Chapter I

INTRODUCTON

Rationale

Mathematics introduces and develops the “problem-solving” concepts, as

fundamental component of school learning with a strong formative effect on

students (Caprioara, 2015). Learning about angles is one of the topics that is

used in everyday life.

There are many problems involving angles in several fields like

engineering, medical imaging, electronics, astronomy, geography, and many

more. Surveyors, pilots, landscapers, designers, soldiers, and people in many

other professions heavily use angles and trigonometry to accomplish a variety of

practical tasks.

Trigonometry is defined as the branch of mathematics dealing with the

relations of the sides and angles of triangles and with relevant functions of any

angles. Furthermore, there are six trigonometric functions used in trigonometry,

namely the sine, cosine, tangent, cotangent, secant, and cosecant.

Problems encountered in teaching trigonometry are the relationships

between angles and sides in a triangle and teaching trigonometric functions.

Trigonometry is all about understanding the use of concepts on triangle

trigonometry in solving different real-life problems involving right triangles on

many junior high schools.

 Though students have a level of perception about the fundamental

concepts of trigonometry and trigonometric functions, some of them have

difficulties on these lessons causing them to get low grade.

There are various ways or solutions in solving mathematical problems

especially in trigonometric functions for special angles. A person’s hand can be

used as technique. One of the examples is the “trigonometric hand trick”. It is an

easy way to solve for the trigonometric functions of special angles.

Students getting low grade in mathematics must be resolve. An easier

method in solving mathematical problems will minimize the students’ problem in

mathematics. Trigonometry is one of the complicated lessons in mathematics

specifically trigonometric functions for special angles. Thus, the researchers

conduct this study in order to determine the effectiveness of using trigonometric

hand trick as an easier method in solving trigonometric functions for special

angles.

Literature Background

Mathematics is a methodical application of matter. It is the power of

reasoning, creativity, critical thinking, and problem-solving ability. Those abilities

need basic mathematical skills and it offers rationality to everyone’s thoughts

(Fasya, 2019). Mathematics is such a broad subject dealing with many different

ideas and concepts. It is broken up into various branches. Though there are

many different categories, there are five main branches in mathematics

namely algebra, calculus, geometry, statistics and probability, and trigonometry,

Social Development Theory

This theory argues that social

interactions precedes development,
consciousness and cognition are
the end product of socialization and Batas Pambansa Blg. 232
social behavior.
Chapter 3 Section 16-2
(Vygotsky, 1978) Every teacher shall
Cognitive Learning Theory
be accountable for the
Bruner cognitive development of efficient and effective
children in 1966, he proposed three attainment… resources.
modes of representations:
enactive, iconic and symbolic Article VII, Section 9 of the
representation. Code of Ethics for Professional
Teacher
(Piaget, 1936)
Learning by Doing Theory A teacher shall
ensure that the condition
….a hands-on approach to contributes to the
learning, meaning students must
maximum development…
interact with their environment in
order to adopt and learn. difficulties.

(Dewey, 1854)

Hanopol National High School Grade 9 Student’s performance in

solving functions of trigonometry in special angles

Control Group Experimental Group

 Pre-test  Pre-test
 Conventional way of teaching  Exposed to Trigonometric
 Post-test Hand Trick
 Post-test

Student’s Level of Acceptance

towards Trigonometric Hand

Proposed Action Plan

Figure 1. Theoretical and Conceptual Framework

in which most subjects in mathematics can be placed.

Meanwhile, teachers who are using the conventional method of solving

various problems provided by the curriculum often observe that during the

discussion students have a hard time on giving up their concentration on the

lesson. Most of the learner’s perception about mathematics is that the given

schemes are tricky to be obtained by their intellect. In addition, learners thought

of it as just a subject that requires an average grades on passing it for every

grading period. Alternatively, learner’s knowledge is obtained through the

teachings of the educators. Not just the simple manner of teachings, but students

requires a distinct and dynamic means of educating for the improvement of the

learner’s participation. Thus, acquiring the learning is constituted by different

aspects.

As cited in Social Development Theory by Lev Vygotsky (1978),

socialization primarily affects the learning process in an individual. It tries to

explain consciousness or awareness as the result of socialization. After an

interaction with other people, learners tend to internalize what they uttered.

