DECLARATION

I, ANAMIKA KUMARI, roll no. UA-211-245-0005 of B.ED course ,

registration no. 17012859 of 2017-18 do hereby declare that this action
research project titled “ THE PROBLEM OF LACK OF
UNDERSTANDING AND MEMORIZING ABILITY OF
TRIGONOMETRIC RATIOS AND IDENTITIES IN MATHEMATICS
CLASS AMONG THE STUDENTS OF CLASS X(10) OF RAILWAY
HIGHER SECONDARY SCHOOL, MALIGAON ” has been carried out
by myself under the guidance of Nasrin Selima Hussain , Lecturer , ASPM I
am submitting my project work in Gauhati University for partial fulfilment
of the requirements for the degree of Bachelor of Education and has not
been submitted by other university for the award of my degree or diploma.

Signature
Anamika Kumari
Roll No.UA-211-245-0005
GU Regd No. 17012859
Session- 2021-2023

Principle
ASPM, Lankeswar, Ghy-14
 ACKNOWLEDGEMENT
I offer my sincere gratitude to the Principal of Railway Higher Secondary
School, Maligaon for his help, guidance, and cooperation in carry out the action
research study.

I would also like to take this opportunity to express my gratitude to the Principal
of Asom Sikshak Prasikshan Mahabidyalaya and all the faculty members for
their guidance, supervisor, and help.

I would like to thank the students of Railway Higher Secondary School,

Maligaon for their cooperation and my fellow teacher trainees and classmates
for their help and inspiration.

I am also indebted to the various authors whose books and articles I had
consulted during the preparation and while carrying out this Action Research
study.

Date: Anamika Kumari

 INTRODUCTION
Research is a process of systematic inquiry that entails collection of data;
documentation of critical information; and analysis and interpretation of
that data/information, in accordance with suitable methodologies set by
specific professional fields and academic disciplines.

Research can be of three types. These are-

l. Fundamental or basic research.

2. Applied research.

3. Action research.

1. FUNDAMENTAL OR BASIC RESEARCH: Fundamental or basic research is

also called pure research, is scientific research aimed at improve scientific theories
for improved understanding. Fundamental research is driven by curiosity and the
desire to expand knowledge in specific research area. This type of research makes a
specific contribution to the academic body of knowledge in the research area.

Fundamental studies tend to generalize about the Phenomenal and the philosophy of

this type of studies can be explained as 'gathering knowledge for the sake of

knowledge'.

2. APPLIED RESEARCH: Applied research is a form of systematic enquiry

involving the practical application of science. It generally deals with solving
practical problem. It aims at finding a solution for an immediate problem facing
a society or an industrial/ business organization. Applied research is considered to be
non-systematic inquiry and it is usually launched by a company, agency or an individual in
order to address a specific problem.
3. ACTION RESEARCH: Action research is concerned with a local problem faced
by practitioners and is conducted in local setting. It attempts to find solution
through systematic enquiry. Action research is concerned with a local problem
faced by practitioners and is conducted in local setting. It attempts to find
solution through scientific enquiry. It is also used by teachers, supervisors and
administrator to improve their decision and action. Action research is an
example of a powerful evaluation process that typically can be conducted by the

school faculty with little or no outside assistance.

1. CONCEPTUAL OR THEORETICAL
BACKGROUND OF TIIE STUDY:
I.I ACTION RESEARCH:

Action Research is a combination of two terms as "Action" and "Research".

Action means act of something and Research is a systematic attempt to obtain
answer to a meaningful question about phenomenon through the application of
scientific procedure.

Action research is concerned with a local problem faced by practitioners and is

conducted in local setting. It attempts to find solution through scientific enquiry.
It is also used by teachers, supervisors, and administrator to improve their
decision and action. It is a method for improving and modifying the working
system of a classroom in a school. In this, research efforts are made to solve the
practical difficulties and problems scientifically which changes the working
system and the desired objectives are achieved.
The term action research was introduced by social psychologist, Kurt Lewin, in

his paper, “Action Research and Minority Problems" published when he was a

professor at MIT, he described action research as "comparative research on the

conditions and effects of various forms of social action research leading to social

action" that uses "a spiral of steps, each of which composed of a circle of

planning, action, and fact-finding about the result of the action".

 Action research is an example of a powerful
evaluation process that typically can be conducted by the school faculty with
little or no outside assistance. Calhoun (1994) suggests a five —phase
evaluation cycle: l) Selecting an area or problem of collective interest 2)
Collecting data 3) Organizing data 4) Analysing and interpreting data 5)
Taking action based on this information. Data is then collected again to
determine the effectiveness of these efforts.

