The effect of the activity-based approach on grade 11 learners’ performance in solving two-dimensional trigonometric problems

Abstract

The study explored the effect of the activity-based approach (ABA) on grade 11 learners' performance in solving two-dimensional (2D) trigonometric problems. A sequential explanatory design was used, starting with the quantitative, followed by the qualitative method. The experimental group (EG) and the control group (CG) were facilitated using ABA, while CG was taught using traditional teaching approach. A 2D trigonometry test was used as a pre-and posttest to measure learners' performance. EG's experiences of using ABA were captured through focus group interviews. The study findings reveal significant differences between EG and CG posttests [t(100)=.3. 95; p=.05] with Cohen d=.79. Also, ABA did not segregate between boys and girls. Despite ABA being time-consuming, learners in EG developed collaborative skills, trigonometry vocabulary, the ability to solve trigonometric problems, and learning autonomy, which improved their performance. The study recommends ABA to improve learners' performance.

Using indigenous artefacts to support conceptual field approach of learning special trigonometric angles

“…On research question three, the results in Table 6-Table 8 significantly improved with the use of the conceptual field approach as a whole. The paired t-test statistically significant increased to showed participants made use of the conceptual fields (Maphutha et al, 2022). The results also showed that using indigenous artefacts really supported conceptual field approach to learning special trigonometric angles in Table 8.…”

“…The instructional decisions and sharing the information took place in conferences, workshops, seminars, symposia and now this international reputable journal. The researcher would revisit these models periodically in order to continuously guarantee uniformity, consistency and coherence of the findings (Maphutha et al, 2022).…”

“…This knowledge can be put to maximum use in solving not only the special trigonometric angles but mathematics in general. In particular, Maphutha et al (2022) equally performed a two-dimensional trigonometry test on pre-and post-test to measure learners' performance and found significant differences between the two tests (t[100]=.3. 95; p=.05) with Cohen d=.79.…”

Exploring grade 11 learners’ mathematical connections when solving two-dimensional trigonometric problems in an activity-based learning environment

“…Source: Maphutha et al (2022) The question was pitched at the level of the complex procedure according to DBE (2011). The question has been set in a context familiar to learners' background.…”

“…ABL environment also fosters the development of skills such as critical thinking, communication, problem-solving, and creative thinking (Karapetian, 2020;Pokhrel, 2018). Posited by Maphutha et al (2022), an ABL environment provides learners with an opportunity to acquire process skills such as connection, representation, communication, and reasoning when solving mathematics problems. Thus, ABL provides learners with an opportunity to construct new knowledge (Nwoke, 2021).…”