CHAPTER 1

INTRODUCTION
1.0 Introduction
This research study focuses on the learners’ capacity for learning and
understanding trigonometric functions on which was taught in the secondary
level in mathematics curriculum with the use of variety in the teaching strategies
among which are practical work, discussion, problem solving, investigations
besides exposition and practice. Students can develop numeracy, reasoning skills
and problem solving skills through the learning and application of mathematics
and teaching strategies. The research questions used to guide the development
of research instruments and analysis of the findings presented in this chapter.

1.1 Background of the Study

The mathematics in the Philippine curriculum is composed of Number and
Number Sense, Measurement, Geometry, Trigonometry, Pattern and Algebra,
and Statistics and Probability. Mathematics as a school subject must be learned
comprehensively (MATHTED and SEI, 2010). Critical thinking and problem-
solving are the main goals of mathematics in this curriculum (Kiswili, 1995).
Mathematics seeks to discover, analyze and classify patterns in both abstract
objects and problem solving.

The branch of mathematics that deals with the relations between the sides and
angles of right triangle is called trigonometry. The word “trigonometry” is derived
from the Greek words trigonon meaning “triangle” and metron “to measure”,
which means measurement of triangles. In a triangle, there are six basic
elements the three sides and three angles (Baker 288). Trigonometry links
algebraic, geometric, and graphical reasoning and serves as an important
towards understanding pre-calculus and calculus. Trigonometry is important in
the study of triangles and modeling among many other applications. These
applications of trigonometry utilize a functional relationship among the ratio of

1
two sides of a right triangle use of certain functions of angles, known as the
trigonometric functions. There are two types of trigonometric functions, the
primary secondary functions and the secondary trigonometric functions (Nivera
223). The trigonometric functions are defined as follows:

Primary Trigonometric Functions are sine abbreviated sin, cosine abbreviated cos
and tangent abbreviated tan. The ratios for the three main functions can be
recalled using the acronym SOHCAHTOA.

 Sine angle is the ratio of the length of the side that is opposite that angle
to the length of the longest side of the triangle (the hypotenuse); it is the
side of the triangle on which the angle opens (Thompson 12).

hypotenuse

opposite side

 Cosine angle is the ratio of the length of the adjacent side to the length of
the hypotenuse, because it is the sine of the complementary or co-angle,
the other non-right angle (Thompson 13).

adjacent side hypotenuse

2
  Tangent angle is the ratio of the length of the opposite side to the length
of the adjacent side, because it can be represented as a line segment
tangent to the circle that is the line that touches the circle (Thompson
14).

adjacent side

opposite side

Secondary Trigonometric Functions are cosecant abbreviated cos, secant

abbreviated sec and cotangent abbreviated cot. The ratios for the three
secondary functions are the reciprocal of the primary function.

 Cosecant is the reciprocal of sine; it is the ratio of the length of the

hypotenuse to the length of the opposite side because it is the secant of
the complementary or co-angle (Thompson 15).

Ө
hypotenuse

opposite side

 Secant angle is the reciprocal of cosine; it is the ratio of the length of the
hypotenuse to the length of the adjacent side (Thompson 16).

adjacent side hypotenuse

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  Cotangent angle is the reciprocal of tangent the ratio of the length of the
adjacent side to the length of the opposite side because it is the tangent
of the complementary or co-angles (Thompson 17).

adjacent side

opposite side

Trigonometry is a difficult subject in mathematics curriculum on which teachers

need to apply certain teaching approach that encouraged student active
participation in the learning of trigonometry. The teaching approach which was
cooperative learning would be more preferable than other approach. Cooperative
learning involves the instructional use of small groups so that students work
together to maximize their own and each other’s learning. To increase students
learning and satisfaction through cooperative approach which makes the learner
becomes an independent learner. As a result, students’ improve their learning’s
in understanding trigonometric functions on which it implies helping each other,
sharing ideas and resources and planning cooperatively what and how to
understand those functions.

1.2 Statement of the Problem

This study seeks to explore the students’ capacity for learning and understanding
trigonometry through cooperative learning approach. Trigonometry deals with
the relations between the sides and angles of right triangle and it is define as the
measurement of triangles. Students have already conditioned their minds that
trigonometry as part of mathematics was a difficult topic or concept that usually

4
not serious in the learning process on which students predict their foundations
during their secondary level. Students who had difficulty in learning
trigonometry, cooperative learning approach is the best approach needed to this
study. It would be most suitable or most appropriate in learning and
understanding trigonometry. Cooperative learning approach can increase
students learning and lessen students’ difficulties which makes the learner
becomes an independent learner. Through this, learners improve their learning
outcome about the topic.

This study aims to address the following questions:

1. What are the common attitudes of students’ impact in the learning
process of trigonometry?
2. What are the factors affecting diverse learners in learning mathematics?
3. What challenges encountered by the students when learning
trigonometry?
4. What are the strategies or interventions applicable to students in high
school towards learning trigonometry?
5. What are the preferable methods and approaches use in teaching
trigonometric functions that make the students easily learn?

1.3 Purpose of the Study

This study seeks to explore the capacity of students in learning and
understanding trigonometry for teachers’ intervention. The purpose of this study
is to address the areas of trigonometry through cooperative learning approach as
the best approach that can help students to overcome their difficulties of
learning understanding. Cooperative learning affects students’ mathematics
achievement, performance or attitude and interest towards learning
trigonometry.

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1.4 Significance of the Study
The main rationale of this study was to examine the students’ capacity for
learning trigonometry for possible pedagogical intervention. Therefore, this study
might access to students and mathematics teacher who were learning and
teaching trigonometry through the use of cooperative learning approach. The
findings of this study can solve the challenges encountered by students and
teachers in the teaching-learning process. Through this, teachers would become
aware about the factors that teaching methods could bring about influencing the
students’ understanding in a lesson and for students that enable them to
understand the concepts in a mathematical problem/equation and also in
trigonometric functions.

The study findings also used for the future education researchers that will help
them in changing their perception and attitude in learning of trigonometry. This
study may contribute towards the enhancement of teaching and learning of
mathematics in secondary school. The educators benefit to understand and know
better strategy and approach in teaching diverse learners. Mathematics teachers
can see many points of views, broadening perception and opening minds to
many strategies for teaching.

1.5 Assumptions of the Study

The study was carried out with a number of assumptions about teaching and
learning trigonometry such as the respondents, research instruments, area and
location of the study. This study assumed that the respondents were
participative, cooperative and truthful in their responses through their personal
experiences in trigonometry class discussion. Indeed, math teachers answered
the given questionnaires which reflect their ideas and opinions through their
experiences in the field of teaching trigonometry. The study assumed that the

6
research environment had their mathematics teachers adequately trained in the
field of mathematics education and will not. All sampled teachers were trained
and had good knowledge of mathematics content matter. In addition, the study
assumed that the research environment for the study is accessible to the
researcher and will not look for a letter signed by the Department of Education
Superintendent. The research environment had a lot of reference mathematics
books. On the whole, the assumptions about the research environment were all
happen.

