Enhancing Students’ Conceptual Understanding and Problem-Solving Skills in Learning Trigonometry Through Contextual-Based Mathematical Modeling Instruction

Amare Tesfa Fererde; Adamu Assefa Mihrka; Mulugeta Atinafu Ayele; Alemayehu Adugna Arara

doi:doi:10.11648/j.ijsedu.20241204.15

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Enhancing Students’ Conceptual Understanding and Problem-Solving Skills in Learning Trigonometry Through Contextual-Based Mathematical Modeling Instruction

Amare Tesfa Fererde^*

, Adamu Assefa Mihrka

, Mulugeta Atinafu Ayele

, Alemayehu Adugna Arara

Published in International Journal of Secondary Education (Volume 12, Issue 4)

Received: 28 November 2024 Accepted: 11 December 2024 Published: 30 December 2024

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Abstract

Trigonometry is a crucial topic in high school mathematics that significantly influences students' understanding and problem-solving skills. However, many students face challenges in this area after traditional instructional approaches. By employing a context-based mathematical modeling instructional approach, educators can make trigonometry lessons more meaningful and relevant to students' lives, effectively connecting the academic content to their real-world experiences and contexts. This study aimed to investigate the impact of context-based mathematical modeling instructional approach on secondary school students’ conceptual understanding and problem-solving skills in trigonometry. A quasi-experimental non-equivalent pretest, posttest control group design involving 97 Grade 10 students from two separate schools in Bahir Dar City, Ethiopia was employed. The students’ conceptual understanding and problem-solving skills were assessed before and after the intervention using a trigonometric concept test and problem-solving tasks developed by the researchers and field experts. The collected data were analyzed using independent, paired sample t-tests and analysis of covariance (ANCOVA). The findings indicated that the treatment group, which participated in the context-based mathematical modeling instructional approach, showed significant improvements in understanding and solving real-life trigonometric concepts and problems compared to the control group. This contextualized approach, supported by effective teacher training and the strategic use of readily available materials significantly enhanced students' conceptual understanding of trigonometry, problem-solving skills, and their ability to apply these concepts to real-world situations. These results suggest that accessible resources, combined with effective instructional delivery, are essential factors in improving mathematics learning outcomes.

Published in	International Journal of Secondary Education (Volume 12, Issue 4)
DOI	10.11648/j.ijsedu.20241204.15
Page(s)	108-119
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Instructional Approach, Conceptual Understanding, Problem-Solving, Trigonometry

References

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APA Style

Fererde, A. T., Mihrka, A. A., Ayele, M. A., Arara, A. A. (2024). Enhancing Students’ Conceptual Understanding and Problem-Solving Skills in Learning Trigonometry Through Contextual-Based Mathematical Modeling Instruction. International Journal of Secondary Education, 12(4), 108-119. https://doi.org/10.11648/j.ijsedu.20241204.15

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Fererde, A. T.; Mihrka, A. A.; Ayele, M. A.; Arara, A. A. Enhancing Students’ Conceptual Understanding and Problem-Solving Skills in Learning Trigonometry Through Contextual-Based Mathematical Modeling Instruction. Int. J. Second. Educ. 2024, 12(4), 108-119. doi: 10.11648/j.ijsedu.20241204.15

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AMA Style

Fererde AT, Mihrka AA, Ayele MA, Arara AA. Enhancing Students’ Conceptual Understanding and Problem-Solving Skills in Learning Trigonometry Through Contextual-Based Mathematical Modeling Instruction. Int J Second Educ. 2024;12(4):108-119. doi: 10.11648/j.ijsedu.20241204.15

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@article{10.11648/j.ijsedu.20241204.15,
  author = {Amare Tesfa Fererde and Adamu Assefa Mihrka and Mulugeta Atinafu Ayele and Alemayehu Adugna Arara},
  title = {Enhancing Students’ Conceptual Understanding and Problem-Solving Skills in Learning Trigonometry Through Contextual-Based Mathematical Modeling Instruction
},
  journal = {International Journal of Secondary Education},
  volume = {12},
  number = {4},
  pages = {108-119},
  doi = {10.11648/j.ijsedu.20241204.15},
  url = {https://doi.org/10.11648/j.ijsedu.20241204.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20241204.15},
  abstract = {Trigonometry is a crucial topic in high school mathematics that significantly influences students' understanding and problem-solving skills. However, many students face challenges in this area after traditional instructional approaches. By employing a context-based mathematical modeling instructional approach, educators can make trigonometry lessons more meaningful and relevant to students' lives, effectively connecting the academic content to their real-world experiences and contexts. This study aimed to investigate the impact of context-based mathematical modeling instructional approach on secondary school students’ conceptual understanding and problem-solving skills in trigonometry. A quasi-experimental non-equivalent pretest, posttest control group design involving 97 Grade 10 students from two separate schools in Bahir Dar City, Ethiopia was employed. The students’ conceptual understanding and problem-solving skills were assessed before and after the intervention using a trigonometric concept test and problem-solving tasks developed by the researchers and field experts. The collected data were analyzed using independent, paired sample t-tests and analysis of covariance (ANCOVA). The findings indicated that the treatment group, which participated in the context-based mathematical modeling instructional approach, showed significant improvements in understanding and solving real-life trigonometric concepts and problems compared to the control group. This contextualized approach, supported by effective teacher training and the strategic use of readily available materials significantly enhanced students' conceptual understanding of trigonometry, problem-solving skills, and their ability to apply these concepts to real-world situations. These results suggest that accessible resources, combined with effective instructional delivery, are essential factors in improving mathematics learning outcomes.
},
 year = {2024}
}

