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Enhancing Learning Outcomes and Motivation of Grade 9 Learners
in Chemical Bonding Utilizing Contextualized 3D Manipulatives
Raihana M. Mangilala, Dr. Douglas A. Salazar
College of Education-Graduate Studies, Mindanao State University-Iligan Institute of Technology,
Iligan City, Philippines
DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0759
Received: 17 December 2025; Accepted: 24 December 2025; Published: 30 December 2025
ABSTRACT
Chemical bonding is one of the abstract topics in Chemistry. Students find it hard to imagine how bonding
between two or more atoms occurs. Failure to do so leads to low performance and motivation, especially for
those who are struggling to understand the lessons due to poor prior knowledge. This study aims to enhance
learning outcomes and motivation of grade 9 learners in chemical bonding by utilizing contextualized 3D
manipulatives. It used a quantitative, one-group pretest–posttest action research design. Purposive sampling was
employed to select learners who met the inclusion criteria, a Science grade of 74 and below during the previous
quarter. The participants were 16 Grade 9 challenged learners from Mindanao State University – University
Training Center (MSU-UTC), Marawi City. The results demonstrate a statistically significant improvement in
students’ performance from the pretest to the posttest. Findings suggest that the contextualized 3D manipulatives
had a positive effect on students’ motivation, supporting research that emphasizes the role of hands-on, concrete
learning tools in enhancing learners’ engagement and interest in science. The absence of a significant relationship
before the intervention underscores the need for instructional strategies, such as contextualized 3D
manipulatives, that can simultaneously support conceptual learning and provide conditions under which
motivation and achievement may become more closely aligned. Overall, although a positive trend between
postintervention motivation and achievement was observed, there is insufficient evidence to conclude that
increased motivation directly contributed to higher posttest performance in this study. These results only suggest
that integrating contextualized 3D manipulatives into instruction can be an effective strategy for fostering both
achievement and motivation among learners of challenging content.
Keywords: Contextualized 3D Manipulatives, Students’ Performance, Learning Motivation, Challenged
Learners
INTRODUCTION
Chemical bonding is a foundational concept in secondary chemistry that underpins students’ understanding of
molecular structure, properties of matter, and chemical reactions. However, research consistently indicates that
learners at the lower secondary level experience substantial difficulty in mastering this topic due to its abstract
and multilevel nature, which requires coordination between macroscopic phenomena, sub-microscopic
representations, and symbolic notation (Gilbert & Treagust, 2009; Taber, 2013). For Grade 9 challenged
learners—particularly those who have demonstrated low academic performance—these conceptual demands are
often compounded by limited spatial visualization skills, weak prior knowledge, and low academic motivation,
resulting in persistent misconceptions about valence electrons, the octet rule, Lewis structures, and ionic and
covalent bonding (Cooper et al., 2017; Çalik et al., 2015).
Contemporary science education literature emphasizes the need for instructional approaches that make abstract
chemical concepts more concrete, meaningful, and accessible to diverse learners. One widely supported
approach is the use of physical manipulatives, especially three-dimensional (3D) models, which allow learners
to externalize and visualize invisible entities such as electrons and atomic interactions (Stull et al., 2018).
Grounded in constructivist learning theory, manipulatives enable students to construct knowledge through hands-
on engagement actively, promoting deeper conceptual understanding rather than rote memorization (Piaget,
1972; Bruner, 1966). Empirical studies have shown that students who interact with tangible models demonstrate
improved conceptual accuracy and reduced misconceptions in chemistry compared to those taught using purely
symbolic or lecture-based methods (Chittleborough & Treagust, 2007; Stull & Hegarty, 2016).
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In addition to cognitive outcomes, motivation is a critical factor influencing students’ engagement and
achievement in science. Self-determination theory posits that learning environments that support autonomy,
competence, and relatedness enhance intrinsic motivation and persistence, particularly among low-performing
learners (Ryan & Deci, 2020). Several studies in science education report that the use of manipulatives and
interactive learning materials positively affects students’ interest, confidence, and willingness to participate in
class activities (Ainsworth et al., 2016; Srisawasdi & Panjaburee, 2019). For challenged learners, concrete and
contextualized instructional materials may reduce anxiety toward chemistry and foster a sense of competence,
thereby improving both motivation and performance.
Contextualization further strengthens the effectiveness of manipulatives by linking scientific concepts to familiar
materials and real-world experiences. In developing contexts and inclusive classrooms, low-cost, locally
available materials—such as Styrofoam and push pins—can serve as effective representations of abstract
chemical structures while remaining sustainable and accessible (Millar, 2014; Kibirige & Tsamago, 2019). When
students recognize instructional materials as relevant and understandable, learning becomes more meaningful,
which is particularly important for learners who struggle in conventional academic settings.