1.2 CONCEPT OF THE TOPIC:

The topic which is chosen by the investigator for research is "THE PROBLEM
OF LACK OF UNDERSTANDING AND MEMORIZING ABILITY OF
TRIGONOMETRIC RATIOS AND IDENTITIES IN MATHEMATICS CLASS
AMONG THE STUDENTS OF CLASS X (10) OF RAILWAY HIGHER
SECONDARY SCHOOL, MALIGAON."

The meaning of the terms involve with the topic can be explained as follows-

PROBLEM-It is a noun which means a situation that causes difficulties.

UNDERSTANDING- It is a noun which means the ability to understand

something.

TRIGONOMETRIC RATIOS- Trigonometric Ratios are defined as the values of

all the trigonometric functions based on the value of the ratio of sides in a right-
angled triangle.

TRIGONOMETRIC IDENTITIES- Trigonometric Identities are the equalities

that involve trigonometry functions and holds true for all the values of variables
given in the equation.
 1.3 DELIMITATION OF STUDY:

The Action Research study has been carried out and submitted to GAUHATI
UNIVERSITY in partial fulfilment of B.Ed. degree. This research study is
delimited to the following-

 This study is delimited only to the district of kamrup.

 This study is delimited only to secondary education.

 This study is delimited only to Railway Higher Secondary School,

Maligaon.

 This study is delimited only to the pupil of class X.

 This study is delimited only to the problem of understanding and

memorizing ability of trigonometric ratios and identities in classroom

situation.

1.4 RESEARCH QUESTION:

The investigator has selected the students of class X of Railway Higher
Secondary School, Maligaon for her Action Research. The research question for
which the investigator tries to find cause of the problem and give solution is-

"PROBLEM OF UNDERSTANDING AND MEMORIZING ABILITY OF

TRIGONOMETRIC RATIOS AND IDENTITIES IN MATHEMATICS CLASS
AMONG THE STUDENTS OF CLASS X OF RAILWAY HIGHER
SECONDARY SCHOOL, MALIGAON."
2. . RATIONAL OR OBJECTIVES OF THE STUDY:
The problem which is selected by the investigator is related to mathematics.
Mathematics is an indispensable subject of study. It plays an important role
that is forming the basis
of all other science which deal with the material substance of space and time.
Mathematics is that branch of science that uses numbers and symbols. It
plays an important role in day-to-day life of human being. It sharpens the
reasoning power of a man and increases their mental alertness. And the
study of mathematics is compulsory up to the secondary stage of all education
systems.

The problem that the investigator has selected for action research is "PROBLEM
OF UNDERSTANDING AND MEMORIZING ABILITY OF TRIGONOMETRIC
RATIOS AND IDENTITIES IN MATHEMATICS CLASS AMONG THE
STUDENTS OF CLASS X OF RAILWAY HIGHER SECONDARY SCHOOL,
MALIGAON."

The importance of the problem is that as trigonometry is also a part of

mathematics, the students must have the basic idea of trigonometric ratios so
that they can relate them in their day-to-day life, Trigonometry helps students
to visualize the angles related to triangles. The investigator has selected the
problem so that she can give measures to the students to develop among the
students the ability to draw, visualize, and interpret the mathematical degree of
angles.
After doing this action research on this topic, the investigator comes to a
conclusion that:

 Application of trigonometry provides opportunities to relate different

learning styles.
 Application can provide opportunities for the students to explore their own
creative abilities.
  Discussing and writing steps of trigonometric ratios, particularly the more
complex one, provide an opportunity for students to communicate in
precise language and to improve their mathematical skills in an
environment that allows for focus, practice, and repetition.

3. OBJECTIVES OF THE STUDY:

The objectives of this study is to determine the probable causes which have
to led to the problem of trigonometric ratios and to device some immediate
measures to tackle this problem particularly in relation to the students.

The main objectives are as follows: -

 To find out the reasons behind their poor understanding skills of

trigonometric ratios and identities in mathematics among the students of

class X of Railway H.S. School.

 To enable the students to develop interest in learning trigonometric ratios

and identities.

 To enable the students to improve their acquiring skill of trigonometric

ratios.

4. ACTION HYPOTHESIS:
The following hypothesis has been formulated for conducting this action research-

H1=1t is assumed that there may be many reasons behind poor understanding
level of trigonometric ratios and identities among the students of class X of
Railway H.S. School.

H2=It is assumed that students will develop interest in learning trigonometric

ratios and identities.
H3=It is assumed that the students will be able to improve their acquiring skills
of trigonometric ratios and identities.
 5. METHODS OF DATA COLLECTION:
After formulating the action hypothesis, the next important task for the
investigator is to collect the relevant data. It is the process of gathering
data and measuring information on variables of interest,in an established
systematic manner that enables one to answer the stated research question
, test hypothesis and evaluate results.