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TY  - JOUR
T1  - Enhancing Students’ Conceptual Understanding and Problem-Solving Skills in Learning Trigonometry Through Contextual-Based Mathematical Modeling Instruction

AU  - Amare Tesfa Fererde
AU  - Adamu Assefa Mihrka
AU  - Mulugeta Atinafu Ayele
AU  - Alemayehu Adugna Arara
Y1  - 2024/12/30
PY  - 2024
N1  - https://doi.org/10.11648/j.ijsedu.20241204.15
DO  - 10.11648/j.ijsedu.20241204.15
T2  - International Journal of Secondary Education
JF  - International Journal of Secondary Education
JO  - International Journal of Secondary Education
SP  - 108
EP  - 119
PB  - Science Publishing Group
SN  - 2376-7472
UR  - https://doi.org/10.11648/j.ijsedu.20241204.15
AB  - Trigonometry is a crucial topic in high school mathematics that significantly influences students' understanding and problem-solving skills. However, many students face challenges in this area after traditional instructional approaches. By employing a context-based mathematical modeling instructional approach, educators can make trigonometry lessons more meaningful and relevant to students' lives, effectively connecting the academic content to their real-world experiences and contexts. This study aimed to investigate the impact of context-based mathematical modeling instructional approach on secondary school students’ conceptual understanding and problem-solving skills in trigonometry. A quasi-experimental non-equivalent pretest, posttest control group design involving 97 Grade 10 students from two separate schools in Bahir Dar City, Ethiopia was employed. The students’ conceptual understanding and problem-solving skills were assessed before and after the intervention using a trigonometric concept test and problem-solving tasks developed by the researchers and field experts. The collected data were analyzed using independent, paired sample t-tests and analysis of covariance (ANCOVA). The findings indicated that the treatment group, which participated in the context-based mathematical modeling instructional approach, showed significant improvements in understanding and solving real-life trigonometric concepts and problems compared to the control group. This contextualized approach, supported by effective teacher training and the strategic use of readily available materials significantly enhanced students' conceptual understanding of trigonometry, problem-solving skills, and their ability to apply these concepts to real-world situations. These results suggest that accessible resources, combined with effective instructional delivery, are essential factors in improving mathematics learning outcomes.

VL  - 12
IS  - 4
ER  -

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Author Information

Amare Tesfa Fererde

Department of Mathematics, Hawassa University, Hawassa, Ethiopia

Contact Email

http://orcid.org/0009-0002-9869-6378
Adamu Assefa Mihrka

Department of Educational Psychology, Hawassa University, Hawassa, Ethiopia

Contact Email

http://orcid.org/0009-0005-7264-0239
Mulugeta Atinafu Ayele

Department of Science & Mathematics Education, Addis Ababa University, Addis Ababa, Ethiopia

Contact Email

http://orcid.org/0000-0002-4271-2108
Alemayehu Adugna Arara

Department of Mathematics, Hawassa University, Hawassa, Ethiopia

Contact Email

http://orcid.org/0000-0002-0988-7803

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Fererde, A. T., Mihrka, A. A., Ayele, M. A., Arara, A. A. (2024). Enhancing Students’ Conceptual Understanding and Problem-Solving Skills in Learning Trigonometry Through Contextual-Based Mathematical Modeling Instruction. International Journal of Secondary Education, 12(4), 108-119. https://doi.org/10.11648/j.ijsedu.20241204.15

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ACS Style

Fererde, A. T.; Mihrka, A. A.; Ayele, M. A.; Arara, A. A. Enhancing Students’ Conceptual Understanding and Problem-Solving Skills in Learning Trigonometry Through Contextual-Based Mathematical Modeling Instruction. Int. J. Second. Educ. 2024, 12(4), 108-119. doi: 10.11648/j.ijsedu.20241204.15

