Magic Hexagon Final Output

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MABALACAT CITY COLLEGE
Chapter 1
THE PROBLEM AND RELATED LITERATURE
Introduction
Life is full of Mathematics. Mathematics concerns almost everything in the
world. That’s why as the world evolves, many branches of Mathematics arose and
developed as well. One of the branches of Mathematics which has been contributing a
lot to humanity’s development is Trigonometry. Trigonometry is an integral subject in
secondary education and in many fields especially in Mathematics (Demir, 2012).
Throughout the years, the world has widely relied to the trigonometric competency,
such as trigonometric identities, in dealing with the day-to-day life. In various fields
such as astronomy, geography, geometry, physics, optics, electricity, cartography,
maritime, and architecture, trigonometric competency has been applicable and
advantageous (Nugroho & Wulandari, 2015). However, not all people around the world
reap the benefits of this branch of Mathematics. It is due to the fact that people find it
difficult to understand and comprehend the concepts underlying each topic. As cited by
Nugroho & Wulandari (2015) from (Krismanto, 2008: 1), the Math Educator and
Education Staff Development and Empowerment Center (Pusat Pengembangandan
Pemberdayaan Pendidikdan Tenaga Kependidikan = PPPPTK) conducted a Monitoring
and Evaluation in 2004 for trigonometric material in which results showed that the
teachers’ difficulty in managing trigonometric learning ranked on top. In addition, some
Institute of Teacher Education Using Magic Hexagon

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field researchers found out that students are only memorizing many trigonometric
formulae which makes learning less meaningful and tends to be forgotten. Thus,
students’ performances appear to be poor and lacking.
Both teachers and students worldwide find difficulties in teaching and learning
the concept of trigonometric identities (Woods, 2016). According to Nugroho &
Wulandari (2015), based from the researches of Kendal & Stacey (1997), Orhun
(2004), Weber (2005), and Martínez Sierra (2008), the complexity of trigonometry,
which is an applicative material, is being considered difficult by the students. Since
every Math concept is interrelated and one concept requires that of another, students
should demonstrate proficiency in learning this. In his research, Demir (2012) stated
that traditional learning cannot cope with the student learning difficulty.
In the Philippines, students and teachers also face problems concerning the
teaching and mastery of these trigonometric identities respectively. It is rooted to the
fact that many people, including Filipinos, have different impressions and perceptions
towards Mathematics and the kind of teaching strategies that are being applied remains
traditional. In fact, in the 22 years of participation of the Philippines (from 1988 –
2010; with no participation in 1990) in the International Mathematics Olympiads
(IMO), the country has always been placed in the lower thirty percent (30%) rank
(Centillas and Larisma, 2016). Furthermore, Philippines was reported to be the lowest
scorer among all participating Asian countries in the years 1995, 1999, and 2003

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TIMMS (Trends in International Mathematics and Science Study) (Laguerta, 2012).
This sad truth is even supported with the results of TIMMS Advanced 2008 where in
the Philippines had the lowest average achievement with 355 as average scale score
(Mullis et.al, 2009). These results indicate the low performance of Filipino students in
Mathematics specifically trigonometry. As an evidence, in a research conducted by,
significant number of students got very low grades in their trigonometry class. In the
second semester of School Year 2007-2008, the average grade in Trigonometry was
1.95 while an average grade of 2.75 was obtained on the second semester of the
following school year 2008-2009. On the 2nd semester of 2009-2010, the average was
also low - 2.5
Secondary and Tertiary Schools in Mabalacat including Mabalacat City College
experience the same dilemma. Having this scenario, there should be an integration of a
tool in presenting these trigonometric concepts especially trigonometric identities to
make the students understand and master it. These trigonometric identities are keys to
understanding other Mathematical concepts.
It has been proven that visual representation, such as diagrams, are beneficial
and effective tools in teaching and mastering Mathematical concepts. (Leinhardt et al.,
1991)
Mabalacat City College values the importance of learning the trigonometric
identities and lives with its mission of providing innovative modes in learning and in

