Structured Approach vs. Self-Paced Modular Approach in Teaching Trigonometry

The study aimed to determine which approach in the teaching of Mathematics allowed students to achieve a higher mathematical performance and to establish the learning styles of the students to showed greater confidence on a written posttest – the self-paced modular approach or the structured lecture demonstration based approach. The instruments used in the study are Trigonometry Achievement Test (PTAT) designed by the researcher and the Grasha – Reichmann Student Learning Style Survey. Hence. the result shows on the test of significant difference on the respondents learning styles and level of performance established independent learning conditions and demonstrate remarkably higher mathematical performance, respectively. In the light of the statistical analysis and the findings of the study, it could be generalized that SPMA made the students learning styles more independent because they prefer to work at their own pace. Hence, SPMA help them also improve their level of performance in relation to plane trigonometry regardless of their mathematical abilities compared to structured approach. Along these lines, the subsequent recommendations are presented for consideration: The teachers should use collective learning style inventories so that students remain interested throughout their mathematics course. And should use SPMA in teaching trigonometry and other disciplines in the field of mathematics.

Keywords: Self-Paced Modular Approach, Structured Approach, Learning Styles, Academic Performance