Collection of data should always be based on an

analysis of the various methods of data collection, their relative merits and
demerits, nature of data required, the time plan and time available for carrying
out the research.

GENERALLY, THERE ARE 3 METHODS OF DATA COLLECTION.

THEY ARE: -

A. EXPERIMENTAL METHOD: The experimental method is considered the most

scientifically sophisticated method. It studied observable changes that take place
in order to establish a cause-and-effect relationship.

B. DIAGNOSTIC METHOD: The diagnostic method is that which objective is

to find out the strength and weakness of the concerned subjects and treated
them accordingly to their needs.
C.CASE STUDY METHOD: The case study method is potentially the most
valuable method known for obtaining a true and comprehensive picture of
individuality. It is a form of qualitative analysis involving very careful and
complete observation of an institution.
The investigator has used the following methods:
5.1 DIAGNOSTIC METHOD:
Diagnostic method is usually done in the beginning of the study in order to
find out the specific weakness and strength of an individual. The
investigator has observed various problems when the classes were taken.
Among different problems the investigator has selected the problem which
was stated already. The investigator has also used diagnostic method for
selecting the sample of her action research so that she can gave them
remedial measures after conducting pre-test and post-test.

5.2 CASE STUDY MTHOD:

Case study method is potentially the most valuable method known for

obtaining a true and comprehensive picture of individuality.1t resembles

almost all the types of research, because present case can be understood

only on the view of its past.

In this action research plan the investigator has used case study method for

giving remedial measures after knowing the cause behind the problem. The

investigator has used this method to solve the problems of the students like

problem related to subject, difficulty in learning the subject, difficulty in

understanding the subject while the teacher teaches in the class, difficulty

in note down the important notes in their notebooks wrongly etc.

6. DESCRIPTION OF THE POPULATION AND

SAMPLE:
In Action Research study, the investigator should clearly define the population
from which she will draw her sample and describe the procedure she will use to
select the sample.
6.1 POPULATION:

Population generally describes the larger group. It is defined as all the items of
an enquiry. Thus, to study the whole population it requires much time. It is not
possible for action research because action research require immediate solution
of the problem. It requires a sample of the total population.

6.2 SAMPLE:

Sample is a small percentage of the larger population who are selected for
research. It can be statistically explained as being a subset of population. A
sample be able to give an idea of the characteristics of the larger group from
where it has been drawn. It is possible to make deduction of the larger
population on the basis of sample.

Sample can be collected either by probability sampling or by non-probability

sampling.

6.2.1 PROBABILITY SAMPLING:

In probability sampling, each item of the population has an equal chance of

inclusion in a sample. It is also known as random or chance sampling. This kind
of sample is selected in such a way that every element chosen has a known
probability of being included.

6.2.2 NON-PROBABILITY SAMPLING:

Non probability sampling is a very convenient in the situation when the sample

to be selected is very small and the investigator wants to get some idea of

population characteristic in short time. Here items are selected deliberately by

the researcher to constitute a sample, here the selection of item remain

supreme. It is also a purposive sampling. The investigator mainly used the non-

probability sampling method for sample selection.

6.3 POPULATION OF THE PRESENT STUDY:

The population of this research is the total number of students of class X that is
38 of Railway H.S. School, Maligaon. Out of which one section is selected which
is class X.

6.4 SAMPLE OF PRESENT STUDY:

In this research study the sample is 10 students of the concerned class of Railway
H.S. School and the students belongs to age group of 15+ years.

7. TOOLS OF DATA COLLECTION

For each and every type of project certain instruments are needed together to
find new facts. The instruments are known as tools. The selection of tools
depends upon the nature of the problem selected. Based on the problem the
investigator can use a wide range of tools for collecting data.

There are various types of tools for collecting data. These tools of data collection

differ in case of the money costs, time and other resources at the disposal of the

investigator. These tools are as follows:

A. DIARY: The diary is used by the investigator to note down the daily

proceedings and important data systematically. The diary of the respondents

can also be utilized in specific cases to obtain data.

B. OBSERVATION: Observation is the process in which one or more person

absences what is occurring in social real-life situation and classify and report

important happening according to some planned scheme. It is used to evaluate

the observed behaviour, events, and the contexts surrounding the events and
 behaviours in controlled and uncontrolled situations. Observation is the most

natural way of gathering data.

C. QUESTIONNAIRE: A questionnaire is a form of prepared and distributed to

secure responses to certain questions. It is a device for securing answers to

questions by using a form which the responded feels by himself/herself. It is a

form of enquiry which contains a systematically computer and organised

series of questions that are to be send to the population samples. It is a

popular means of collecting all kinds of data in research.