One of its examples is the teaching-learning process presented around a

student’s environment of education. As the learners attend the classes,

association with the classmates and teachers are commonly acquired to maintain

a good socialization behavior, but socialization does not mean that it only

includes communication. Students that tend to ask questions and a clarification

means that they are seeking for an additional knowledge. Hence, it is the
teacher’s responsibility to nourish a learner’s cognitive and physical needs

through socializing with each other.

Moreover, the Cognitive Learning Theory by Jean Piaget (1936) is a broad

theory that explains thinking and differing mental processes and how they are

influence by the internal and external factors in order to produce learning in

individuals.

An example of this theory is students that do not take mathematics as a

passion. Those students might see themselves having a poor performance in

that subject. But then, a teacher may change students’ way of thinking about

mathematics by helping them improve their knowledge on that subject. When

cognitive processes are working normally then acquisition and storage of

knowledge works well. But when the teacher discourages the students about

mathematics, their negative thinking about that subject will get worse. There are

other factors that will also affect the students’ pattern of thinking about

mathematics. But as they seek knowledge about mathematics, they need to have

a positive environment in order for them to have a positive outlook about that

field.

Likewise, Learning by Doing Theory by John Dewey (1854) is define as a

hands on approach to learning which means students must interact with their

environment in order to adopt and learn.

Knowledge is gained from different person but it is more essential if

students would gain his knowledge through self-discovery. Mathematics involves

generalizing a solution for a real life situation problem. Since the field is

applicable in the real world where problems are usually found, learners are able

to analyze a solution to a particular problem if they are able to cope up with the

situations. Adopting with the environment would be easier for the student to

distinguish the hitches around him. Thus, students must have to execute a logical

solution through hands-on and applying it on their real life.

Since educators have a great role on progressing a child’s development,

Batas Pambansa Blg. 232 Chapter 3 Section 16-2 states that:

Every teacher shall be responsible for the efficient and effective attainment of
the specified learning objectives in pursuance of national development goals
within the limits of available school resources.

It is the responsibility of the educators to provide information from any

available resources. In mathematics, most of the problems are complex and not

that easy to solve but an easy to remember and short tool is a way in attaining

the specified learning objectives. Presenting the mathematical ideas and

concepts through an object such as techniques could be a help in enhancing the

ability of students in solving problems.

Article VII, Section 9 of the Code of Ethics for Professional Teacher states

that:
A teacher shall ensure that the condition contributes to the maximum
development of the learner are adequate and shall extend needed assistance in
preventing or solving learner’s problems and difficulties.

In this section, teachers must give suggestions, offer a problem solving

heuristic, teach a variety of problem solving strategies, allow time for the students

to struggle with the problem, choose problems that requires time to think through
a solution, provide a variety of problems, allow students to have time to practice

a heuristic and strategies, encourage students by asking questions, provide

encouragement and appreciation and serve as a role model to students. These

are the roles of teachers that contribute to the maximum development of

learners’ ability in mathematics.

Trigonometry is a branch of mathematics that deals with relationships

between the sides and angles of triangles. It is also the study of trigonometric

functions and their applications. Furthermore, trigonometric functions is a

function of an arc or angle such as sine, cosine, tangent, cosecant, secant, or

cotangent simply expressed in terms of the ratios of pairs of sides of a right-

angled triangle also called circular function. It is used to relate the angles of a

triangle to the lengths of the sides of a triangle.

If a right triangle has one angle θ,

c
a

A C
b

Figure 2. One Angled Right Triangle

then the following hold true:

a c
sin θ= csc θ=
c a
 b c
cos θ= sec θ=
c b

a b
tanθ= cot θ=
b a

Example 1:

If we are given one angle in a right triangle θ=45° and it is already known

that the measure of the hypotenuse is 1, what are the measures of the two other

legs?