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developing research in different disciplines for improved policies and practices. Thus,
Institute of Teacher Education, as one of the institutes of the college, shares the same
vision of producing quality secondary teachers who are equipped with strategies and
has strong pedagogical foundation.
In response to the alarming issue involving trigonometric identities, a research
has been conducted among the Grade 10 students to determine the effect of the magic
hexagon in the performance of the students in trigonometric identities. The researchers
aim to provide a tool that would help students in learning and mastering trigonometric
identities by introducing the magic hexagon.
In line with this, a research was conducted among the Grade 10 students to
determine the effect of the magic hexagon in the performance of the students in
trigonometric identities. The researchers opted to provide a tool that would help
students in learning trigonometric identities by introducing the magic hexagon.
Review of Related Literature
Foreign Literature
Majority of the teachers from Australia, the Chinese mainland, Hong Kong
SAR, and the United States perceive the role of Mathematics being applicable to real
life problems and is necessary skill for living (Cai et al., 2009). Australian teachers for
example view Mathematics as one of those essential subjects that allow us to function

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in the world according to Perry (2009). Delice & Roper (2006) stated that
Trigonometry plays an important part in the mathematics curriculum even though its
meaning may change from one country to another at secondary schools. However, a
concrete understanding is required in order to understand Trigonometry conceptually in
spite of its complexity in nature which makes it difficult to the students (Demir, 2012).
Cai et al., (2009) define understanding as being able to use what you are able to
apply in many different situations rather than applying one skill in a situation
constantly. Rote memorization – retaining facts without understanding – as something
to be avoided but memorization after understanding is ideal (Perry, 2009). He also
added that most of the U.S. teachers agreed that memorization after understanding is
needed for retaining knowledge, applying the knowledge to solve problems and
learning new knowledge.
Davis (2005) expressed that little attention has been provided to trigonometry
and how multiple representations are used to teach trigonometry while there has been
various studies, researches and discussion about students’ inability to transfer
fundamental mathematical knowledge on topics like algebra, wherein mostly the
knowledge of trigonometry is essential to engineering, astronomy, physics, and
architecture. Byers (2010) cited from (Choike, 2000; Pape & Tchoshanov, 2001)
suggests that using multiple representations in teaching and learning, verifies the
development of mathematical understanding. Learners can create and use
representations like diagrams, graphs, symbols and manipulatives to reason through

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problems (Cai et al., 2009). Problem posing and solving using representations can
promote mathematical learning (Tripathi, 2008).
Local Literature
With the reigning importance of Mathematics in Philippine high school
curriculum subjects, its goals in basic education remain as to provide opportunities for
individuals to develop their skills and attitudes needed for effective participation in
everyday living and prepare them for further education and the world of work so that
they make worthwhile contributions to the society at large (Pascua, 1993). In addition,
serves as a gateway to national progress (Bernardo, 1998). SEI-DOST & MATHTED
(2011) added that as individual Filipino students develop the mathematical proficiency
and literacy, both parties (teachers and students) benefit as in return these leaners
contribute skills, values and collective resources in the country, expanding our nation’s
fund of knowledge.
But the performance of Filipino students has not improved based on national
and international tests regardless of curriculum reforms, tutorial centers and online
information (Lee-Chua, 2011). The results of the 2003 Trends in International
Mathematics and Science Study (TIMMS) showed that Filipinos ranked 41st out of 46
participating countries at Grade 8 (2nd year in the Philippines) and 21st in Grade 4 out of
25 participating countries (Laguerta, 2012). Also, Philippines scored the lowest among
all participating Asian countries in the 1995, 1999 and 2003 TIMSS, Laguerta

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(2012) added. These findings proved that students before already possess the difficulty
in learning Mathematics.
With the nature of Trigonometry and its practical applications, when students
learn with understanding, their knowledge can be used in different areas or disciplines
(Skemp, 1976; NCTM, 2000; Stylianides & Stylianides, 2007) and there is less to
remember is someone understands a mathematical idea (Van de Walle, 2007). In able to
establish deep understanding of Mathematics and to actively engage the students in
learning it, a variety of tools is needed. These tools or materials should be rigorously
integrated into the instructional process to be effective in developing, clarifying and
applying Mathematical concepts such as Trigonometry (SEI-DOST & MATHTED,
2011).
Review of Related Studies
Foreign Studies
Mathematics, through the years, has been providing a way to make sense of the
world, to know, to think, and to understand. However, Mathematics is one of the
subjects in which students struggle and hate the most (Gur, 2009). Gur (2009) added
that students find Trigonometry to be more difficult and abstract compared to other
areas of Mathematics. Despite the fact that Trigonometry, particularly trigonometric
functions and identities, is necessary to understand topics in Newtonian physics, pre-