Despite growing evidence supporting the use of manipulatives in chemistry instruction, there remains a need for
focused action research examining their combined effects on both learning outcomes and motivation among
challenged learners in real classroom contexts. Moreover, limited studies have explored the relationship between
students’ motivation and performance before and after manipulative-based interventions, particularly using
nonparametric statistical approaches appropriate for small and non-normally distributed samples (Field, 2018).
Addressing this gap is especially relevant in the Philippine K–12 context, where inclusive education and learner-
centered pedagogies are strongly advocated.
Therefore, this action research explores the efficacy of contextualized 3D manipulatives in enhancing both
learning outcomes and motivation in chemical bonding among Grade 9 challenged learners at Mindanao State
University – University Training Center in Marawi City, Lanao del Sur, Philippines. Specifically, the study
examines differences in performance and motivation before and after the intervention and investigates the
relationship between these two variables. By integrating hands-on, low-cost 3D models into instruction on
valence electrons, the octet rule, Lewis structures, and ionic and covalent bonding. This study seeks to provide
empirical evidence to inform inclusive chemistry teaching practices and support struggling learners in
developing meaningful and motivating learning experiences.
Research Objectives
This study aims to determine the effectiveness of utilizing contextualized 3D manipulatives in improving the
performance and motivation of Grade 9 challenged learners in Chemical Bonding. The following are the specific
objectives of this study:
1. To compare the performance level of Grade 9 challenged learners in Chemical Bonding before and after
utilizing the contextualized 3D manipulatives.
2. To compare the motivational level of Grade 9 challenged learners in Chemical Bonding before and after
utilizing the contextualized 3D manipulatives.
3. To determine if there is a significant relationship between the pretest and motivation level of the Grade 9
challenged learners in learning chemical bonding before utilizing the contextualized 3D manipulatives.
4. To determine if there is a significant relationship between the posttest and the motivation level of the Grade 9
challenged learners in learning chemical bonding after utilizing the contextualized 3D manipulatives.
Significance of the Study
This action research highlights the effectiveness of contextualized 3D manipulatives in enhancing both learning
outcomes and motivation in Chemical Bonding among Grade 9 challenged learners. By using concrete, low-
cost, and locally available materials, the study demonstrates how abstract concepts—such as valence electrons,
the octet rule, Lewis structures, and ionic and covalent bonding—can be made more accessible, particularly for
students who struggle in traditional classrooms. The findings offer practical insights for science teachers seeking
inclusive, manipulative-based strategies, guide school administrators and curriculum planners in designing
learner-centered and remedial approaches, and support students in building engagement, confidence, and
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motivation in Chemistry. Additionally, the study provides a foundation for future research on instructional
interventions that integrate both performance and motivational outcomes in science education.
Limitations of the Study
This study has several limitations that should be considered in interpreting the findings. First, the research
utilized a one-group pretest–posttest design without a control or comparison group; therefore, improvements in
performance and motivation cannot be attributed solely to the intervention with absolute certainty, as other
external factors may have influenced the results. Second, the small sample size of 16 participants, selected
through purposive sampling, limits the generalizability of the findings to other Grade 9 populations or
educational contexts. Third, the intervention was implemented over a short duration of seven (7) days, which
may not be sufficient to capture long-term retention of chemical bonding concepts or sustained changes in
learners’ motivation. Fourth, the use of self-reported motivation questionnaire may be subject to response bias,
as learners may provide socially desirable answers. Lastly, the study focused only on selected topics in Chemical
Bonding and did not examine other chemistry concepts or higher-order learning outcomes. Despite these
limitations, the study provides valuable insights into short-term, classroom-based instructional innovations for
challenged learners.
METHODOLOGY
This study utilized a quantitative, one-group pretest–posttest action research design to evaluate the effectiveness
of contextualized three-dimensional (3D) manipulatives in teaching Chemical Bonding and their impact on
learners’ motivation. The participants were 16 Grade 9 challenged learners (identified based on Science grades
of 74 and below) at Mindanao State University – University Training Center (MSU-UTC), Marawi City.
Purposive sampling was employed to select learners who met the inclusion criteria.
Learners’ performance was assessed using a 30-item researcher-made Chemical Bonding Achievement Test
covering valence electrons, octet rule, Lewis structures, ionic bonding, and covalent bonding, with a reliability
coefficient of 0.720. Motivation was measured through a 15-item Likert-scale Motivation in Chemistry
Questionnaire (α = 0.792), evaluating interest, engagement, confidence, and persistence. Pretest was
administered to establish baseline data.
