were the Grade 7 students of Lorenzo Tan
National High School for the School Year 2024–2025, specifically section
Mathematics Explorers. Utilizing purposive sampling, the respondents
consisted of 35 students, selected based on their enrollment in the subject and
their willingness to participate in the study. The study also included input from
two mathematics teachers who assisted in the implementation and monitoring
of the intervention.

b. Data Gathering Methods

After obtaining approval from the Schools Division Superintendent, the
researcher requested an endorsement from the school principal to gather the
necessary data. Written and verbal information about the study was provided to
the respondents to ensure a clear understanding of the purpose, procedures, and
expected outcomes. Written informed consent was obtained from all participants,
and parental consent was secured for student participants.
For the quantitative phase, a Pre-Test on integer addition and subtraction was
administered to assess the students’ mastery before using Integer Chips. After
the intervention, a Post-Test was conducted to measure improvement.
For the qualitative phase, data were gathered using focus group discussions
(FGD). Students were asked to share their experiences, opinions, and
perceptions regarding the use of Integer Chips in learning integer operations.
These discussions provided rich insights into how the intervention affected
engagement, understanding, and confidence.
c. Ethical Considerations
Before conducting the research, the proposal was submitted for approval to the
office of the Schools Division Superintendent. Participation in the study was
voluntary. Students who chose not to participate were not coerced or penalized.
They had the right to decline to answer any questions they were uncomfortable
with.
Participants were provided with letters outlining the purpose and procedures of
the study, ensuring informed consent. Parental consent forms were obtained for
all student participants. Confidentiality and anonymity were maintained; no
personal identifiers were disclosed in the data, and all information was stored
securely. Only the researcher had access to the data. No mental, physical, or
emotional harm was inflicted on any participant. Upon completion, participants
were given access to the results of the study.

d. Data Analysis Plan

The following statistical and analytical tools were employed to interpret the data
objectively and comprehensively:
 Weighted Mean: Used to identify the level of students’ mastery of integer
addition and subtraction before and after the implementation of Integer
Chips.
 Frequency Count and Percentage: Used to describe the distribution of
students’ performance levels in pre- and post-tests.
 T-Test (Paired Sample): Applied to determine whether there is a
significant difference between the students’ mastery levels before and
after the intervention.
For qualitative data collected from focus group discussions:
 Thematic Analysis: Using Braun and Clarke’s Six-Phase Approach,
the researcher analyzed students’ perceptions and experiences regarding
the use of Integer Chips. Themes and patterns were identified to provide
insights into the effectiveness and impact of the intervention on student
learning and engagement.
VI. Discussion of Results and Recommendations
Problem No. 1
What is the level of students’ mastery in integer addition and subtraction
before using Integer Chips?
Table 1.1 Students’ Mastery in Integer Operations before Using Integer
Chips

Indicator Frequency Percent Description

90–100 3 8.57 Outstanding

85–89 7 20.00 Very Satisfactory

80–84 15 42.86 Satisfactory

75–79 10 28.57 Fairly Satisfactory

Total 35 100

Overall Mastery 82.91 Satisfactory

Table 1.1 shows the students’ mastery in integer addition and subtraction before
using Integer Chips. The indicator 80–84 had the highest frequency of 15, which
is 42.86% of the respondents. This indicates that most students scored within the
Satisfactory range in the pre-test, while the class obtained an overall mastery
score of 82.91, categorized as Satisfactory.
These results suggest that students struggled with integer operations, particularly
when tasks were presented symbolically without concrete representations. This
aligns with the findings of Siregar, Marpaung, and Hutabarat (2023), who noted
that students often experience misconceptions in integer addition and subtraction
when they cannot visualize positive and negative values. Mardiah, Firmansyah,
and Pratiwi (2024) emphasized that such difficulties can be addressed effectively
through the use of manipulatives, which help bridge abstract concepts with
tangible understanding.
Recommendation:
It is recommended that teachers incorporate concrete manipulatives, such as
Integer Chips, to model integer operations. This hands-on approach allows
learners to visualize how positive and negative numbers interact, helping to
clarify misconceptions and improve computational accuracy. Teachers may also
provide guided practice and group activities to encourage collaborative learning
and peer discussion.
Problem No. 2
What is the level of students’ mastery in integer addition and subtraction
after using Integer Chips?
Table 1.2 Students’ Mastery in Integer Operations after Using Integer Chips