This study was also carried out with the assumptions that the selected students
as the respondents will answer the questionnaires in using the English language.
However, students used vernacular language which represents as their answers.
The researcher had assumed that the study was easy to accomplish and have
the hard bound copy. The researcher had also assumed that the study is easily
and not difficult considering that the time frame in accomplishing the study was
long. However, the study took long and there is no assurance that this study will
not in a hard bound copy. Lastly, the researcher assumed that the data gathered
in this study such as the instruments, questionnaires, interviews and
observations were valid and reliable based upon the respondents ideas and
opinion in learning and teaching trigonometry through pilot study these were all
validated.

1.6 Scope and Limitations of the Study

This study was carried out with scope and limitations focused on the Students’
Capacity for Learning and Understanding Trigonometry: Six Trigonometric
Functions for Possible Teacher Pedagogical Intervention. The study also focused
on students’ capacity and attitude toward learning of trigonometry influenced
their performance and on how teachers’ use of teaching tools, strategies and
methodologies for trigonometry lessons. These includes: student factor, teacher
factor, students’ attitude and capacity towards learning trigonometry on which

7
geometry, algebra and statistics were not included in this study. Therefore, the
research could not generalize the whole concept of mathematics.

Out of thirty secondary public schools in the south of Cebu City only two were
chosen for the study. The study was conducted only in Mambaling National High
School and Don Vincente Rama Memorial National High Schools which means
that generalization of other secondary schools in Cebu City could only be done
through further research. The respondents of the study were only those teachers
who are teaching Math subject in secondary school of Cebu City. The fifty-five
questionnaires as the instruments in this study were given to two schools.
However, out of fifty-five questionnaires only forty were return.

The schools were chosen because it was easy to access and the respondents are
approachable. And they had different qualities of teachers who respond and
support the aim of the study. It was conducted through questionnaire study as
the main tool for gathering data. The questionnaire was personally distributed to
mathematics teachers at the two public schools and followed by an interview.
Not all teachers in the selected two schools as part of this study, only Math
teachers were selected in answering the given questionnaire. The researcher had
a limited budget for printing, internet used and transportation. The other
limitation is the allocated time and period in conducting the survey to gather
information for a short period of time.

1.7 Theoretical Framework

This study was based on social interdependence theory. The social
interdependence theory is relevant when each individual’s goals are
accomplished under the influence of the actions of others (Johnson et. al.,
2005). This perspective holds that students help each other learn because they
care about the group and its members (Okora, 2014). A strong relationship has
been found between cooperative learning and the social interdependence theory
This theory discussed the relationship between the goals of two or more

8
individuals (Deutsch, 1949). Social interdependence may be both positive and
negative. It may be positive when individuals work cooperatively to attain their
shared goals, and it may be negative when individuals compete to claim who
attained the goals. Each type of interdependence results in certain psychological
processes. The basic premise of the social interdependence theory is that the
way in which goals are structured determines how individuals interact, and
interaction patterns create outcomes (Deutsch, 1949). Positive interdependence
may result in promotive interaction, negative interdependence may result in no
interdependence may result in no interaction (Johnson et. al., 2008). Promotive
interaction is when individuals encourage and facilitate each other’s efforts to
complete tasks, and accomplish the group’s goals. No interaction is when
individuals act independently without any exchange with each other while they
work to accomplish their goals; individuals focus only on increasing their own
productivity and achievement and ignore as irrelevant the efforts of others. The
social interdependence theory provides a foundation for the practice of
cooperative learning. This theory is compatible with the nature of cooperative
learning in which knowledge and skills are constructed through mutual
interaction among participants. Therefore, in the process of applying cooperative
learning, interactive tasks and cooperative lessons should be designed and
applied in the classrooms to help students work and learn together to achieve
shared goals (Montagu, 1966).

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1.8 Conceptual Framework
Trigonometry is the branch of mathematics that deals with the relations between
the sides and angles of right triangle. It defines the relation between elements of
a triangle (Baker 288). Trigonometry was one of the most difficult topic or
concept in learning mathematics on which students’ encountered challenges in
the learning process. Trigonometry is a difficult topic or concept in mathematics
curriculum on which teachers need to apply certain teaching approach. The
teaching approach which was cooperative learning would be more preferable and
effective than other approach in order teachers can easily facilitate students’
difficulties to promote successful learning outcome.

Cooperative learning approach aims to organize classroom activities into

academic and social learning experiences. Cooperative Learning allows students
to enhance their ability to manage ideas and information in collaboration with
others (Okora, 2014). There are five fundamental elements involved in
cooperative learning. In fact, these five elements distinguish cooperative learning
from other forms of group learning. When all of these elements are present in a
learning situation, the result is a cooperative learning group. The five basic
elements of cooperative learning are: Positive interdependence, Face-to-face
interaction, Individual and group accountability, Interpersonal and small group
skills, and Group processing (Johnson et. al., 2008).

As a result, teachers attained their objectives of the lesson in trigonometry and

students will improve their learning and sharpens students’ skills. In addition,
students enhance their group-independent learning skills towards understanding
trigonometry.

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 Learning Mathematics

Teacher Student

Cooperative Learning
Approach

- Positive Interdependence
- Face to Face Interaction
- Individual and Group Accountability
- Interpersonal and Social Skills
-Group Processing

Outcome

Attainment of objectives - Improvement of

of the lesson in learning and sharpens
trigonometry students skills
11 - Group – Independent
Learning Skills
Figure 1: The Conceptual Framework of the Study
Source: (IVEMBER ROILIE MANTOS ABEJO)
1.9 Operational Definition of Terms
Students’ Learning Capacity
Refers to the way that individuals are able to recognize, absorb and use
knowledge. It matters because it is basis of improving students’ needs, interest
and behavior. Every student has their own thinking and understanding capacity
and learning might be slow. The best teachers believe in the capacity of their
students to learn, and carefully utilize different pedagogical approaches to
ensure this learning occurs.

Trigonometry
Under the Philippine Mathematics Curriculum, trigonometry is the branch of
mathematics that deals with the relations between the sides and angles right
triangles, and the calculations based on them. Trigonometry teaching is to be
easy to learn and to develop the abilities of communication and rationalism.
Students’ difficulties in trigonometric functions are attributed to the lack of
understanding regarding the related areas such as functions, angle measure and
graphs.

Six Trigonometric Functions

It is one of the topics in trigonometry which divided into two parts, the primary
and secondary trigonometric functions. Overall there are six trigonometric
functions sine, cosine and tangent are the primary and cosecant, secant, and
cotangent belongs in secondary trigonometric function. The following pairs of
trigonometric functions are reciprocals of one another are sine and cosecant,
cosine and secant, and tangent and cotangent. It is used to calculate by
triangulation measurements of a triangle sides or angles from some of them.