The intervention, conducted over seven 50-minute sessions, involved using Styrofoam rings, sticky notes and
colored push pins to model electron arrangement and bond formation. Posttest was administered to measure
changes in performance and motivation. Due to the small sample size and non-normal data distribution,
nonparametric tests were used: the Wilcoxon Signed-Rank Test to examine pre-post differences and Spearman’s
rank-order correlation to analyze relationships between performance and motivation, with significance set at α
= 0.05.
Ethical Considerations
Permission to conduct the study was obtained from the school administration. Informed consent was secured
from the participants and their parents or guardians. Confidentiality and anonymity of participants were strictly
maintained, and the data collected were used solely for academic and research purposes.
RESULTS AND DISCUSSIONS
This section presents the findings on utilizing contextualized 3D manipulatives in improving Grade 9 challenged
learners’ performance and motivation in learning Chemical Bonding. Results are shown for pre- and post-
intervention performance and motivation, followed by analysis of the relationship between the two.
Interpretations are discussed in light of the study’s objectives and relevant literature, highlighting the impact of
3D manipulatives on learners’ understanding and engagement.
Table 1. Descriptive statistics of students’ performance in a 30-item multiple-choice test
Test
Mean
Standard Deviation
Qualitative Interpretation
Pre
7.19
2.738
Beginning
Post
12.63
3.181
Developing
The results demonstrate the descriptive statistics of students’ performance in a 30-item multiple-choice test
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administered before (pretest) and after (posttest) the intervention. The pre-test results show a mean score of 7.19
with a standard deviation of 2.738, which was qualitatively interpreted as “Beginning”. This indicates that, prior
to the intervention, students demonstrated limited mastery of the assessed competencies, with generally low
performance across the test items. In contrast, the post-test results reveal an increased mean score of 12.63 and
a standard deviation of 3.181, corresponding to a “Developing” level of performance. The increase in the mean
score suggests an overall improvement in students’ test performance after the intervention. Although variability
among students slightly increased, the higher mean indicates that more students were able to answer a greater
number of items correctly, reflecting progress in their understanding of the subject matter. According to student
S3, “I am really thankful that you made this 3D manipulatives for us to understand how to identify the energy
level and valence electrons. We are able to visualize what is a valence shell and how to locate the valence
electrons. Though I am not so good, I can say that my conceptual understanding has improved.” Overall, this
statement from student S3 has supported the comparison of pretest and posttest results, which implies that
students’ performance improved from the “Beginning” to the “Developing” level, suggesting a positive effect of
the instructional intervention on students’ learning outcomes.
This finding is consistent with prior research indicating that instructional interventions incorporating concrete
and interactive learning materials can lead to substantial gains in academic performance, particularly when
addressing abstract scientific concepts. Studies have shown that hands-on and manipulative-based approaches
enhance conceptual understanding and promote deeper cognitive processing, which in turn results in improved
post-intervention achievement (Padalkar & Hegarty, 2015; Stull et al., 2012). Furthermore, empirical evidence
in science and mathematics education suggests that learners exposed to structured, activity-based interventions
demonstrate significantly higher posttest performance compared to their pre-intervention levels, supporting the
effectiveness of such instructional strategies in improving learning outcomes (Uribe-Flórez & Wilkins, 2016).
Table 2. Wilcoxon Signed-Rank Test of pretest and posttest
Ranks
N
Mean
Rank
Z-value
p-value at 0.05 level of
significance
Qualitative
Interpretation
Negative
2
4.25
-3.080
0.02
Significant
Positive
14
9.11
The Wilcoxon Signed-Rank Test further supports this finding, with 14 students obtaining higher scores in the
posttest compared to the pretest and only 2 students showing a decrease. Moreover, the mean rank of positive
changes (9.11) substantially exceeded that of negative changes (4.25), indicating that the gains were generally
larger than the declines. The test statistics revealed a Z value of −3.080 with a two-tailed p-value of .02, which
is below the 0.05 level of significance. Therefore, there is a statistically significant difference between pretest
and posttest scores, suggesting that the intervention implemented between the tests was effective in improving
students’ performance. This pattern of results is consistent with previous studies demonstrating that instructional
interventions utilizing concrete and model-based learning tools yield statistically significant improvements in
achievement by enhancing conceptual understanding and representational competence (Padalkar & Hegarty,
2015; Stull et al., 2012). Meta-analytic evidence further supports the conclusion that manipulative-supported
instruction produces reliable and meaningful learning gains across learners, reinforcing the effectiveness of the
intervention used in this study (Carbonneau et al., 2013).