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calculus, calculus, architecture, surveying, and many branches of engineering, students
are still facing Trigonometry with difficulty (Blackett & Tall, 1991). According to
Demir (2012), the complex nature of the topic makes it challenging for students to
understand it conceptually since it combines different algebraic, geometric, and
graphical concepts and procedures. Further, since Trigonometry is a difficult topic for
students, they develop fragmented understanding of trigonometric functions.
According to Garderen (2007), as cited by Kashefi et. al (2015), the poor
conceptualization understanding is the main reason for least performance of
Mathematics. Hirsch, Weinhold, and Nichols (1991) claimed that “trigonometric
instruction should be moved out of the context of memorization of isolated facts and
procedures and proficiency with paper-and-pencil tests [and move towards] programs
that emphasize conceptual understanding, multiple representations and connections,
mathematical modeling, and problem-solving” (Weber, 2005). Mathematics researchers
agreed that students should establish understanding in learning Mathematics and as per
Davis (1992), National Council of Teachers of Mathematics (NCTM, 2000) and
Skemp (1987) , Mathematics courses aims not only to memorize procedures and
acquire reliable methods for producing correct solutions on paper-and-pencil exercises;
rather students should learn mathematics with understanding (Gur, 2009). According to
Orhun (2002) since teacher-active method and memorizing method are dominant in the
trigonometry class, the students’ knowledge of trigonometry stays only for a short
period of time and nothing is retained after the long run which makes it hard for

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students to transfer the principle learned to new situations (Gur, 2009). Traditional
ways of teaching Trigonometry do not overcome students’ difficulties in developing
understanding based on the trigonometric connections (Demir, 2012) and United
Nations Educational, Scientific and Cultural organization (UNESCO) even prohibited
the use of rote learning in schools in 1993 as it affected the performance of the students.
As cited by Kashefi et. al. (2015) from Bearch & Mazzzocco (2007) and
Tambychik & Meerah (2010), the problematic situation arise when the students fail to
master the basic skills needed to solve the problem and such problem can be solved by
using and applying visualization in mathematics classroom learning. Leinhardt et al.
(1991) mentioned that research has highlighted the vital role of visual representations
both for teachers and pupils in their teaching and learning of mathematics as it is an
important part of teachers’ knowledge of mathematics as well as play an important role
in the explanation of mathematical ideas (Barmby et. al., 2012). Through visual
representations, students are able to make connections between their own experience
and mathematical concepts (Post & Cramer, 1989) which leads to gaining insight into
more abstract mathematical ideas (Duval, 1999; Flevares & Perry, 2001). Hence, the
beneficial effect of visualization in solving problems by representative of diagram was
already proven and demonstrated in many other researches such as the researches of
Ainsworth & Loizou (2003), Cheng (2004), and Pedone, Hummel, & Holyoak (2001)
(Kashefi et.al, 2015). Uesaka, Manalo Ichikawa

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(2007) considers diagrams as powerful tools, especially if used systematically in facing
solving word orientation problems (Kashefi et.al., 2015). As suggested by Van
Joolingen (1999), cognitive tools are extension to the mind indicating that cognitive
tools can be a major social component functioning in the zone of proximal development
of students. Furthermore, cognitive tools are students’ support system during the
learning process which students consider to be difficult and complex and such
complexity can be difficult for the limited human mind to decipher. Hence, these tools
help students by reducing the load in working memory by carrying out a part of a
cognitive process for the learners and taking over a part of the cognitive process
(Demir, 2012). If these tools are integrated in instruction, such as the diagram, learning
mathematical concepts particularly in trigonometry will be feasible. Concepts in
trigonometry are needed to move towards understanding increasingly dynamic and
applicable mathematical models (Brummelin, 2010). The tools that students use in
learning mathematics shape their mathematical thinking (De Jarnette, 2014). In that
sense, learning with understanding becomes self-generative and leads to the creation of
a snowball effect where in understanding something can lead to learning new things
(Walle, 2007).

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Local Studies
The vital role of Mathematics to an individual every day and in our culture is
proven that this course is the mother of all learning in both arts and sciences (Andaya,
2014). And whilst some basic skills are required to learn math, only few have
competencies in these field and numerous factors exist making the majority of student
population difficult to understand and apply mathematical concepts (Launio, 2015).
There was clear evidence in the decline of performance in Trigonometry courses
(Centillas and Larisma, 2016). In fact, in the Philippines, strong evidence can be seen
on the result of the International Mathematics Olympiad (IMO) which revealed that in
the 22 years of participation (from 1988 – 2010; with no participation in 1990), the
Philippines has always been placed in the lower thirty percent (30%) rank. In 1993, the
Philippines ranked 52nd out of 73 participating countries, which was the highest ranked
the country has achieved and the lowest ranked was in 1996 (ranked 74th out of 75
participating countries).
The reports of TIMMS Advanced 2008 revealed that with an average scale
score of 355, the Philippines had the lowest average achievement (Mullis et.al, 2009)
which implies that the high school graduates in the country has the lowest achievement
among other participating countries. The poor performance of the Filipino students in
Mathematics was supported by the results of the National Achievement Test in 2003
where the average grade is 44% for elementary math and 36% for secondary (Galvez,

