Using experiential learning in solving 3-dimensional problems in trigonometry

Abstract

In this case study, the efficacy of experiential learning for solving 3-dimensional problems in trigonometry was tested. The study involved two groups of students in grade 12 at a high school in South Africa, the control (n=35) and the experimental (n= 37). The control group was taught via the traditional approach, whilst the experimental group was taught using experiential learning in a collaborative classroom setting. Kolb’s experiential learning theory was applied as the theoretical framework and data was collected through pre- and post-tests. The pre-test and post-test scores for both groups were analysed using the mixed-effects negative binomial model and from the results it was established that experiential learning resulted in significant improvements in participants' performance compared to the traditional method. Therefore, the researchers concluded that experiential learning is an effective instructional approach, thus, recommending this mode of pedagogy for solving 3-dimensional problems in trigonometry.