ENHANCING COLLEGE OF EDUCATION STUDENTS’ UNDERSTANDING OF BASIC TRIGONOMETRY USING CONCRETE MANIPULATIVES

Abstract

The paper aimed at examining the effect of concrete manipulative in the teaching and learning of basic trigonometry. In the study, some students were taught using the conventional technique, and others taught with a manipulative approach. The study employed a sample of 140 College of Education students. A well-structured, logically, and systematically lessons with the use of manipulatives and other relevant materials such as students’ worksheets were used. A pre-test was employed to assess the academic ability equivalence and homogeneity of the two groups, while post-testing was used to examine the effect of concrete manipulatives on the performance of students in trigonometry. The paper used a non-parametric test of the Mann-Whitney and Wilcoxon test to compare the mean values between the experimental and control groups to evaluate the data at an alpha level of 0.05. The finding of the study demonstrated no statistical significance between the two groups in the pretest. In the posttest scores between the control and experimental groups, Mann-Whitney and Wilcoxon non-parametric tests found a statistically significant difference. The study reiterates the interest of students revived from the use of appropriate teaching aids, methodology, and an enabling classroom environment and consequently would make them appreciate fundamental trigonometry.