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Cooperative Learning Approach
Cooperative learning is the instructional use of small groups so that students
work together to maximize their own and each other’s learning. In the
classroom, all students would learn how to work cooperatively with others,
compete for fun and enjoyment, and work independently on their own. The
purpose of cooperative learning groups is to make each member a stronger
individual in his or her right

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 CHAPTER 2
REVIEW OF THE RELATED LITERATURE
2.0 Introduction
This chapter reviews relevant literature focusing on Students’ Capacity for
Learning and Understanding Trigonometry: Six Trigonometric Functions for
Possible Teacher Pedagogical Intervention. This study ensures that cooperative
learning approach is the best approach to those learners who had difficulties in
learning trigonometry. This approach may help students to overcome the
difficulties of understanding mathematical concepts. Cooperative learning is an
effective approach for students to become an independent learner and teachers’
role as a facilitator. This research study based on the following categories:

i. Cooperative Learning Approach

ii. Positive Interdependence (Concept of Trigonometry)
iii. Face to Face Interaction (Sides of Triangle)
iv. Individual and Group Accountability (Trigonometric Functions)
v. Interpersonal and Social Skills (Primary Trigonometric Functions)
vi. Group Processing (Secondary Trigonometric Functions)
vii. SOH-CAH-TOA
viii. Summary of Literature Reviewed

2.1 Cooperative Learning Approach

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Cooperative Learning is an educational approach which aims to organize
classroom activities into academic and social learning experiences. It is a
successful teaching strategy in which small teams collaborate to share each ideas
and opinions to complete the tasks (Johnson et. al., 2008). Unlike individual
learning, which can be competitive in nature, evaluating one another’s ideas and
monitoring one another’s work or task. This approach implies that the students
help each other, share ideas and resources and plan cooperatively what and how
to study the lesson (Okora 221).

The purpose of cooperative learning groups is to make each member a stronger

individual in his or her right. Through cooperative approach, it can increase
students learning and satisfaction which makes the learner becomes an
independent learner. Teachers’ role as facilitator will sustain the interest of the
learner and overcome students’ difficulties in learning trigonometry. Indeed,
teachers attain their objectives of the lesson.

According to David Johnson ad Roger Johnson (1991), there are five basic
elements that allow successful small-group or cooperative learning in the
classroom. In fact, these five elements distinguish cooperative learning from
other forms of group learning. When all of these elements are present in a
learning situation, the result is a cooperative learning group on which students
help each other, share ideas and plan cooperatively to promote learning.
Through these elements, it can identify the problems to some students that may
work together and intervene to increase the effectiveness of the student learning
groups.
 Positive interdependence - students perceive that they need each other in
order to complete the group's task.
 Face-to-face interaction - students explain to one another on what they
have or learning and assist one another with understanding and
completion of the tasks.

15
  Individual and group accountability - each students is responsible for
doing their part, the group is accountable for meeting its goal.
 Interpersonal and small group or social skills - each students must know
how to be motivated to provide effective leadership, make decisions, build
trust, communicate and manage conflict.
 Group processing - group members analyze their own and the group’s
ability to work together.

2.1.1 Positive Interdependence (Concept of Trigonometry)

Students feel responsible for their own and the group’s effort. The efforts of each
member benefit not only the individual, but also everyone else in the group.
Positive interdependence simply means that the students must work together to
achieve the goal. When the students are engaged in activities that require
positive interdependence, if one student fails to do their part, the rest of the
group will not be able to effectively meet the goal. If there is no positive
interdependence, there is no cooperation (Johnson et. al., 1991).

 The teacher divides the class into four groups. Each group will
brainstorm to explain trigonometry as part of mathematics with
applications. Brainstorming works by focusing on a problem and
pushing or sharing the ideas as far as possible. It also provides the
opportunities to develop co-operative learning skills and attitudes
of individual. Students share their ideas about trigonometry and its
application in real world.

 Trigonometry sits at the center of high school mathematics.

 It is a branch of mathematics that majorly deals with triangles.
 Trigonometry is also known as the study of relationships between lengths
and angles of triangles.

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  It begins in the study of geometry when the ratios of sides in similar to
right triangles.

Learning trigonometry and its applications are encountered in the real world
(Mapolelo 3).
 Architecture and engineering relies on triangular supports. When an
engineer determines the length of cable, the height of support towers and
the angle between the two when gauging weight load and bridge
strength, trigonometry helps to calculate the correct angle.
 Trigonometry can also use at home to determine the height of a tree on
the property without the need to climb dozens of feet in the air.
 Trigonometry plays a major role in musical theory and production. Sound
waves travel in a repeating wave pattern, which can be represented by
sine and cosine functions
 A basic application of trigonometry makes use of triangles such as the
right triangle, acute triangle and obtuse triangle.

Trigonometry is part of mathematics arose from the observation of the

relationships between the measures of angles and sides of triangle. It was the
study of the parts of a triangle (Nivera 51).

2.1.2 Promotive Face-to-Face Interaction (Side of Right Triangle)

Students encourage and support one another, the environment encourages
discussion and eye contact. Face to face interaction where students explain to
one another on what they have or learning and assist one another with
understanding and completion of the tasks. This means that students promote
each other’s success by sharing resources. Helping, supporting, encouraging and
praising each other’s efforts to learn (Johnson et. al., 1991)

 The teacher presented an object (cut paper) of right-angled triangle to

easily determine and explain the side of the triangle such as the;

17
 hypotenuse, opposite side and adjacent side. Then the teacher will have
the groupings and explain more to their groups for clarification to some
students who still did not understand the concept. One group member
discusses a concept with others.

Side of Right Triangle

There are special words to describe the sides of right triangles; the hypotenuse,
opposite side and adjacent side. It refers to the lengths of the side of right
triangle
 The hypotenuse of a right triangle is always the sides of opposite the right
angle and it is called as the longest side of a right-angled triangle.
The other two sides are called the opposite and adjacent sides. These sides are
labeled in relation to an angle.
 The opposite side is across or the opposite from a given angle.
 The adjacent side is the non-hypotenuse side that is next or beside to a
given angle.
B

opposite side hypotenuse

Cadjacent side A

Figure 1

Side AC is the adjacent side of angle A, side BC is the opposite side of angle A
and side BA is the hypotenuse which is the longest side of the right triangle
shown in figure 1 (Nivera 55).

2.1.3 Individual and Group Accountability (Trigonometric Ratios)

18
Each students is responsible for doing their part, the group is accountable for
meeting its goal. The group is accountable for achieving its goals and each
member must be accountable for contributing a fair share of the work/task
toward the group goal. The performance of each individual must be assessed
and the results given back to the group (Johnson et. al., 1991).

 The students were given a task which is the Numbered Heads Together
by the teacher. Numbered Heads Together is an activity that each
member of the group is given number from 1,2,3,4… teacher calls out a
number and each is asked to questions given.

a. What are the six trigonometric ratios?

b. What are the primary trigonometric ratios?
c. What are the secondary trigonometric ratios?
d. What is the mnemonic device in learning trigonometric ratios?

In mathematics, the trigonometric functions are functions of an angle. It relates

the angles of a triangle to the lengths of its sides. A right angled triangle has
three sides namely Hypotenuse, Opposite side and Adjacent side. The longest
side is known as the hypotenuse, the side opposite to hypotenuse is opposite
and the side where both hypotenuse and opposite rests is the adjacent side.