D. INTERVIEW SCHEDULE: An interview schedule is a list or a set of

questions to be asked and filled by the interviewer himself in an interview.

This method of collecting data is usually carried out in a structured way where
output depends upon the ability of the interviewer to a large extend.

E. RATING SCALE: By ‘rating’ is mean the judgement of one person by

another. Rating is a term which is applied to express of opinion on judgement
regarding some situations, objects, persons etc. These opinions are usually
expressed on a scale on by categories of values either quantitatively or
qualitatively. Rating technique are the devices by which quantitative
judgements maybe quantified. It is a very useful device in assessing quality
specially when quality is difficult to measure objectively. Rating scale refers to
a scale with a set of points which describe varying degree of a dimension of an
attribute being observed.
F. AUDIO-VIDEO RECORDING: Audio-Video recording are used in data

collection. The investigator records the conversation on the real situation with

the help of electronic tools and keeps them as data for future investigation.

G. PHOTOGRAPH: Photograph taken by the investigator while conducting

research study can be used as data and kept for future use.
In this research study, the following tools of data

collection have been used by the investigator to gather necessary information

from the sample being studied: -

 Observation
Questionnaire
Personal Interview Schedule
Photograph

8. PROCEDURE OF DATA COLLECTION:

In this research study, the following tools of data collection have been used to

gather data the necessary information from the sample being studied: -

Observation.
Questionnaire.
Interview
Photograph.

In the present study the investigator had visited the school after seeking

permission from the concerned authority to collect the necessary data from

the students through observation, questionnaire, interview and photograph.

After selecting the sample for the purpose of research study in the

particular school i.e., Railway H.S. School, Maligaon, the investigator had

made the appropriate use of the tools of data collection. While gathering

data, the investigator has made the best effort to gain the most reliable,

valid, and accurate data. Before developing the questionnaire, the

researcher observed the students' behaviour inside and outside the

classroom environment. The investigator had a successful interaction with

the concerned students and explained the purpose of the questionnaire and

asked them to provide their true and biasfree without fearing any

consequences for keeping any doubts.

 9. FEEDBACK/ OPERATION:
9.1 PRE-TEST:

This research study, the investigator earned out an interactional session with

the concerned students to determine the causes of the problem in geometrical

figure construction. The students were given a questionnaire to be filled up by

themselves. This questionnaire was designed by the Investigator after observing

the student’s behaviour both inside and outside the classroom environment and

was helpful to determine the cause of the problem. The interview acted as pre-

test for this research study. The analysis of the data collected in the pre-test are

included in the later part of this action research report. The main problem found

are lack of awareness of the students as well as their parents, lack of interest of

the students towards the subject, poor foundation of geometrical concepts, lack

of motivation etc.

9.2 REMEDIAL MEASURES:

After analysing the data collected in the pre-test phase, the most probable

causes of the problem of trigonometric ratios were determined and some

remedial measures steps were designed and applied to the students as follows:

WEEK1:

CAUSES: Lack of awareness of the students as well as their parents.

REMEDIAL MEASURES: The students were motivated by making them

aware about the importance of trigonometric ratios and identities and how

trigonometry helps in our day-to-day life in navigating direction.

CAUSES: Lack of interest towards the subject among the students.

REMEDIAL MEASURES: One of the major causes of the problem of

understanding and memorizing trigonometric ratios was lack of interest

towards the subject. Students have a psychological fear of the topic trigonometry

which posses a problem in learning. The investigator has tried to teach them

trigonometric ratios and identities by using different methods so that the

students could involve themselves in learning the trigonometry part of

mathematics. The investigator has used some teaching aids as it makes the

learning process interesting and can create interest among the students.

WEEK 2:

CAUSES: Poor foundations about the basic concepts of trigonometry.

REMEDIAL MEASURES: The students were introduced with the basic

concepts of trigonometric term by the investigator. The investigator taught them

different trigonometric terms, their ratios and identities and some formulas

with the help of teaching aids so that they can capture the things in a better

way.

WEEK 3:

CAUSES: Poor knowledge about the uses of trigonometric ratios.

REMEDIAL MEASURES: Investigator has taught students about the uses of

different trigonometric formulas. The students were introduced with the

different trigonometric ratios and where to use them properly. Examples were

given against each trigonometric ratios so that the students can cater the

concepts properly and use them in measuring distances and heights.

CAUSES: Students do not solve trigonometric problems at home.

REMEDIAL MEASURES: The investigator has applied some methods to

create interest among the student towards trigonometry. The investigator has

applied heuristic method fir this problem and tried to develop their thinking and

imagination power. The investigator has applied this method because if they get
interest towards the subject, they will definitely do their homework and practice

more at home.