Using the formulas above:

opposite a
sin 45 °= =
hypotenuse 1

adjacent b
cos 45 °= =
hypotenuse 1

Use a calculator to determine sin 45 ° and cos 45 °.

a
0.707=
1

b
0.707=
1

It can be seen that the measure of a and b is equal and that the length is:

1 ×0.707=0.707

There is a special rule in trigonometry often used as a memorization

acronym specifically CAST. Essentially, “CAST” stands for COSINE-ALL-SINE-

TANGENT. Starting in Quadrant 4 and going in a counter clock-wise fashion, the

CAST rule will tell us trigonometric ratios (cosine, sine, and tangent) are always

positive in said quadrants. Before continuing on defining the CAST rule, it will be

appropriate to review Pythagorean Theorem. Pythagoras’ Theorem is as follows

for only triangle that has a right-angle (90 degree angle) within in:

a 2+b 2=c 2

Where c is the hypotenuse (or the largest side on a right-angle triangle),

and a and b are arbitrarily the other two sides. Geometrically, the following

diagram illustrates Pythagoras’ Theorem:

c2

c
b b2

a2

Figure 3. Pythagoras’ Theorem

where the area of c 2 is equal to the area of a 2 plus b 2 for any right-angle triangle.

Nevertheless, this property will be important in defining the unit circle; we inscribe
right-angle triangles defined by a portion of the x-axis and some ray, S and a

perpendicular line from the termination of S to the x-axis. Our creation of that

perpendicular line from the terminal of ray S to the x-axis means that it had

essentially formed right-angle triangle. Hence, the Pythagoras’ theorem can be

used effectively for defining the CAST rule. Take a look at first the triangle we

made in Quadrant 1.
∞

Quadrant 2 Quadrant 1

θ
0
∞
0
Quadrant 3
Quadrant 4
Figure 4. Triangle in Quadrant 1

It can be notice that in Quadrant 1, x-values are restricted from 0 to ∞,

while y-values are also restricted from 0 to ∞. More precisely, unit circle x-values

are restricted from 0 to 1, while y-values are also restricted from 0 to 1.

0< x Q 2 <1 , 0< y Q 1 <1

But, it is already known that:

x=cos (θ ) , y=sin(θ)

Thus we can obtain the inequality:

0< cos(θ)Q 1 <1 , 0<sin(θ)Q 1 <1

Essentially, it is known that in quadrant 1, cos θ and sin θ are positive since

their values must exist between 0 and 1 when constructing an inscribed triangle

in Quadrant 1. However, it is known that:

sin(θ)
tan(θ)=
cos(θ)

But since cos θand sin θ are both positive in Quadrant 1, then tanθ must also be

positive because tanθ can be expressed in terms of cos θ and sin θ, thus

obtaining:

0<tan(θ)Q 1 <1

Look at the triangle constructed in Quadrant 2:

∞

Quadrant 2

−∞ 0

Figure 5. Triangle in Quadrant 2

It can be notice that an angle inscribed within Quadrant 2, the x-values are

restricted between -∞ and 0, and the y-values are restricted between 0 and ∞.
More precisely for the unit circle, the x-values are restricted between -1 and 0,

and the y-values are restricted from 0 to ∞. Hence, obtaining:

−1< x Q 2 <0 , 0< y Q 2 <1

−1<cos ( θ )Q 2< 0 , 0<sin(θ)Q 2 <1

Or more precisely cos θ will be negative, and sin θ will be positive in Quadrant 2.

However it is known that tanθ is represented in terms of cos θ and sin θ. In terms

of just positive/negative signs, the following can be obtained:

sin(θ)
tan ( θ )=
cos(θ)

tan ( θ )= + ¿ ¿ ¿
−¿

Or more precisely, tanθ will be negative in Quadrant 2 always.

Now look at Quadrant 3 from the following diagram below:

−∞ 0

Quadrant 3

−∞
Figure 6. Triangle in Quadrant 3
 When a triangle constructed is in Quadrant 3, then the x-values are

restricted from -∞ to 0 and the y-values restricted from -∞ to 0. More precisely for

the unit cicle, the x-values restricted from -1 to 0, and the y-values are restricted

from -1 to 0. Thus, obtaining :

−1< x Q 3 <0 ,−1< y Q 3< 0

−1<cos ( θ )Q 3< 0 ,−1<sin (θ)Q 3< 0

tan ( θ )= −¿ ¿ ¿
−¿

Thus sin θ and cos θ will always be negative when constructed in Quadrant

3 while tanθ will always be positive because a negative divided by a negative is a

positive.