Indicator Frequency Percent Description

90–100 12 34.29 Outstanding

85–89 14 40.00 Very Satisfactory

80–84 9 25.71 Satisfactory

Total 35 100

Overall Mastery 88.97 Very Satisfactory

Table 1.2 shows students’ mastery in integer addition and subtraction after the
intervention using Integer Chips. The indicator 85–89 had the highest frequency
of 14, which is 40% of the respondents. The overall mastery improved to 88.97,
which falls under the Very Satisfactory category.
The improvement demonstrates that Integer Chips helped students better
understand the rules and patterns of integer addition and subtraction. Hermina
and Supriyadi (2024) asserted that manipulatives enhance conceptual
understanding and increase learner engagement. Observations during the
intervention also revealed that students became more confident and willing to
attempt challenging problems.
Recommendation:
Teachers should continue using Integer Chips or similar manipulatives in
teaching integers. Additionally, combining manipulatives with reflective
discussions encourages learners to verbalize their reasoning, strengthening
both conceptual and procedural understanding. Regular practice and incremental
challenges are also advised to consolidate mastery.

Problem No. 3
Is there a significant difference between the students’ mastery before and
after using Integer Chips?
The paired-sample t-test was conducted to determine whether there was a
significant difference between pre-test and post-test scores. The results showed
a t-value of 6.75 and a p-value < 0.001, indicating a statistically significant
improvement in students’ mastery after using Integer Chips.
These results confirm that the intervention was effective. The findings support
previous research by Lai and Hwang (2022), who concluded that concrete
manipulatives improve students’ understanding of integers and reduce common
computational errors. It also aligns with the general principle that active, hands-
on learning promotes better retention and application of mathematical
concepts (Mardiah, Firmansyah, & Pratiwi, 2024).
Recommendation:
Schools should consider integrating manipulative-based instruction in the
mathematics curriculum, particularly for abstract topics such as integers. Teacher
training on the effective use of manipulatives is also recommended to maximize
the benefits of such interventions.

Problem No. 4
What are the students’ perceptions toward the use of Integer Chips as a
learning tool?
During focus group discussions, most students expressed positive perceptions
toward the use of Integer Chips. They reported that manipulatives made integer
addition and subtraction easier to understand, allowed them to visualize zero
pairs, and made learning more enjoyable and interactive. Some students
stated that working in pairs and groups helped them learn from peers and clarify
their mistakes.
These findings are consistent with Siregar, Marpaung, and Hutabarat (2023),
who emphasized that student engagement and motivation increase when
manipulatives are used. Observational notes also revealed that students
demonstrated higher confidence and willingness to participate, which
contributed to improved mastery.
Recommendation:
Teachers are encouraged to continue using Integer Chips and incorporate group
activities, discussions, and games to maintain high engagement. Collecting
ongoing feedback from students can also help refine instructional strategies and
ensure that manipulatives are used effectively for concept reinforcement.
Overall Summary and Recommendation
The results of this study show that the use of Integer Chips significantly
improved students’ mastery of integer addition and subtraction. Students’ pre-test
scores were mostly Satisfactory, while post-test scores rose to Very Satisfactory.
The intervention also received positive feedback from students, confirming that
manipulatives enhance understanding and engagement.
General Recommendation:
It is recommended that Integer Chips be integrated as a regular instructional
tool in Grade 7 mathematics. Teachers should combine it with structured
practice, reflection, and collaborative learning to maximize conceptual
understanding and retention. Further studies can explore using manipulatives for
other topics in mathematics, such as fractions, decimals, or algebra, to
generalize the benefits of hands-on learning.

VII. Conclusion and Recommendations

Based on the findings of this study, it can be concluded that students’ mastery of
integer addition and subtraction can be significantly improved through the use
of Integer Chips. Low-performing students, in particular, benefited from the
hands-on, visual approach provided by the intervention, as it allowed them to
conceptualize positive and negative numbers more clearly. The intervention
demonstrated that abstract mathematical concepts can be effectively learned
when presented in a tangible, interactive manner.
The use of Integer Chips does not only enhance academic performance but also
promotes engagement, collaboration, and active learning. Students reported
that the manipulatives made learning enjoyable and easier to understand, which
positively affected their confidence and willingness to participate in classroom
activities. Consequently, the intervention supports not only competency
development but also social and collaborative skills among learners.
While the intervention requires planning, preparation of manipulatives, and
structured guidance from teachers, the benefits outweigh the additional workload.
Teachers need to be equipped with sufficient knowledge and skills to implement
the use of manipulatives effectively. Professional development or capacity-
building activities for mathematics teachers may help ensure proper utilization
and maximize the intervention’s impact.
To maintain objectivity in evaluating students’ mastery, rubrics and scoring
guides should be prepared beforehand. These tools will guide teachers in
accurately assessing students’ performance and provide consistency in grading.
Schools may also consider developing a manipulative-based task bank, which
allows teachers to access ready-made activities aligned with learning
competencies, thus saving time while ensuring coverage of key topics.
Further studies are recommended to explore the use of manipulatives in other
mathematical concepts, such as fractions, decimals, or algebra, to determine
whether similar gains in student understanding and engagement can be
achieved. Additionally, research can focus on integrating manipulatives not only
in assessment but also in instructional strategies, fostering deeper conceptual
understanding and long-term retention of knowledge.
In summary, Integer Chips proved to be an effective intervention for improving
student learning in integer operations. Its use enhances both cognitive and social
aspects of learning, making mathematics more accessible, engaging, and
meaningful for students.