Table 3. Descriptive statistics of students’ learning motivation before and after utilizing the contextualized 3D
manipulatives
Contextualized 3D Manipulatives
Intervention
Mean
Standard Deviation
Qualitative
Interpretation
Pre
2.56
0.512
Moderately Motivated
Post
3.88
0.500
Highly Motivated
The table above shows the descriptive statistics of students’ learning motivation before and after the utilization
of contextualized 3D manipulatives. Prior to the intervention, the mean motivation score was 2.56 (SD = 0.512),
which corresponds to a “Moderately Motivated level.” This indicates that students initially demonstrated an
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average level of motivation toward learning before exposure to the instructional strategy. After the intervention,
students’ mean motivation score increased to 3.88 (SD = 0.500), interpreted as “Highly Motivated.” The increase
in the mean score reflects a marked improvement in students’ motivation following the use of contextualized 3D
manipulatives. The relatively similar standard deviations across pre- and post-intervention suggest that students
responded consistently to the instructional approach. Overall, the shift from moderately motivated to highly
motivated indicates that contextualized 3D manipulatives positively influenced students’ engagement and
interest in learning.
Moreover, learner-centered interventions that incorporate physical models have been found to promote positive
motivational outcomes alongside academic gains, particularly among students who struggle with abstract content
(Uribe-Flórez & Wilkins, 2016). As student S6 has said, “I enjoyed the use of 3D manipulatives in our lesson on
chemical bonding. It makes our lesson clearer. We learn, at the same time we are having fun.” These findings
are supported by research showing that active and hands-on learning approaches significantly enhance students’
motivation and engagement. Freeman et al. (2014) reported that instructional strategies emphasizing active
participation and interaction with learning materials lead to improved student engagement and affective
outcomes in science education. By allowing students to physically interact with learning materials in meaningful
contexts, contextualized 3D manipulatives align with active learning principles that promote higher motivation
and sustained interest.
Table 4. Wilcoxon Signed-Rank Test of students' learning motivation during pre-intervention and post-
intervention of contextualized 3D manipulatives
Ranks
N
Mean
Rank
Sum of
Ranks
Z-value
p-value at 0.05 level of
significance
Qualitative
Interpretation
Negative
0
0
0
-3.666
0.000
Significant
Positive
16
8.5
136
Table 4 presents the results of the Wilcoxon Signed-Rank Test comparing students’ learning motivation before
and after the implementation of contextualized 3D manipulatives. The analysis shows that all observed
differences were positive (N = 16), with a mean rank of 8.50 and a sum of ranks of 136, while no negative ranks
were recorded. This indicates that all participating students demonstrated higher motivation levels following the
intervention. The Wilcoxon test yielded a Z-value of −3.666 with a corresponding p-value of 0.000, which is
lower than the 0.05 level of significance. This result indicates a statistically significant increase in students’
learning motivation after exposure to the contextualized 3D manipulatives. The absence of negative ranks further
suggests a consistent improvement in motivation across participants rather than isolated gains among a few
students. The magnitude of the observed effect, the effect size (r) using the obtained Z-value and a sample size
of 16, the resulting effect size was r = 0.92, which is interpreted as a large effect based on conventional
benchmarks. This indicates that the intervention had a substantial practical impact on students’ learning
motivation, not merely a statistically detectable change.
According to student S13, “I can say that I have learned from these 3D manipulatives in our topic on chemical
bonding. It is very hard to imagine how electrons could be in energy levels. Through the manipulatives, I was
able to grasp the idea in a better way.” This student’s statement is just an example of the significant and large
motivational gains observed in this study align with constructivist and motivational theories emphasizing the
role of active, hands-on learning environments in fostering student engagement. Contextualized 3D
manipulatives provide learners with concrete representations of abstract concepts, which enhance perceived
competence and task value—two critical components of intrinsic motivation (Ryan & Deci, 2020). Empirical
studies have consistently shown that manipulative-based instruction promotes higher levels of interest,
persistence, and engagement, particularly in science and mathematics education (Fyfe et al., 2014). By allowing
learners to interact physically with instructional materials that are relevant to real-life contexts, such tools help
bridge the gap between abstract content and students’ everyday experiences, thereby increasing motivation (Hidi
& Renninger, 2006). Furthermore, the large effect size supports findings from prior research indicating that
motivational outcomes are especially sensitive to instructional strategies that emphasize autonomy, exploration,
and experiential learning (Lombardi et al., 2021). While motivation does not always translate immediately into
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measurable cognitive gains, improvements in learning motivation are widely recognized as a critical precursor
to sustained academic engagement and long-term achievement.