Not going through quadrant 4, however, the procedure follows identically

to that of Quadrant 1, 2 ,and 3 derived above. The table below will summarize

the signs (positive or negative) for cosine, sine, and tangent:

Table 1. The Signs for Sine, Cosine, and Tangent

cos θ sin θ tanθ

Quadrant 1 Positive Positive Positive
Quadrant 2 Negative Positive Negative
Quadrant 3 Negative Negative Positive
Quadrant 4 Positive Negative Negative
From this diagram, it can be determine that cos θ is positive in Quadrants 1 and 4,

sin θ is positive in Quadrants 1 and 2, and tanθ is positive in Quadrants 1 and 3.

More intuitively, cos θ is exclusively positive in Quadrant 4, sin θ is exclusively

positive in Quadrant 2, and tanθ is exclusively positive in Quadrant 3.

The table below summarizes as follows:

Table 2. Quadrants where sin θ, cos θ, and tanθ are Exclusively Positive

cell-content cos θ sin θ tanθ

Exclusively positive in: Quadrant 4 Quadrant 2 Quadrant 3

Thus this is how to define the CAST Rule:

S A
cos θ = negative cos θ = positive
sin θ = positive sin θ = positive
tanθ = negative tanθ = positive

cos θ = negative cos θ = positive

sin θ = negative sin θ = negative
tanθ = positive tanθ = negative

T C
Figure 6. CAST Rule Definition

Where the letters of CAST starting at quadrant 4 going counter clockwise state

which trigonometric ratios are exclusively positive in that quadrant.

Students believe that the excellence on solving various problems in

mathematics is based on someone’s critical ability. Some students also tend to

forget the mathematical lessons specifically trigonometry that was previously

discussed by the teachers. Students might not realize but mathematics is

important in daily life. Thus, the reason for conducting this research is to

determine the effectiveness of trigonometric hand trick as a unique way or

shortcut for solving trigonometric functions.

………………………………………Related Studies…………………………………

THE PROBLEM

Statement of the Problem

The main thrust of the study is to determine the effectiveness of

trigonometric hand trick as a tool in solving trigonometric functions for special

angles among the Grade 10 students of Hanopol National High School in the

school year 2020-2021.

Specifically, it seeks to answer the following:

1. What are the pretest and posttest performance of the two groups in

solving trigonometric functions for special angles?

2. Is there a significant difference in the performance of the students in

solving trigonometric functions for special angles as viewed in:

2.1. Pretest in both groups;

2.2. Pretest and posttest of each groups; and

2.3. Posttest of both groups.

3. What is the students’ acceptability level towards trigonometric hand

trick?

4. What is the proposed action plan for the implementation of the

trigonometric hand trick as a tool in solving trigonometric functions for

special angles?

Statement of the Null Hypothesis

 There is no significant difference in the performance of the students who

use trigonometric hand trick and those who do not.

Significance of the Study

The researchers believe that the result of the study would be beneficial to
the following:

School. The outcome of the study will help the administrators to support
the use of trigonometric hand trick as a tool in teaching mathematics and to
encourage the teachers to integrate this tool as they present mathematical
applications.

Teachers. This will serve as alternative tool in introducing mathematical

concepts especially in mastering fundamental integer operations through
incorporating trigonometric hand trick in the class.

Students. It will provide them additional hands-on resource for learning

basic math concepts which involve mathematical operations and applications to
enhance their skills and understanding.

Future Researchers. This will serve as a guide, a source and a reference

to supply them some necessary information in conducting future studies related
to the said topic.

RESEARCH METHODOLOGY

Design

This study will use the experimental design, specifically the matching-only

design. The design is composed of pretest, discussion, experimentation and

posttest. The result of the pretest will serve as the basis in dividing the students

into two groups. The control group will be exposed to conventional method of
teaching while the experimental group will be exposed to trigonometric hand

trick. Afterwards, posttests will be administered to both groups.

Environment

Hanopol National High School will be the locale of the study, located at

Sto. Niño, Balilihan. The researchers will choose it as the research environment

because the place is suitable for the study since it offers Secondary Education.

Participants

The respondents of this study will be the grade 10 students of the school

year 2020-2021. The researchers will choose them as the respondents of the

study since they have already tackled trigonometry lesson in their previous grade

level. The researchers will use purposive sampling in determining the

respondents since they possess the information relevant to the study. The

groupings will be formed by matching their pretest scores. The scores were

distributed fairly and evenly to each group.

Instruments

a. Preparation of Questionnaires

In this study, the tools that will be used in gathering data are pretest and

posttest questionnaires. The researchers will formulate the questions based from

the book Mathematics 9 Learner’s Material (Bryant M., et al., 2014).

