Enhancing Students’ Understanding of Trigonometry through Technology-Supported Instruction in the General Foundation Program: An Action Research Study

Abstract

This research examines the effectiveness of activity-based and technology-supported instruction in enhancing students' conceptual knowledge in the mathematics module of the General Foundation Program (GFP), with a focus on improving undergraduate students' mathematics readiness and aligning with national priorities to stimulate innovation in STEM education. The research was carried out with 100 GFP students to determine how effective practice-based, technology-enhanced instructional strategies were in teaching students about trigonometric concepts. The study included the use of visualization, gamified assessments, and interactive quizzes to enhance students' understanding and apply their knowledge of trigonometry through instructional interventions utilizing the GeoGebra tool and Kahoot (gamified platform). The research included data collection through classroom observations, performance evaluation comparing traditional vs. activity-based teaching methods and student perception survey. The results showed that students had a significantly improved understanding of trigonometric concepts and developed increased confidence when solving real-world problems using the technology-integrated applied learning practices versus traditional lecture-based instruction. This study demonstrates that technology integration and applied learning promote the achievement of GFP  learning objectives as well as encourage critical thinking and innovation in education. The results of the research provide recommendations for practical improvement in educating student of trigonometry and for improving mathematics education within the GFP framework.