CONTEXT-BASED MATHEMATICAL MODELING AS A STRATEGY FOR IMPROVINGPROBLEM SOLVING SKILLS IN TRIGONOMETRY

Abstract

In today's changing world where scientific and mathematical reasoning is essential for informed decision-making, many secondary school students struggle with trigonometric problem-solving, creating barriers to STEM (Science, Technology, Engineering, and Mathematics) careers. This study aimed to investigate the effect of context-based mathematical modeling strategy on secondary school students’ problem-solving skills in trigonometry. The study employed a quasi-experimental design, and involved 97 Grade 10 students from two public secondary schools, using a mixed-methods framework for a comprehensive analysis. Quantitative data from pre- and post-intervention tests were analyzed using t-test and analysis of covariance (ANCOVA), controlling for baseline abilities. Qualitatively, students' written work was examined through Pólya’s problem-solving framework, supplemented with interviews to understand their cognitive processes. The results revealed a statistically significant and more improvement in problem-solving in the treatment group compared to the comparison group. Therefore, the context-based mathematical modeling strategy fundamentally improved how students thought and solve about and applied trigonometry, shifting their focus from mere computation to connecting abstract concepts to real-life situations in problem solving process.