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AMA Style

Fererde AT, Mihrka AA, Ayele MA, Arara AA. Enhancing Students’ Conceptual Understanding and Problem-Solving Skills in Learning Trigonometry Through Contextual-Based Mathematical Modeling Instruction. Int J Second Educ. 2024;12(4):108-119. doi: 10.11648/j.ijsedu.20241204.15

Copy | Download

@article{10.11648/j.ijsedu.20241204.15,
  author = {Amare Tesfa Fererde and Adamu Assefa Mihrka and Mulugeta Atinafu Ayele and Alemayehu Adugna Arara},
  title = {Enhancing Students’ Conceptual Understanding and Problem-Solving Skills in Learning Trigonometry Through Contextual-Based Mathematical Modeling Instruction
},
  journal = {International Journal of Secondary Education},
  volume = {12},
  number = {4},
  pages = {108-119},
  doi = {10.11648/j.ijsedu.20241204.15},
  url = {https://doi.org/10.11648/j.ijsedu.20241204.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20241204.15},
  abstract = {Trigonometry is a crucial topic in high school mathematics that significantly influences students' understanding and problem-solving skills. However, many students face challenges in this area after traditional instructional approaches. By employing a context-based mathematical modeling instructional approach, educators can make trigonometry lessons more meaningful and relevant to students' lives, effectively connecting the academic content to their real-world experiences and contexts. This study aimed to investigate the impact of context-based mathematical modeling instructional approach on secondary school students’ conceptual understanding and problem-solving skills in trigonometry. A quasi-experimental non-equivalent pretest, posttest control group design involving 97 Grade 10 students from two separate schools in Bahir Dar City, Ethiopia was employed. The students’ conceptual understanding and problem-solving skills were assessed before and after the intervention using a trigonometric concept test and problem-solving tasks developed by the researchers and field experts. The collected data were analyzed using independent, paired sample t-tests and analysis of covariance (ANCOVA). The findings indicated that the treatment group, which participated in the context-based mathematical modeling instructional approach, showed significant improvements in understanding and solving real-life trigonometric concepts and problems compared to the control group. This contextualized approach, supported by effective teacher training and the strategic use of readily available materials significantly enhanced students' conceptual understanding of trigonometry, problem-solving skills, and their ability to apply these concepts to real-world situations. These results suggest that accessible resources, combined with effective instructional delivery, are essential factors in improving mathematics learning outcomes.
},
 year = {2024}
}

Copy | Download

TY  - JOUR
T1  - Enhancing Students’ Conceptual Understanding and Problem-Solving Skills in Learning Trigonometry Through Contextual-Based Mathematical Modeling Instruction

AU  - Amare Tesfa Fererde
AU  - Adamu Assefa Mihrka
AU  - Mulugeta Atinafu Ayele
AU  - Alemayehu Adugna Arara
Y1  - 2024/12/30
PY  - 2024
N1  - https://doi.org/10.11648/j.ijsedu.20241204.15
DO  - 10.11648/j.ijsedu.20241204.15
T2  - International Journal of Secondary Education
JF  - International Journal of Secondary Education
JO  - International Journal of Secondary Education
SP  - 108
EP  - 119
PB  - Science Publishing Group
SN  - 2376-7472
UR  - https://doi.org/10.11648/j.ijsedu.20241204.15
AB  - Trigonometry is a crucial topic in high school mathematics that significantly influences students' understanding and problem-solving skills. However, many students face challenges in this area after traditional instructional approaches. By employing a context-based mathematical modeling instructional approach, educators can make trigonometry lessons more meaningful and relevant to students' lives, effectively connecting the academic content to their real-world experiences and contexts. This study aimed to investigate the impact of context-based mathematical modeling instructional approach on secondary school students’ conceptual understanding and problem-solving skills in trigonometry. A quasi-experimental non-equivalent pretest, posttest control group design involving 97 Grade 10 students from two separate schools in Bahir Dar City, Ethiopia was employed. The students’ conceptual understanding and problem-solving skills were assessed before and after the intervention using a trigonometric concept test and problem-solving tasks developed by the researchers and field experts. The collected data were analyzed using independent, paired sample t-tests and analysis of covariance (ANCOVA). The findings indicated that the treatment group, which participated in the context-based mathematical modeling instructional approach, showed significant improvements in understanding and solving real-life trigonometric concepts and problems compared to the control group. This contextualized approach, supported by effective teacher training and the strategic use of readily available materials significantly enhanced students' conceptual understanding of trigonometry, problem-solving skills, and their ability to apply these concepts to real-world situations. These results suggest that accessible resources, combined with effective instructional delivery, are essential factors in improving mathematics learning outcomes.

VL  - 12
IS  - 4
ER  -

Copy | Download