 Survey questionnaires that will be compose of 25 items will be given to

cover the level of acceptance of the students towards trigonometric hand trick for

special angle using the scale 4(strongly agree), 3(agree), 2(disagree), 1(strongly

disagree).

b. Validation of Test Questionnaires

To validate the test questionnaires, it will be refer to the thesis committee

for revision. Afterwards, pilot testing will be administered to Grade 10 students

because they were able to take this subject already. After checking and gathering

data, the researchers will have the item analysis to detect whether the test items

is acceptable and valid. After the item analysis, the questionnaires will be ready

for the final drafting wherein those questions accepted will be retained and those

questions that were not accepted will be revised or eliminated.

c. Trigonometric Hand Trick for Special Angle

Trigonometric hand trick is one of the existing techniques that can be use

in solving trigonometric functions. The researchers will make a hand model cut

out from cartolina as a visual aid. In this model, numbers are written on the

fingers and in the center of the hand. The mechanics or the nature of the

technique will be found in the appendix.

Procedure

Phase 1. Securing Permission to Conduct the Study

 A permission letter will be given to the school director and school principal

of Carmel Academy and the school principal of Hanopol National High School to

seek permission for conducting the study. Upon the grant of approval, the

researchers will ask for a time schedule to the school principal and the class

adviser for administering the pretest, discussion, posttest, and survey for the

level of acceptance towards Trigonometric Hand Trick.

Phase 2. Administration of the Pretest

The researchers will administer 20-items test to the Grade 10 students for

one hour. The results of this test will be the basis in grouping the respondents to

attain parallel level of knowledge before having the experimentation.

The researchers will use the matching method in grouping the

respondents based on the results of pretest conducted. Scores will be paired and

will be evenly distributed to both groups.

Phase 4. Discussion

The two groups will be given the discussion to review the terms, rules, and

processes in solving trigonometric functions for special angles. The researchers

will conduct the discussion for 30 minutes.

Phase 5. Administration of the Experiment

Two sessions will be allotted for the experimentation. The control group

will be exposed to conventional method of teaching. The students will be given

some exercises for them to practice solving using the paper-pen test. They will
perform the test like the typical setting wherein they are one seat apart from each

other.

The experimental group will be introduced to trigonometric hand trick. The

researcher will show them first on how to solve trigonometric functions for special

angles through the technique after which, they will be asked to answer the

posted questions.

Phase 6. Administration of Posttest and Evaluation

After two days of experimentation, the researchers will administer the 20-

items posttest to the both groups. The data gather will be interpreted and

analyzed to determine the effectiveness of the two methods in solving

trigonometric functions for special angles.

Phase 7. Survey for the Level of Acceptance

The experimental group will answer questionnaires that were designed to

determine the level of acceptance of the students towards trigonometric hand

trick as a technique in solving trigonometric functions for special angles.

Statistical Treatment

To get the level of performance of the control group and the experimental

group of the pretest and posttest before and after the exposure to pen-paper test

and to trigonometric hand trick, the arithmetic mean will be used.

The scores will be interpreted according to scale:

 Range Description

17-20 Excellent

13-16 Very good

8-12 Good

4-7 Fair

0-3 Poor

To find out if there will be a significant difference in the performance of the

Grade 10 students in solving trigonometric functions for special angle based on

the pretest and post-test of each group, that is, the group that will be exposed to

the pen-paper test and the group that will be exposed to trigonometric hand trick,

the researchers will use the t-test formula.

T-test Formula:

D−μ D
t=
SD
√n
Where:

t = computed t-value

D = mean difference in the score

μD = expected mean

SD = standard deviation of the difference score

n = number of respondents

To find out if there is a significant difference in the performance ofthe

students in solving trigonometric functions for special angle based on the pretest

and posttest of both groups, the researchers will use t-test formula:
 x1 −x2
t=
s12 s 22
√ +
n1 n2

Where:

t = t-test value

x1 = mean score of the experimental group

x2 = mean score of the experimental group

S12 = variance of the first group

S22 = variance of the second group

n1 = number of respondents of the control group

n2 = number of respondents of the experimental group

Employing the formula for weighted mean in computing the data, the

researcher determined the level of acceptance of the experimental group to

algebra tiles.

The weighted mean was then interpreted according to the following scale:

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