There basically six ratios/functions used for finding the elements in trigonometry.
It defines the relationship between measurement of the angles and the length of
the sides of the right triangle called trigonometric functions (Sandy 5).The six
trigonometric functions are sine (sin), cosine (cos), tangent (tan), secant (sec),
cosecant (csc) and cotangent (cot). By using the below right angled triangle as
reference, the trigonometric functions are derived.

adjacent side (b) hypotenuse (c)

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 C opposite side (a)B

Figure 2

Consider a right triangle ABC, with the right angle at C and with lengths a, b and
c as in the figure above. For the acute angle A, call the leg BC it opposite side
and call the leg AC its adjacent side. Recall that the hypotenuse of the triangle is
the side AB as the longest side. The ratio of sides of a triangle occurs often
enough in the applications to evidence their own names, so it defines the six
trigonometric functions of B as follows (Grouwn 24).
Table 2
Six Trigonometric Functions

Name of Functions Abbreviation Definition

opposite side a
sineA sin A ¿ =
hypotenuse c
adjacent side b
cosineA cos A ¿ =
hypotenuse c
opposite side a
tangentA tan A ¿ =
adjacent side b
hypotenuse c
cosecantA cscA ¿ =
opposite side a
hypotenuse c
secantA sec A ¿ =
adjacent side b
adjacent side b
cotangentA cot A ¿ =
opposite side a

2.2 Interpersonal and Small Group Skills (Primary Trigonometric

Functions)
Group member gain direct instruction in the interpersonal, social and
collaborative skills needed to work with others occurs. Interpersonal and small
group skills are required to function as part of a group. Each students must know

20
how to be motivated to provide effective leadership, make decisions, build trust,
communicate and manage conflict (Johnson et. al., 2008).

 The teacher groups the class into three and provides three papers with
those primary trigonometric functions. The group must have a
representative to pick one paper and that paper has written words
(formula of each primary functions) must be explain, illustrate and give
example.

Noted: Make sure everyone of the group has the opportunity to speak.

For a right angle triangle, the relationship between lengths of sides and angels is
described using the trigonometric ratios. There are three basic or primary
trigonometric ratios: sine abbreviated sin, cosine abbreviated cos and tangent
abbreviated tan. The ratios for the three main functions can be recalled using the
acronym SOHCAHTOA.

2.2.1 Sine Function

Sine angle is the ratio of the length of the side that is opposite that angle to the
length of the longest side of the triangle (the hypotenuse); it is the side of the
triangle on which the angle opens. The word comes from the Latin sinus for gulf
or bay and abbreviated as sin (Thompson 12).

opposite a
sin A= =
hypotenuse c

hypotenuse (c)

C opposite leg (a) B

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Figure 3

The angle A used to identify the formula of sine and it is the ratio of side ais the
opposite and the hypotenuse c. Line BC is the opposite side and line AB is the
hypotenuse.

 The teacher posts an example about the sine function. And call a student
from the group who pick the paper of sine function and explain the given
example.

Example:

11 8

Θ
9
opposite 8
sin A= =
hypotenuse 9

Based to sine formula, 8is the opposite of the angle and 9 is the hypotenuse
because the triangle used was right triangle.

2.2.2 Cosine Function

Cosine angle is the ratio of the length of the adjacent side to the length of the
hypotenuse, because it is the sine of the complementary or co-angle, the other
non-right angle. Cosine Function abbreviated cos and it is shown in figure 4
(Thompson 13).

adjacent b
cos A= =
hypot enuse c

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 adjacent leg (b) hypotenuse (c)

C B
Figure 4

The angle A used to identify the formula of cosine, the ratio of side b is the
adjacent and the hypotenuse c. Line AB is the hypotenuse and line AC is the
adjacent side of angle A.

 The teacher posts an example about the cosine function. And call a
student from the group who pick the paper of cosine function and explain
the given example.

Example: 29 B
Θ

25 21

adjacent 21
cos B= =
hypotenuse 29

The opposite side of B is 25, the adjacent side is 21 and the hypotenuse is 29.
Based to cosine formula, the ratio of 21 is adjacent and 29 is the hypotenuse.

2.2.3 Tangent Function

Tangent angle is the ratio of the length of the opposite side to the length of the
adjacent side, because it can be represent as a line segment tangent to the circle
that is the line that touches the circle. Tangent Function abbreviated tan and it is
shown in the figure 5 (Thompson 14).

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 opposite a
tan A= =
adjacent b

adjacent leg (b)

C opposite leg (a) B

Figure 5

The opposite side of angle A is a and the adjacent side is b and with the used of
tangent formula. It is the ratio of side a which is the opposite and the adjacent
b. Line BC is the opposite side and line AC is the adjacent side of angle A.

 The teacher posts an example about the tangent function. And call a
student from the group who pick the paper of tangent function and
explain the given example.

Example: A
Θ
5 8

opposite 7
tan A= =
adjacent 8

The opposite side of B is 7, the adjacent side is 8 and the hypotenuse is 5. With
the use of tangent formula, the ratio of 7 which is the opposite side and 8 is the
adjacent.

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2.3 Group Processing (Secondary Trigonometric Functions)
Group members analyze their own and the group’s ability to work together.
Group members need to feel free to communicate openly with each other to
express concerns as well as to celebrate accomplishments. The group should
discuss how well they are achieving their goals and maintaining effective working
relationship. The purpose of group processing is to clarify and improve the
effectiveness with which members carry out the processes necessary to achieve
the group’s goals (Johnson et. al., 1991).
 The teacher groups the class into three and provides three papers with
those primary trigonometric functions. The group must have a
representative to pick one paper and that paper has written words
(formula of each primary functions) must be explain, illustrate and give
example.
 All group members must be involved in order for the group to complete
the task. In order for this to occur each member must have a task that
they are responsible for which cannot be completed by any other group
member.
Noted: Make sure everyone of the group has the opportunity to speak.

There are three secondary trigonometric ratios: cosecant abbreviated cos, secant
abbreviated sec and cotangent abbreviated cot. The ratios for the three
secondary functions are the reciprocal of the primary function. For example sine
function is the ratio of opposite side and hypotenuse, its reciprocal is the
cosecant function which the ratio of hypotenuse and opposite side.

2.3.1 Cosecant Function

Cosecant is the reciprocal of sine; it is the ratio of the length of the hypotenuse
to the length of the opposite side because it is the secant of the complementary
or co-angle. Cosecant function abbreviated csc and it is shown figure 6
(Thompson 15).

25
 hypotenuse c
csc A= =
opposite a
A
Θ

hypotenuse (c)

C opposite leg (a) B

Figure 6

The angle A used to identify the formula of cosecant and it is the reciprocal of
sine. Cosecant is the ratio of side c is the hypotenuse and the opposite is side a.
Line BC is the opposite side and line AB is the hypotenuse.

 The teacher posts an example about the cosecant function. And call a
student from the group who pick the paper of cosecant function and
explain the given example.

Example:

11 8

Θ
A 9

hypotenuse 9
csc A= =
opposite 8

Based to cosecant formula, 8 is the opposite of the angle and 9 is the

hypotenuse because the triangle used is a right triangle.

