5.3.1 THE OVERALL PERFORMANCE OF THE STUDENTS
The overall performance of the students (in the assessment test on trigonometry functions) from the experimental group was better than that of the control group. That means ICT, Geogebra in this study, was shown to be more effective in the teaching and learning of trigonometry functions. This is consistent with the studies by Zengin et al., (2011); Demir, (2012) who found that the students’ achievement after instruction that involved Geogebra improved more than for the students who did not receive such instruction.
5.3.2 CONNECTIONS OF TRIGONOMETRY FUNCTIONS
On connections of trigonometry functions, the experimental group was found to have scored higher than the control group. Here it can be deduced that the use of ICT is effective in the students’ ability to make connections between different representations and contexts of trigonometry functions. The tasks that involved connections included drawing of graphs from given algebraic representations, derivation of formulae (equations) of graphs, and connecting a unit circle to a point on the graph (Table 3.3). Most of the students in this study managed to plot the graphs, which is in contradiction to what Demir (2012) found in his study that most students could not draw the cosine graphs. Similar to the results of Demir (2012), many students in this study, could connect a point on the unit circle to a point on a graph, which is in contrast to the findings of Brown (2005). Only a few studies have dealt with connections of trig functions and even less have been seen to be dealing with tangent functions. This study is the first comprehensive study that involves all the basic trigonometry functions and their connections.
5.3.3 INTERPRETATION AND ANALYSIS OF TRIGONOMETRY FUNCTIONS
When it comes to interpretation and analysis of trigonometry functions, the experimental group was found to have performed significantly better than the control group. Here we can deduce that the use of ICT is effective in improving the students’
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ability to interpret and analyze trigonometry functions. During the lesson in the experimental group the students only needed to type in equations which produced different trigonometry graphs. This allowed and gave them time to explore, investigate and interpret the properties of the different graphs. This was unlike situations where students would have to draw graphs manually from point to point and then analyse them. This is confirmed by (Clements, 2000) who stated that instant feedback from ICT programs encourages students to use conjectures and to keep exploring.
5.3.4 TRANSFORMATION OF TRIGONOMETRY FUNCTIONS
With transformation of trigonometry functions, the results of the 𝑡 − 𝑡𝑒𝑠𝑡 in Table 4.10 show that there was a statistically significant difference between the mean of the experimental group and that of the control group. The experimental group performed much better than the control group. Similar results were found on individual questions based on transformation (Appendices 12-21; Appendices 24A, 24B; 28- 337B). The findings suggest ICT-assisted instruction is preferable in supporting student learning of transformations of trigonometric functions. The finding was in agreement with the findings of Bakar, Ayub, Luan, & Tarmizi, 2010; Ross et al., 2011).
5.3.5 DERIVATIONS OF GENERAL AND SPECIFIC SOLUTIONS OF TRIGONOMETRY FUNCTIONS
On derivations of general and specific solutions of trigonometry functions, there was no statistically significant difference between the experimental and the control group (See Table 4.12). It was then concluded from the results of solving equations, that neither the use of ICT nor the traditional method of teaching could be said to have influenced the results. It should be noted here that after the teaching and learning of trigonometry functions, the students in the experimental group did not use Geogebra in the remaining lessons which involved solving equations, simplifying expressions and proving identities. The students showed a preference to using calculators. This was a preference which was also observed in the pilot study (Section 3.5). The students in the pilot study expressed that they prefer to use calculators since this is what they use during the examinations. They indicated that the use of the computer would be more time consuming and unnecessary.
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The students in both groups omitted the question on proving identities. The reasons could be their inability to prove identities of trigonometric functions. As noted by Demir, (2012), who found that an overwhelming number of students in his study were not able to prove a trigonometric relationship with a variable. This he said was most probably related to students’ capabilities in doing mathematical proofs. Another reason for the omission could be due to a lack of motivation (Jakwerth, Stancavage, & Reed, 1999), since students were informed beforehand that they were not going to be graded for the study.
In the current research, ICT has been statistically proven to be more effective in the teaching and learning of trigonometry functions, specifically with connections between, interpretation of, and transformation of trigonometry functions. However there are variables which were not considered, such as the teachers’ experience and qualification. Which means that the qualifications of the teacher is a factor in any experiment carried out in the classroom teaching and learning. It has been found that the level of teachers’ content knowledge of trigonometry functions is directly proportional to the level of students’ achievement. That is, the students’ poor achievement in trigonometry functions could be related to teacher’s lack of content knowledge of the same topic (Hanssen; Ogbonnaya & Mogari, 2014).