The impact of contextualized teaching and learning approach on students’ conceptual understanding of trigonometry

In the 21st century, familiarity with diverse instructional techniques is essential for adapting to various educational contexts and enhancing students’ conceptual understanding of trigonometry. Contextualization makes lessons meaningful by relating content to students’ real-life situations. However, secondary school students continue to struggle with fundamental trigonometric concepts following traditional instruction. This study aimed to investigate the effectiveness of a contextualized teaching and learning approach in improving students’ conceptual understanding of trigonometry. A mixed-method approach was employed, utilizing a pre-test and post-test quasi-experimental design. The study involved 97 grade 10 students from two randomly selected intact classes. The treatment group received contextualized instruction, while the comparison group followed the standard curriculum. Data were collected through context and non-context tests developed with input from experienced teachers and subject matter experts, and analyzed using t-tests and analysis of covariance. Qualitative data were gathered through semi-structured interviews to identify themes related to students’ understanding of trigonometric concepts. The findings indicated that contextualized instruction significantly improved students’ conceptual understanding compared to the traditional approach. Qualitative analysis revealed that the intervention enhanced students’ ability to contextualize trigonometric concepts, increased engagement and motivation, improved visualization of abstract concepts and developed practical application skills. Thus, it is reasonable to conclude that teachers can effectively use a contextualized instruction approach to enhance students’ conceptual understanding of trigonometry, promoting meaningful learning and the real-world application of mathematical knowledge.