2.3.2 Secant Function

26
Secant angle is the reciprocal of cosine; it is the ratio of the length of the
hypotenuse to the length of the adjacent side. Secant function abbreviated sec
and it is shown in figure 7 (Thompson 16).
hypotenuse c
sec A= =
adjacent b
A

adjacent leg (b) hypotenuse (c)

C B
Figure 7
The angle A used to identify the formula of secant and it is the ratio of the
hypotenuse c and adjacent side which is b. Line AB is the hypotenuse and line
AC is the adjacent side of angle A.

 The teacher posts an example about the secant function. And call a
student from the group who pick the paper of secant function and explain
the given example.

Example:

29 B
Θ

25 21

hypotenuse 29
sec A= =
adjacent 21

The opposite side of B is 25, the adjacent side is 21 and the hypotenuse is 29.
Base of secant formula, the ratio of 29 is the hypotenuse and 21 as the adjacent.

2.3.3 Cotangent Function

27
Cotangent angle is the reciprocal of tangent the ratio of the length of the
adjacent side to the length of the opposite side because it is the tangent of the
complementary or co-angles. Cotangent Function abbreviated cot and it is shown
in figure 8 (Thompson 17).
adjacent b
cot A= =
opposite a
A

adjacent leg (b)

C opposite leg (a) B
Figure 8

The opposite side of angle A is a and the adjacent side is b and with the used of
cotangent formula. It is the ratio of side b is the adjacent and the opposite a.
Line BC is the opposite side and line AC is the adjacent side of angle A.

 The teacher posts an example about the cotangent function. And call a
student from the group who pick the paper of cotangent function and
explain the given example.

Example: A
Θ
5 8

adjacent 8
cot A= =
opposite 5

28
The value opposite side of B is 7, the adjacent side is 8 and the hypotenuse is 5.
Based on cotangent formula, the ratio of 8 as the adjacent side and 5 as the
opposite (Orines 214).

2.4 SOH-CAH-TOA
SOH-CAH-TOA is the mnemonic device for remembering the definition of the
common trigonometric ratios. It is an essay way in understanding the sine,
cosine and tangent. The word sohcahtoa can help in remembering the definitions
of sine, cosine and tangent. It is shown below;

 The teacher posts a table of SOH-CAH-TOA to provide a short and easy

way in understanding the trigonometric functions.

Table 2.4
SOH-CAH-TOA
Acronym Part Verbal Description Mathematical Definition
SOH Sine is Opposite Opposite
sin A=
Hypotenuse
over Hypotenuse
CAH Cosine is Adjacent Adjacent
cos A=
Hypotenuse
over Hypotenuse
TOA Tangent is Opposite Opposite
tan A=
Adjacent
over Adjacent

For example, in recalling the definition of the sine, the reference SOH, since sine
starts with the letter S. The O and the H helps to remember that sine is opposite
over hypotenuse (Nivera 38). Same as CAH, since cosine starts with the letter C.
The A and H help to remember that cosine is adjacent over hypotenuse. Also in
TOA. Tangent starts at T and helps to remember the tangent formula, the ratio
of opposite side and adjacent side.

 The teacher provide example with use of the mnemonic device.

29
Find sin (A) in ABC given below:

4 5

C 3 B

Figure 9

Sine is defined as the ratio of the opposite to the hypotenuse (SOH). Therefore;

Opposite
sin A=
Hypotenuse
BC
¿
AB
3
¿
5

BC is the opposite side and AB is the hypotenuse. The value of BC is 3 and for
AB is 5, it results to 3 over 5 from the sine formula.

2.5 Summary of Review of Related Literature

The literature review introduced and explained the categories supporting theories
regarding students’ capacity for learning and understanding trigonometry for
possible teacher pedagogical intervention. Teachers involvement with the
students can make them succeed in every school outcome especially in
trigonometry. The effective approach in learning trigonometry is cooperative
learning approach which implies students to help each other, share ideas and
resources and plan cooperatively what and how to study.

30
 CHAPTER 3
METHODOLOGY
3.0 Introduction
This study explores students’ capacity for learning and understanding
trigonometric functions through teacher pedagogical intervention and
approaches to support the goal of this study. This chapter introduces the
research methodology used for this study, data collection, analysis and
development of theory. This chapter is to describe the research methodology of
this study, to explain the sample selection, the procedure used in designing the
instrument and collecting the data, and to provide an explanation of the
statistical procedures used to analyze the data.

3.1 Research Design

The selected research design was a descriptive statistics survey. This method
deals with questions that look to explain what things are like and describe what
the relationship is between one thing and another or ask what happened in the
class discussion about trigonometry. This was carried out through personal
interview and observation. This study utilizes the questionnaire design in which it
focused on the teaching and learning trigonometry to secondary level. This study

31
is a qualitative research with the use of descriptive survey method regarding
trigonometry teaching and learning process (Baker 48).

The first step involved development of research instruments. The researcher

developed two types of instruments namely: Mathematics teacher questionnaire
which was meant to collect the personal profile of the respondents such as their
academic qualification, years of teaching, number of students in the class and
year level they are teaching. The second instrument was selected student
questionnaire which was meant to assess the general information such as school
attended and year level. Descriptive research is a purposive process of data
gathering, analysis, classifying and tabulating data about prevailing conditions,
belief and practices of the teachers in teaching trigonometry to students (Oponel
24).

3.2 Research Environment

This study was conducted in two schools of Cebu City. Two secondary schools
were selected as the primary focus of the study. These schools are local
Government urban Secondary Public Schools located in the south of Cebu City.
There are thirty-seven secondary public schools in the south of Cebu City.
Among the thirty-seven schools, Don Vicente Rama Memorial National High
School and Mambaling National High School that are being chosen to conduct
the study.

Mambaling school is located in N. Bacalso Avenue, Mambaling, Cebu City, 2.5

kilometers away from the Cebu Eastern College. Mambaling National High School
has two session, primary level for morning session and afternoon session for
secondary level. Mambaling National High School is a Department Education
managed urban Secondary Public School located in Cebu City (Capital), Cebu.
The rooms used by the primary level are same as the secondary level.

32
Don Vicente Rama Memorial National High School is the first national high school
in the south of Cebu City and located in Macopa Street, Basak Pardo, Cebu City.
It is one of the biggest public schools in the south of Cebu City. 4.1 kilometers
away from the Cebu Eastern College. The school had 700 secondary students
with 50 students per section. This school has two sessions for secondary level
the morning and afternoon session. It had complete facilities like the library,
computer laboratory, canteen, faculty, principal office, guidance and registrar
office.

These two schools were selected for most of Math teachers were available and
interest in the study. Sampled teachers had their passion in teaching
mathematics to secondary level. And they had different qualities of teachers who
can respond and support the aim of the study. The researcher chose the areas
for the survey because these are convenient, and the chosen respondents were
approachable. The school selected is easily access by the researcher and it is not
that complicated because it does not need any permission from higher order
department of education.