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2009). Centillas and Larisma (2016) mentioned that it is not only in the international
per se, as shown in the IMO results and TIMMS findings, that the low performance of
students in Mathematics is observed, but more so in the local classroom setting. In fact,
a significant number of students in a Trigonometry class got very low grades in this
particular area of Mathematics as observed by a researcher in his class. In the second
semester of School Year 2007-2008, the average grade in Plane Trigonometry was 1.95
while an average grade of 2.75 was obtained on the second semester of the following
school year 2008-2009. On the 2nd semester of 2009-2010, the average was also low -
2.5. This alarming issue in Mathematics, especially the learning difficulty in
Trigonometry and trigonometric identities, and the causes of the difficulties seems
multifaceted and interrelated (Wongapiwatkul et. al, 2011). As cited by Centillas and
Larisma (2016), by (Delice, 2002; Orhun, 2006), a few researchers have also mentioned
students’ misconceptions, errors, and related to these, learning complexities about
trigonometry and students worldwide shares the same struggle in their quest for
mastery of concepts.
Synthesis
Being it’s one of the advantageous branch of Mathematical courses, how students’
perspective to recall all the trigonometric functions and identities using the traditional
method, meets their downfall on learning. Due to its complexity and abstract in nature,

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a learner sees it as barrier for deeper understanding and being applicable in other areas
(Gur, 2009). With continuing lower performance of the Filipino students locally and
internationally, it is evident that the goal for meaningful learning is ineffective. For that
reason, introducing new ways or tools on how to lessen the difficulties encounter by
these students such as use of the Magic Hexagon, might be helpful to develop and
engage students’ involvement in Mathematical proficiency (SEI-DOST & MATHTED,
2011).
Magic Hexagon is a special diagram that helps students to remember some
Trigonometric Identities (see appendix for the illustration). It is a visual representation
using the six (6) trigonometric functions – sine, cosine, tangent, secant, cotangent, and
cosecant; wherein students learn to manipulate the diagram in order to recall the list of
trigonometric identities. The use of this figure saves up the learner’s effort in mastery
the particular topic instead of spending hours of memorizing and results to forget them
over the next days. Thus, the use of the Magic Hexagon in learning trigonometric
identities is a helpful way to minimize misconceptions & errors and make better
understanding of these concepts to form connections or integrate applications in other
subject areas.

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Theoretical framework
This research follows the Jerome Bruner’s theory of learning (Discovery
Leaning). This theory involves three processes namely; acquisition, transformation, and
evaluation. According to Bruner, no learning takes place unless there will be a full
understanding, readiness, independence and motivation. These four were the basic
concerns of learning.
Understanding and readiness were the pre-requisite of learning. When the learners
begin to understand the basic concept of the magic hexagon, then acquisition takes
place. Acquisition, according to Bruner, is the process of obtaining and assimilating
with understanding new information better than a previously learned one.
The development of an individual learner to be an independent learner is very
important according to Bruner. And when the learners start to deepen their
understanding and master how to manipulate the magic hexagon, then transformation
begins. Bruner defines transformation as the process of manipulating or utilizing the
information gained to remove a difficulty or to solve a problem to which is suited --- is
an application of learning. Along this process, the learners themselves discover the use
of the magic hexagon in solving basic trigonometric identities operations.
Finally, when the learners were trained to be an independent and self-sufficient
in solving problems that come their way and be able to search for information needed
and determine and correct their errors by themselves alone using the concept of magic

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hexagon, then evaluation takes place. According to Bruner, evaluation is the process of
finding out whether the information acquired is appropriately utilized.
Learning is more effective if the learner is properly motivated. Bruner believes
that the intrinsic motivation is more desirable than an extrinsic motivation. Intrinsic
motivation comes from within the individual learner. He may have a desire to learn
because of its worth. Extrinsic motivation comes from outside the individual in the
forms of rewards and punishments. If this matters and takes over as the learning goes
along, then learning will be meaningful. Figure 1 shows the theoretical framework of
the study.
Jean Piaget’s cognitive learning theory that specified the use of cognitive
representation is also applied in the process. According to Piaget, cognitive
representation such as of the Magic Hexagon in our study is very effective in learning
the concept of the lesson. The Magic Hexagon can easily be drawn in the mind of the
learners, through this, learning is effective. Piaget specified the concept of assimilation
and accommodation. Assimilation is a static kind of learning, limited by current
cognitive structure; accommodation is a progressive growth of the cognitive structure
that changes the character of all subsequent learning.

