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

Kgaladi Maphutha; Satsope Maoto; Israel Kibirige

doi:10.29333/ejmste/12405

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Kgaladi Maphutha ¹ ^* , Satsope Maoto ¹ , Israel Kibirige ¹

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¹ Department of Mathematics, Science and Technology Education, University of Limpopo, Sovenga, SOUTH AFRICA^* Corresponding Author

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 post-test 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 post-tests [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.

Keywords

activity-based approach
enjoyed
autonomy
traditional teaching approach
learners’ performance

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2022, Volume 18, Issue 10, Article No: em2155

https://doi.org/10.29333/ejmste/12405

Publication date: 27 Aug 2022

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Article Downloads: 1352

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How to cite this article

APA

Maphutha, K., Maoto, S., & Kibirige, I. (2022). The effect of the activity-based approach on grade 11 learners’ performance in solving two-dimensional trigonometric problems. Eurasia Journal of Mathematics, Science and Technology Education, 18(10), em2155. https://doi.org/10.29333/ejmste/12405

Vancouver

Maphutha K, Maoto S, Kibirige I. The effect of the activity-based approach on grade 11 learners’ performance in solving two-dimensional trigonometric problems. EURASIA J Math Sci Tech Ed. 2022;18(10):em2155. https://doi.org/10.29333/ejmste/12405

AMA

Maphutha K, Maoto S, Kibirige I. The effect of the activity-based approach on grade 11 learners’ performance in solving two-dimensional trigonometric problems. EURASIA J Math Sci Tech Ed. 2022;18(10), em2155. https://doi.org/10.29333/ejmste/12405

Chicago

Maphutha, Kgaladi, Satsope Maoto, and Israel Kibirige. "The effect of the activity-based approach on grade 11 learners’ performance in solving two-dimensional trigonometric problems". Eurasia Journal of Mathematics, Science and Technology Education 2022 18 no. 10 (2022): em2155. https://doi.org/10.29333/ejmste/12405

Harvard

Maphutha, K., Maoto, S., and Kibirige, I. (2022). The effect of the activity-based approach on grade 11 learners’ performance in solving two-dimensional trigonometric problems. Eurasia Journal of Mathematics, Science and Technology Education, 18(10), em2155. https://doi.org/10.29333/ejmste/12405

MLA

Maphutha, Kgaladi et al. "The effect of the activity-based approach on grade 11 learners’ performance in solving two-dimensional trigonometric problems". Eurasia Journal of Mathematics, Science and Technology Education, vol. 18, no. 10, 2022, em2155. https://doi.org/10.29333/ejmste/12405