3.3 Population and Sampling

3.3.1 Population
This study targeted two public schools in Cebu City. Mambaling National High
School with a population of eight math teachers and 400 secondary students.
Don Vincente Rama National High School with a population of five math teachers
and 700 secondary students. The overall populations of this study were thirteen
math teachers and 1100 secondary students. The two schools chosen are all in
urban secondary public schools. These were also chosen because they had the
type of schools needed for the study and they do not require a letter from

33
Department of Education that is very hard for the researcher to provide. The
reason of having a little amount of time to conduct the study and the researcher
do not have enough time to go to other schools because she has limited time
only. Ten Math teachers and thirty secondary students were selected in
answering the questionnaire.

3.3.2 Sampling
The sampling of schools was done using purposive random sampling technique.
Purposive sampling was used to sample the two mathematics teachers in first
school and ten students; three teachers in second school and fifteen students.
Respondents are selected according to the needs of the study. Random sampling
is the best single way to obtain a representative sample (Sandy 14). The schools
were chosen for availability, time and official demand of letter from the
Department of Education by pass the procedure to this study.

3.4 Research Instrument

The research instrument for this study included the use of the questionnaire,
observation and personal interview. Through using these instruments the
researcher was able to collect primary information for the study. The research
instruments used was open ended questions to the respondents answered based
of their experiences. Open ended questions were constructed in a logical
sequence that began with the socio demographic question to the narrowed focus
of the study.

34
Data was collected using the two types of questionnaire as the instrument in the
study: Mathematics teachers’ questionnaire and students’ questionnaire.
Mathematics teacher questionnaire was categorize into two: students factor was
based on the learning capacity, difficulties and attitudes in learning trigonometry
and learning progress; teacher factor based on the instructional materials,
teaching methods and approaches applied, learning activities and integrating
values to students. Before the questions were given, they were checked for
validity and reliability for the study by the used of piloting. Pilot study help to
finalize the questionnaire to the non-respondents. The Cebu Eastern College,
college department teachers and college students were teaching-learning
mathematics was chosen of this research as the pilot study because it is easier to
access and has the experience in teaching and learning trigonometry.

3.5 Validity and Reliability

3.5.1 Validity
Validity is the degree to which the test measures what is intended to measure
(Oponel 56). Validity was established through having a pilot study interviewing
the non-respondents were not be part of the main study where all the
instruments were administered to both teachers and students. The pilot study
was conducted at Cebu Eastern College in college department teachers and
students which were not included among those designs for the actual data
collection. The research instruments were administered to two mathematics
college teachers and five college students selected randomly and analyzed in
teaching and learning trigonometry. The proper research carried out the study.
The school was selected because the researcher easily accesses the
questionnaires to the respondents. In addition, the school was chosen since the
respondents were approachable and because of the researcher had personal
experience in studying the school. The research given to the selected teachers
and students was analyzed, through findings research validity was determined.

35
3.5.2 Reliability
Reliability refers to the results obtained with an evaluation instruments and not
the instruments itself (Oponel 57). To maximize the reliability of the research
instruments, the researcher tried as much as possible to minimize the random
error. To test for reliability of the instruments the Test-retest method was used
and further established by conducting a pilot study. The same instruments were
conducted among the non-respondents to determine the consistency of the
study. The answers of the non-respondents were compared to the answers of
the respondents. Their answers were consistent with the others. This means that
the instruments used were reliable.

3.5 Data Gathering Procedures

The method of collecting data was the normative survey and interview method.
This was used because it gathers data faster than any other method. The data
for the study was gathered using the two types of instruments. The instrument
used to gather was the questionnaire. The researcher made visits to each of the
schools selected for the observation of the study.

After the questionnaires were made, the respondents were interviewed by the
researcher to find out their answers. They were asked personally by the
researcher, during the individual interview. Besides, the mathematics teachers
which are very literate and answer the questionnaire with ease. Then, the
selected students in which the researcher gives the possible choices in the
questions to make it understandable and to make sure the researcher emphasize
the specific issue of the study. The respondents answered the questionnaire
based on their personal experience in teaching and learning trigonometry as part
of mathematics. Then the researcher had gathered the data needed for the
study from the five mathematics teachers and thirty secondary students.

36
3.7 Treatment of Data
From the collection of data gathered from different schools of Cebu City.
Responses of the respondents were about students’ capacity for learning and
understanding trigonometry for possible teacher pedagogical intervention.
Individual interview was used to gather data. The agreement of both teachers
and students was sought before being given questionnaires about the teaching
and learning process of trigonometry. The researcher established a good
understanding with the math teachers and their students. The respondents were
assured of confidentiality of the research results.

To treat the data gathered from mathematics teachers and students of Don
Vicente Rama Memorial National High School and Mambaling National High
School. The researcher used a descriptive statistics with the used of percentage
frequency formula below. The frequency percentage is used to determine the
quantitative relation to the whole response by dividing the frequency (sum of
response) by the total number of response. Through this formula, it is easier to
calculate the total percentage of the respondents’ data based on the answers. A
Likert type scale formula as shown below was used for this purpose.

F
P= × 100
N
Where:
P=percentage
F= frequency
N= total numbers of respondents
100= constant

37
 CHAPTER 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
4.0 Introduction
This chapter presents the students’ capacity for learning and understanding
trigonometry for possible teacher intervention. Trigonometry is the branch of
mathematics that deals with the relations between the sides and angles of right
triangle. The data gathered in the study as well as the analysis and
interpretation. Moreover, it has been provided equivalent interpretation based on
the results of the gathered data. To facilitate understanding, tables have been
created. The findings are presented according to the following study objectives:

i. Reasons behind Learning Trigonometry as part of Mathematics

ii. Students’ Common Attitude in Learning Trigonometry
iii. Students’ Learning Progress
iv. Instructional Materials
v. Instructional Activities and Intervention
vi. Learning Integration

4.1 Reasons behind Learning Trigonometry as part of Mathematics

38
The reasons of students in learning mathematics were challenging (53.33%) and
help to think logically (16.67%). Generally, students find that mathematics is
challenging (53.33%).
Table 1
Reasons behind Learning Trigonometry as part Mathematics
Category Frequency Percentage
Challenging 16 53.33%
Apply and relate real lives situation 9 30%
Help them to think logically 3 16.67
Total 30 100%

The respondents reported that learning Mathematics was challenging because

students were fun in solving problems and equations that can think them
logically in order to develop their cognitive skills.

Most students learn the subject matter through learning by doing according to
John Dewey (Okora, 2014). The learning process involves doing and constructing
mathematical concepts in challenging activities. It can develop numeracy,
reasoning skills and problem solving skills through in the learning process. The
more challenging activities were given in learning the subject matter, the more
students eagerness to learn increases. In general, the best way of students in
learning is by doing. Therefore, manipulative activities will increase the learning
engagement of the learners by doing.

4.2 Students’ Common Attitude in Learning Trigonometry

In learning and understanding trigonometry, students shown negative attitudes
such as absenteeism (60%), lack of interest and not cooperative in class (20%).

