A Study of The Effects of Classroom Structure and Instructional Methods on Students Learning of Trigonometric Concepts in Mathematics

Abstract

To think in a methodical and logical way, mathematics is an essential skill. On top of that, it may be used to learn new things in many other subjects. Recently, there has been a need to find better ways to teach mathematics, especially trigonometry, at senior high schools (SHSs), in order to increase students' understanding of the subject. Thus, numerous studies on what makes a good teaching style that helps students understand the material are necessary. Research has shown that students in higher education, particularly those at the secondary school level, suffer when teachers are unable to relate to the elements of a meaningful-based teaching approach. This study sheds insight on the ways in which a student's learning environment and instructional approaches affect his or her capacity to learn trigonometry, an area where academic policy-makers and educators are now developing transformational initiatives.The study objectives of this article are founded on the premise that environmental motivating characteristics are necessary to excite students' attention and intellect when learning trigonometry, a real-life method that depends on the size and distance of an object. As a result, this program aims to improve and make better use of two features—the classroom environment and instructional method —in elementary and secondary school settings.