Abstract:
Trigonometry has always been one of the popular topics that always appear in mathematics examination papers. In Brunei Darussalam, trigonometry is taught in the upper secondary level (Year 10) in preparation for the Cambridge Ordinary (O) Level Examinations for Mathematics Syllabus D and in greater depth, on Additional Mathematics. Trigonometry is repeatedly taught in the Pure Mathematics for Pre-University students who will sit for the Advanced Subsidiary (AS) Level Examinations. Undoubtedly, trigonometry is considered as one of the important topics that students must comprehend.
Nevertheless, the results obtained for this topic have not been encouraging. Hence, the aim of the study is to understand and to investigate Pre-University students' performance in trigonometry. This study sets to determine the correlation of conceptual knowledge and procedural skill with regards to trigonometry test achievements of students using pre and post-tests. The analyses of students' misconceptions and mathematical errors will also provide clearer understanding on the difficulties encountered by the students in solving trigonometric function problem.
This study is carried out in one of the colleges in Brunei Darussalam during the academic year of 2013. In total, 51 students from two Pre-University classes participated in the study. The instruments used were pre and post-tests consisting of six selected trigonometric questions. The questions were selected so that both the conceptual knowledge and procedural skills will be tested.
The pre-test was administered and several findings were obtained. Some of them were able to solve questions that tested on procedural skills. However, they did not perform as well as was predicted in the conceptual questions, due to the lack in the conceptual aspects on trigonometry. Other observations include lack of knowledge on trigonometric graphs, failing to understand the questions due to inadequate basic knowledge of trigonometry and unable to recall formulae. From the post-test results, there were improvements in the students' performance. This indicated that learning had taken place for the students. There were also great improvements on procedural skills and a slight increase on conceptual knowledge. The greatest obstacle is that students memorise the sequence or steps. The common misconceptions noticed were misused data, logically invalid inference and technical mechanical error. Also, there were few careless mistakes (procedural error) done by the students which imply that they had more conceptual error.
Nevertheless, the results obtained for this topic have not been encouraging. Hence, the aim of the study is to understand and to investigate Pre-University students' performance in trigonometry. This study sets to determine the correlation of conceptual knowledge and procedural skill with regards to trigonometry test achievements of students using pre and post-tests. The analyses of students' misconceptions and mathematical errors will also provide clearer understanding on the difficulties encountered by the students in solving trigonometric function problem.
This study is carried out in one of the colleges in Brunei Darussalam during the academic year of 2013. In total, 51 students from two Pre-University classes participated in the study. The instruments used were pre and post-tests consisting of six selected trigonometric questions. The questions were selected so that both the conceptual knowledge and procedural skills will be tested.
The pre-test was administered and several findings were obtained. Some of them were able to solve questions that tested on procedural skills. However, they did not perform as well as was predicted in the conceptual questions, due to the lack in the conceptual aspects on trigonometry. Other observations include lack of knowledge on trigonometric graphs, failing to understand the questions due to inadequate basic knowledge of trigonometry and unable to recall formulae. From the post-test results, there were improvements in the students' performance. This indicated that learning had taken place for the students. There were also great improvements on procedural skills and a slight increase on conceptual knowledge. The greatest obstacle is that students memorise the sequence or steps. The common misconceptions noticed were misused data, logically invalid inference and technical mechanical error. Also, there were few careless mistakes (procedural error) done by the students which imply that they had more conceptual error.