Table 2
Students’ Common Attitude in Learning Trigonometry
Category Frequency Percentage
Absenteeism 3 60%
Lack of Interest 1 20%

39
 Not cooperative in class 1 20%
Total 5 100%

Most of students are tempted to absent because they dislike trigonometry. The
irregular attendance cause missing of lesson and affect the continuity of learning
process. Students’ attitude was negative since most of the students perceived
the topic difficult that full of abstract concepts which results to students taking
little interest in it due to inadequate students’ participation in learning. However,
it result them for being passive and inactive in teaching-learning process.

Attitude is a tool that can be manipulated by a given environment to enhance

certain goals (Okora, 2014). Students who had negative attitude towards
learning trigonometry would always link their problem to the method of teaching.
Teachers supposed to provide varied activities that encourage students’ interest
with the use of the appropriate teaching strategy that the students’ factor affects
learning.

Therefore, the students’ negative attitude in learning the trigonometry is one of

the factors that the teacher needs to overcome as it becomes a challenge in
teaching.

4.3 Students’ Learning Progress

The learning progress that affects students in learning trigonometry were
students development (60%), improvement and adequate proficiency (20%).
Generally, students’ learning progress through developing the topic in
trigonometry.
Table 3
Students’ Learning Progress
Category Frequency Percentage
Developing 3 60%
Adequate Proficiency 1 20%
Improving 1 20%

40
 Total 5 100%

Through teachers intervention students have an interest to participate the

discussion and have the better understanding in trigonometric functions. For
enhancing and developing learning among students in trigonometry
comprehension can give students an opportunity to take part in their own
learning.

Learning should be active and schooling unnecessarily involved in real life task
and challenges by John Dewey (Okora, 2014). Students need to be active,
responsible participants in their own learning and with their own pace of learning
trigonometry. In addition, teachers supposed to encourage the learners to think,
to practice and reinforce them because it is the way of arousing students’
interest in learning trigonometry.

Therefore, students will able to increase the level of learning and the
effectiveness of the teachers various activities to promote successful learning.

4.4 Instructional Materials

There were different instructional materials used by teacher in learning
trigonometry such as chalkboard (53.33%), visual aids (36.67%) and realia or
the reality object (10%). In general, the chalkboard was the most effective
instructional material in the teaching-learning process.
Table 4
Instructional Materials
Category Frequency Percentage
Chalkboard 16 53.33%
Visual Aids 11 36.67%
“Realia” 3 10%
Total 30 100%

41
Students understood well the topic if the teacher explain by the used of chalk
and board that can develop or enhance students’ learning capacity. This implies
that the teachers role were to motivate students that could lead interest of
students in utilizing instructional materials towardslearning mathematics in
general.

Motivation consist of the amount of effort of person is willing to exert in pursuit

of a goal and motivating students need a certain effort to catch their attentions
by Keller (Okora, 2014). The teaching materials need to be relevant in order to
complete and enrich the teacher-student participation in trigonometry teaching
and learning process. The importance of the use of instructional materials cannot
be ignored in the teaching and learning of trigonometry in secondary schools
that can helps to motivate and focus on student interests.

Therefore the effectiveness of teaching materials depends on teachers' styles

and creativity of teaching mathematics which mainly influence on students’
beliefs and nature of teaching and learning process.

4.5 Instructional Activities and Intervention

The instructional interventions used by teachers were cooperative learning
(50%), interactive approach (50%) and peer learning or tutoring (20%). As a
whole, cooperative learning serves as the most effective instructional activity
towards learning trigonometry.
Table 5
Instructional Activities and Intervention
Category Frequency Percentage
Cooperative Learning 5 50%
Peer Learning/Tutoring 2 20%
Interactive Approach 3 30%
Total 10 100%

42
Cooperative learning improves mathematics learning concepts when students
work in small groups and may earn learning based on the individual learning of
all group members. Students will get interested in learning trigonometry through
helping each other, sharing ideas and resources and planning cooperatively what
and how to understand the six trigonometric functions.

One of the most commonly implemented group work learning strategies is

cooperative learning in which the teachers’ role is to promote learning by
emphasizing a team, as opposed to a competitive approach to learning by John
Dewey (Okora, 2014). There is need for teachers to embrace teaching methods
that encourage students’ active participation such as small group discussion
which involve all students problem solving. Students will work independently
first, share their problem solving processes with one or two other students, and
then share information with a larger group. The teachers’ role is to facilitate the
learning of individual in the group.

Therefore, cooperative learning was an effective teaching intervention on which

students’ interest will increases in learning trigonometry. In addition, it improves
students’ skill in communicating in social discussion.

4.6 Learning Integration

Integrating values to students can lead them to see a personal meaning in
whatever teachers teach in the classroom. Through performance-based
(60%)and self-reflection (40%) teachers integrate students in the teaching
process.

Table 6
Learning Integration
Category Frequency Percentage
Performance-based 3 60%
Self-reflection 2 40%
Total 5 100%

43
The learning integration by the teachers is important in teaching trigonometry to
the students. This technique will definitely define the effectiveness of the
teaching method on which students would be motivated in learning
trigonometry.

Students must be motivated to demonstrate the models’ action. Reinforcement

can be used to encourage observational learning by Albert Bandura (Okora,
2014). It can lead students to set higher goals and these goals will motivate
students to put more efforts in their studies. Therefore teachers used
performance based as the reinforcement in order students will achieve higher
educational attainment and feed backing to satisfy the students’ need.

CHAPTER 5

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.0 Introduction
This chapter presents and summarized the findings, generated conclusions and
recommendations based on the analysis of the results of the study entitled
“Students’ Capacity for Learning and Understanding Trigonometry: Six
Trigonometric Functions for Possible Teacher Pedagogical Intervention”.

5.1 Summary
The purpose of the study was to determine the capacity of students in learning
trigonometry for possible teacher pedagogical intervention in secondary schools.
In learning trigonometry, teachers implement interventions and approaches in
their lessons that help the learning capacity of students to promote successful
learning and to overcome the difficulties of understanding trigonometry as part
of mathematics. This study was based on, social interdependence theory. This
theory is relevant when each individual learning goal is accomplished under the
influence of the actions of others. Through this study, students focus in

44
increasing their interest and achievement in learning. However, students ignore
the irrelevant effort of others.

The review related literature shows the different categories or factors on how
teachers used the cooperative learning approach in the teaching process to
secondary graders about the six trigonometric functions. Mathematics teachers
manage the students’ knowledge about trigonometry. Learning trigonometry
becomes the most difficulties to students which can be identified when skills and
concepts are encountered and interventions can be implemented in order them
to be remembered.

The study was carried out in two secondary schools. The Mambaling National
High School and Don Vincente Rama Memorial National High School are Local
Government urban Secondary Public School located in the south of Cebu City.
Ten Mathematics teacher and thirty secondary students were selected in
answering the questionnaire. The researcher chose the areas for the survey
because these were convenient, and the chosen respondents were approachable.
The method of collecting data used was the normative survey and interview
method. The instrument used to collect data was the questionnaire and there are
two types’ of instrument; the Mathematics Teachers’ Questionnaire and Students’
Questionnaire. The gathered information was tabulated, analyzed and provided
with an equivalent interpretation showing the analysis of the research study.