In classroom practice, these findings suggest that integrating contextualized 3D manipulatives can be an effective
strategy for enhancing student motivation, particularly in settings where traditional lecture-based instruction may
limit active participation. Teachers are encouraged to pair manipulative-based activities with reflective
discussions and guided inquiry to maximize both motivational and cognitive benefits.
Table 5. Descriptive statistics of the relationship between students’ pretest and posttest scores and their level of
motivation before and after utilizing the contextualized 3D manipulatives using Spearman’s rank-order
correlation.
Test
Spearman’s rho (ρ)
value
p-value at 0.05 level of
significance
Qualitative
Interpretation
Pretest
-0.145
0.593
Not Significant
Posttest
0.220
0.413
Not Significant
The table above presents the relationship between students’ academic performance and motivation as measured
during the pretest and posttest using Spearman’s rho. For the pretest, the correlation coefficient (ρ = −0.145)
indicates a very weak negative relationship between students’ motivation and their initial academic performance.
This suggests that prior to the intervention, students who reported slightly higher levels of motivation did not
necessarily demonstrate higher test scores, and vice versa. However, this association was not statistically
significant (p = 0.593 > 0.05), indicating insufficient evidence to support a meaningful relationship between
motivation and academic performance at baseline.
Similarly, the posttest results yielded a weak positive correlation (ρ = 0.220) between motivation and academic
performance following the intervention, but this relationship also failed to reach statistical significance (p =
0.413 > 0.05). While the direction of the relationship changed after the intervention, the magnitude of the
correlation remained low, suggesting that improvements in academic performance were not strongly associated
with changes in students’ motivational levels within the duration of the study.
These null findings should be interpreted with caution. Correlation analyses are sensitive to sample size and
measurement conditions; the relatively small number of participants and the short duration of the intervention
may have limited the ability to detect statistically significant relationships. Moreover, existing literature
emphasizes that the relationship between affective factors such as motivation and cognitive outcomes is complex,
often mediated by variables such as instructional design, prior knowledge, classroom environment, and time-on-
task. Motivation may influence learning indirectly and over longer periods, rather than producing immediate,
linear effects on test performance. This is consistent with previous research showing that initial motivation does
not always translate into higher achievement, particularly when learners are confronted with abstract and
cognitively demanding concepts such as chemical bonding (Glynn et al., 2015; Potvin & Hasni, 2014). Studies
suggest that without appropriate instructional support, motivated students may still struggle to demonstrate
strong performance due to limited conceptual understanding (Padalkar & Hegarty, 2015). Thus, the absence of a
significant relationship before the intervention underscores the need for instructional strategies, such as
contextualized 3D manipulatives, that can simultaneously support conceptual learning and provide conditions
under which motivation and achievement may become more closely aligned.
From a classroom perspective, the results suggest that while contextualized 3D manipulatives may support
learning outcomes, improvements in academic performance should not be assumed to automatically translate
into measurable changes in student motivation, or vice versa. Teachers in similar contexts are encouraged to
combine hands-on instructional strategies with explicit motivational supports—such as goal-setting, feedback,
and reflective activities—to more effectively address both cognitive and affective dimensions of learning.
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CONCLUSION
The pattern of findings aligns with research showing that concrete, model-based instructional tools support
deeper conceptual understanding by helping learners translate between representations and reduce cognitive load
during complex reasoning tasks (Padalkar & Hegarty, 2015; Stull, Hegarty, Dixon, & Stieff, 2012). In addition,
the consistent increase in motivation across participants is consistent with literature indicating that hands-on and
activity-rich instructional experiences can enhance student engagement and situational interest in science
learning (Swarat, Ortony, & Revelle, 2012). Taken together with meta-analytic evidence supporting the general
effectiveness of manipulatives in improving learning outcomes (Carbonneau, Marley, & Selig, 2013), these
results suggest that integrating contextualized 3D manipulatives into instruction can be an effective strategy for
fostering both achievement and motivation among learners of challenging content.
ACKNOWLEDGMENTS
I would like to express sincere gratitude to all those who supported the completion of this study. I am deeply
thankful to the students who participated in the research, as their engagement made this investigation possible.
Special appreciation is extended to my mentors, especially Dr. Ruben Leo D. Alabat, for their guidance and
valuable feedback throughout the study. I also acknowledge the support of the school administration and staff
from MSU-UTC for granting permission and providing the necessary resources to conduct the intervention.
Finally, I am grateful to my family, my dearest husband Javier M. Usop, and my peers for their encouragement
and moral support during the research process.
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