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

Abstract

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