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Learner Acquisition Transformation Evaluation
Figure 1. Theoretical Framework
Conceptual Framework
This study is based on the concept that in every topic, there is an effective tool
or technique that can be used to improve the performance of the students. This concept
applies in trigonometric identities.
Traditionally, the formulae of trigonometric identities are simply given and
presented. The students are being bombarded with information and formulae.
The tendency of this, the students simply memorizes these formulae and tends to
forget them. The difficulty arises when the knowledge of the concept is required on
other succeeding topics. However, there is a special diagram that can help in the
mastery of all the trigonometric identities and that is the magic hexagon. (Appendix A)
It is considered a magic hexagon since an individual can remember all the most
important trigonometric identities, such as the Quotient Identities, the Cofunction
Identities, the Reciprocal Identities, the Pythagorean Identities and the Product
Identities, all in a simple hexagonal graphic organizer. An illustration of the magic
hexagon was provided by the researcher during the instruction. (See Appendix B for the
illustration of the steps and procedure on how to manipulate the magic hexagon)

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Figure 2 presents the conceptual framework of the study. The study aims to
determine the performance of the students in trigonometric identities with the use of
magic hexagon. The Grade 10 students are divided into two groups: controlled group
and experimental group. The controlled group and the experimental group will undergo
the pretest and the post test. The results of the pretest will serve as bases to know the
current level of students’ proficiency in trigonometric identities. The post-test will be
given after using the traditional method and the magic hexagon in teaching
trigonometric identities. The pre-test and post-test will identify if there is an
improvement in the performance of the students. In the end, the researchers will find
out which method has more significant effect on the performance of the students.
Controlled Group
Traditional Method
Performance in
Grade 10
Trigonometric identities
students
in using Magic Hexagon
Experimental Group
Magic Hexagon
Figure 2. The Paradigm of the Study

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Statement of the Problem
The study aimed to use the Magic Hexagon in teaching and learning
trigonometric identities among the Grade 10 students of Mabalacat Community High
School.
Specifically, it sought answers to the following question:
1. What is the performance of the Grade 10 students in the pre-test of the controlled and
experimental group?
2. What is the performance of the Grade 10 students in the post-test of the controlled
and experimental group?
3. Is there a significant difference between the results of pre-test and post-test of the
Grade 10 students in using the traditional method?
4. Is there a significant difference between the results of pre-test and post-test of the
Grade 10 students in using the Magic Hexagon?
5. Is there a significant difference between the results of post-tests of the controlled and
experimental group?

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Statement of Hypothesis
Null Hypotheses
1. There is no significant difference between the pre-test and post-test in the traditional
method.
2. There is no significant difference between the pre-test and post-test in using the
Magic Hexagon.
3. There is no significant difference between the pre-tests of the controlled and
experimental group.
4. There is no significant difference between the post-test of the controlled and
experimental group.
Significance of the study
The findings of the study would be beneficial in the part of the school, the
teacher, the students and the future researchers.
To the school, the study would be beneficial in enhancing the curriculum by
integrating new techniques in teaching. It is also an avenue to produce well-equipped
educators with rich repertoire of teaching strategies and techniques among the pre-
service teachers. The study will also help in increasing the level of proficiency of the

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students taking Trigonometry in the MCC thus contributing to the improvement of the
level of academic performance of the school.
To the teacher, the results of this study would help lessen the burden in
teaching the trigonometric identities to students. The improvement of students in their
level of proficiency in trigonometric identities would be beneficial to the teacher-
student interaction inside the classroom and for future discussions which involves the
knowledge of the trigonometric identities. This also contributes to the repertoire of
techniques and strategies of the teacher. It is beneficial in broadening teaching
perspectives.
To the students, this study serves as guide for an easier way of learning the
trigonometric identities. The results of the study would be beneficial in increasing their
level of proficiency in trigonometric identities and their mastery of the formulae. Thus,
it contributes to the understanding of other topics which requires the knowledge of
trigonometric identities. This will be helpful in improving their academic performance.
To the future researchers, this study will serve as a reference and guide on their
study. Future researchers can use, modify and improve this study to further test the
validity and reliability of this research.