The study found out, 53.33% of the students’ reason out that learning
mathematics was challenging. Moreover, 50% of teachers respond that
cooperative learning was the most effective activity for teaching diverse learning
in mathematics as general. Through this, students lessen their difficulties,
improve their learning skills and become an independent learner.

5.2 Conclusion

45
The main purpose of this study was to explore the different approaches in
teaching trigonometry. Teachers implement intervention or approach in their
lessons that help students’ capacity and factors to promote learning and to
lessen their difficulties in understanding trigonometry as part of mathematics.

Based on the research study findings, majority of the teachers used cooperative
learning as the most effective approach in the teaching-learning process. The
social interdependence theory provides a foundation for the practice of
cooperative learning. Cooperative learning engages motivation factors as the key
for learners’ academic achievement inside the classroom and makes students be
more attentive and interested in class discussion. As a result, learning
trigonometric functions find difficult or challenge to students because of the
formulas, skill and concepts encountered in the learning process.

5.3 Recommendations
One of the recommendations of this study was utilizing the different strategies,
techniques, approaches and methods of teaching inside the classroom. Through
this, it can motivate and sustain the interest of the learner that enables them to
achieve their highest learning potential. Teachers supposed to apply or used the
cooperative learning approach that encouraged students’ active participation in
learning trigonometry. Based on this approach, there was clear indication that
class collaboration and cooperation were very important in the class discussion.

To achieve this study, the researcher recommended using cooperative learning

as the most effective approach that allows students to enhance their ability to
manage ideas and information in collaboration with others. Second, teachers
encourage students to form discussion groups and make use of peer tutoring
system in achieving the goal. Third, students will be in smaller group size in
order to have a successful facilitated assistance from their group mates’
individual ideas that could help to have independents learning. And lastly, in

46
integrating values to students will based on their performance for them to be
motivated.

BIBLIOGRAPHY

Baker, Sandy. A synthesis of empirical research on teaching mathematics to low-

achieving students’. Columbia, 2002. Print.

Grouwn, D.A. Hand book of research on mathematics teaching and

learning. University of Missouri: Columbia, 1998 Web. 30 August 2017.

Kiswili, Price. Mathematics across the curriculum. Kenyatta University, 1995.

Web.
9 September 2017.

Mapolelo, Decky. Students’ experiences with mathematics teaching and learning:

Listening to unheard voices. International Journal of mathematics
Education in Science and Technology, 2009. Print

Thompson, J. E. Trigonometry for the Practical Worker. New York: Van Nostrand
Reinhold Company Inc.,1982. Khan Academy. Web. 27 September 2017.

47
SEI-DOST & MATHTED. Framework for Philippine Mathematics Teacher
Education. Manila: Science Education Institute, Department of Science and
Technology Pub., 2011. Web. 22 November 2017.

Johnson, David and Johnson Roger. An Overview Of Cooperative Learning.

American Psychologist. 1991. Web. 9 November 2017.

Deutsch, M.A theory of cooperation and competition: Human Relations. 1949,

Web. 14 December 2017.

Johnson, David et al.  Social interdependence:  The interrelationships among

theory, research, and practice.  American Psychologist, 2005. Web. 9
November 2017.

Johnson, D. W., & Johnson, R. Learning together and alone: Cooperative,

competitive, and individualistic learning . Boston: Allyn & Bacon, 2008.
Web. 11 November 2017.

Montagu, Ashley. On being human.  New York:  Hawthorn, 1966. Web. 15

November 2017.

Nivera, Gladys. Advanced Algebra, Trigonometry and Statistics: Patterns and

Practicalities. Salesiana Books: Don Bosco Press Inc., 1968. Print.

Okora, Aileen. Principle and Methods of Teaching 1 and 2. Cebu Eastern College:
College Department, 2014. Web. 14 May 2017

48
 APPENDICES
Appendix A Learners’ Questionnaires

Instruction: Please complete the following questions to reflect your opinions as

accurately as possible and to answer factual questions to the best of your
knowledge.

Learner’s Profile
Name: ____________________________
Year Level: ______________
School Attended: _______________________

A. Students’ Learning in Mathematics

1. Do you like mathematics?

49
_________________________________________________________________

2. Why do you like mathematics?

_________________________________________________________________

3. Which area of mathematics do you like?

_________________________________________________________________

B. Students’ Difficulties in Learning Trigonometry

4. Which area of six trigonometric functions do you find difficult?

_________________________________________________________________

5. Why do you find that area of trigonometric functions difficult?

_________________________________________________________________

C. Level of Learning and Understanding

6. Have you studied Six Trigonometric Functions?

_________________________________________________________________

7. How do you find learning them?

_________________________________________________________________

8. What do you understand about Six Trigonometric Functions?

_________________________________________________________________

D. Tools to Learn Trigonometry

9. What are the most effective instructional materials your teacher utilizes for
learning?

50
_________________________________________________________________

10. To whom do you comfortably ask for help or guidance when you find
trigonometry lesson difficult?

_________________________________________________________________

11. Is there anything else that teachers should do or should have done to make
you better understand mathematics or six trigonometric functions?

_________________________________________________________________

Appendix A Teachers’ Questionnaires

Instruction: Please complete the following questions to reflect your opinions as

accurately as possible and to answer factual questions to the best of your
knowledge.

Mathematics Teacher’s Profile

Years of teaching at your current school: ________
Grade level(s) currently teaching? ____________
Numbers of pupils in the classroom: ________
Academic Qualification: ____________
No. of male students in the classroom: __________
No. of female students in the classroom: __________

A. Student Factor
a. Student Learning Capacity
51
1. What is the common attitude of students towards learning mathematics?
______________________________________________________________________________

2. What is the common attitude and perception of students towards

trigonometry?
_________________________________________________________________

3. Which group of students excels in learning mathematics? Why?

_________________________________________________________________

b. Students Difficulties in Learning Trigonometry

4. What is the percentage of your class having difficulties in learning

trigonometry?
______________________________________________________________________________

5. Which area of trigonometry do students find difficulties? and likely?

______________________________________________________________________________

c. Students’ Learning Progress

6. What is the learning progress of the students in learning trigonometry as part
of mathematics?
______________________________________________________________________________

7. What instructional materials are available for students to learn mathematics?

_________________________________________________________________

A. Teacher Factor
a. Instructional Intervention
1. In teaching six trigonometric functions, what instructional materials you
usually use in order to arouse your students’ interest in learning?
______________________________________________________________________________

2. What instructional activities do you use for teaching and learning six
trigonometric functions?
_________________________________________________________________

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3. What are the preferable methods and approaches you use in teaching
trigonometry to make the students easily learn?
___________________________________________________________________________

b. Direct Intervention

4. How do you help students overcome their learning difficulties and lack of
understanding of trigonometry?
_________________________________________________________________

5. How do you integrate values to your students in relation to six trigonometric

functions?

______________________________________________________________________________

______________________________________________________________________________

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