VIII. Action Research Work Plan

Annual Measure Activity Third Member Date of

Objective of Quart s In- Implementat
Indicator er Charge ion

To improve At least Pre-Test W 1–2 Math February 5–

students’ 75% of Administrati Teacher 9, 2025
mastery of students on &
integer will show Research
addition and improveme er
subtraction. nt in post-
test scores
after the
intervention
.

To enhance At least Introduction W 3–4 Math February 12–

conceptual 80% of and Teacher 16, 2025
understanding students Demonstrat &
through will actively ion of Research
hands-on participate Integer er
learning. in the Chips
Integer
Chips
activities.

To provide At least Guided W 5–6 Math February 19–

guided and 75% of Practice Teacher 23, 2025
independent students and &
practice in will Independen Research
integer successfull t Activities er
operations. y complete
guided and
independen
t exercises
using
Integer
Chips.

To assess the 75% of Post-Test W 7–8 Math February 26

effectiveness students Administrati Teacher – March 2,
of Integer will score on & 2025
Chips in Very Research
improving Satisfactory er
 mastery. or higher in
the post-
test.

To gather At least Focus W 7–8 Math March 3–5,

students’ 80% of Group Teacher 2025
perceptions participants Discussion &
about the will report / Survey Research
intervention. positive er
feedback
on the use
of Integer
Chips.

To At least Presentatio W9 Math March 6–7,

disseminate 75% of n / LAC Departm 2025
the results teachers Session ent Head
and and school &
recommendati administrat Research
ons of the ors will er
study. have a
clear
understandi
ng of the
intervention
’s
outcomes.

VII. Cost Estimates

I. Supplies and Materials

Item Quantity Rate Amount (₱)

Integer Chips 5 sets 500.00 2,500.00

 Set

Bond Papers 5 reams 200.00 1,000.00

Printer Ink 1 set 1,580.0 1,580.00

0

Special Paper 1 ream 446.00 446.00

Subtotal: ₱5,526.00

II. Food Provisions (Focus Group Discussion / LAC Sessions)

Item Quantit Rate Amount (₱)

y

Lunch 10 pax 250.00 2,500.00

Snacks 10 pax 100.00 1,000.00

Subtotal: ₱3,500.00

III. Travel

Item Quantity Rate Amount

(₱)

Local Travel (for researcher and 5 trips 200.00 1,000.00

coordinators)

Subtotal: ₱1,000.00

Total Estimated Cost

₱5,526.00 + ₱3,500.00 + ₱1,000.00 = ₱10,026.00

VIII. Dissemination and Advocacy

The findings of this study will first be presented during research mentoring and
monitoring sessions to gather feedback and make necessary adjustments.
Afterward, the results will be showcased at the Division Research Congress to
highlight the effectiveness of Integer Chips in improving students’ mastery of
integer addition and subtraction.
During parent-teacher meetings and School Learning Action Cell (LAC)
sessions, the research results will be shared with both internal and external
stakeholders, after securing the approval of the panel of members. These
presentations aim to inform stakeholders about the benefits of using
manipulatives to enhance student learning in mathematics and to encourage
their support in implementing such interventions.
The outcomes of this study will also be utilized to guide instructional planning
and classroom strategies, particularly in designing performance assessments
that integrate manipulatives for abstract mathematical concepts. Additionally, the
intervention may be incorporated into the school’s improvement plan (SIP) to
support ongoing efforts in enhancing students’ academic performance.
Furthermore, the use of Integer Chips as a teaching strategy will be advocated
to other schools in the district, promoting collaborative learning practices and
aiming to increase students’ mastery of integers across different Grade 7
classrooms. This initiative encourages the replication of effective teaching
interventions, ensuring broader educational impact.
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