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Scope and Delimitation
The study focused on using the Magic Hexagon in teaching and learning
trigonometric identities. This study concentrated on the trigonometric identities such as
the reciprocal identities, the quotient identities, the cofunction identities, the product
identities and the Pythagorean identities.
The study specifically determined the use of the Magic Hexagon in
trigonometric identities based on the results of the pretest and posttest administered by
the researchers. The study was limited to Grade 10 students of Mabalacat Community
High School (School Year 2017-2018). Two (2) intact groups with the total of 60
students were used as respondents due to serve the purpose of the study. The study was
conducted on the First Semester of the Academic Year 2017-2018.
The researchers were given three (3) days to conduct the research. Only one (1)
day was allotted on the discussion of the trigonometric identities. With this, the
researchers were delimited in time of teaching the lesson.

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Definition of Terms
 Controlled group – (Conceptual) in an experiment, the group of test subjects left
untreated or unexposed to some procedure and then compared with treated subjects
in order to validate the results of the test. (yourdictionary.com)
– (Operational) a group of Grade 10 students in Mabalacat
Community High School who received the traditional method of instruction in
learning trigonometric identities.
 Experimental group – (Conceptual) in an experiment or clinical trial,
a group of subjects who are exposed to the variable under study.
(dictionary.com)
– (Operational) a group of Grade 10 students in Mabalacat
Community High School who used the Magic Hexagon in learning trigonometric
identities.
 Hexagon – (Conceptual) a polygon of six angles and six sides.
(merriam-webster.com)
– (Operational) the figure/polygon used in Magic Hexagon strategy in
learning trigonometric identities.
 Level of Proficiency – (Conceptual) used to measure one’s ability to
demonstrate a competency on a certain activity. (hr.od.nih.gov)
– (Operational) the performance of Grade 10 students during
pretest and posttest, before and after applying any treatment.

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 Magic Hexagon – (Conceptual) a special diagram that helps students with all of the
trigonometric functions and identities. (mathsisfun.com)
– (Operational) is a method wherein students will easily recall the
trigonometric identities by knowing the use of it.
 Pretest – (Conceptual) a preliminary test administered to determine a student's
baseline knowledge or preparedness for an educational experience or course of
study. (yourdictionary.com)
– (Operational) the participants of the study, selected Grade 10 students of
Mabalacat Community High School, will have a 20-item pretest about the
trigonometric identities.
 Posttest – (Conceptual) a test given to students after completion of an instructional
program or segment and often used in conjunction with a pretest to measure their
achievement and the effectiveness of the program. (merriam-webster.com)
– (Operational) the participants of the study, selected Grade 10 students of
Mabalacat Community High School, will have a 20-item posttest about the
trigonometric identities using the Magic Hexagon by the experimental group
while the traditional method by the controlled group.
 Purposive Sampling – (Conceptual) is a non-probability sample that is selected
based on characteristics of a population and the objective of the study. It is also
known as judgmental, selective, or subjective sampling. (thoughtco.com)
– (Operational) Selected 80 Grade 10 students of Mabalacat
Community High School.

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 Traditional Method – (Conceptual) is concerned with the teacher being the
controller of the learning environment. (ehlt.flinders.edu.au)
– (Operational) traditional way of learning trigonometric identities of
the Grade 10 students through memorization.
 Treatment – (Conceptual) is something that researchers administer to
experimental units. (stat.yale.edu)
– (Operational) given to the experimental group is the use of Magic
Hexagon in learning trigonometric identities.
 Trigonometry – (Conceptual) the branch of mathematics that deals with the relations
between the sides and angles of plane or spherical triangles, and the calculations
based on them. (dictionary.com)
– (Operational) branch of mathematics where Grade 10 students make use
of the trigonometric identities.
 Trigonometric Identity – (Conceptual) is a form of proof in which you use known
properties of the trig functions (sine, cosine, tangent, secant, cosecant and
cotangent) as well as known identities of the trigonometric functions to show that
other trig identities are true. (tutapoint.com)
– (Operational) proofs using trigonometric functions by the Grade
10 students which can be remembered the entire list by traditional or applying
Magic Hexagon.

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Chapter 2
METHODOLOGY
This chapter clearly defines the research methodology of the study. It discusses
the research design, the participants of the study, the selection of the sample, the
research instrument, the process of data collection, and the type of data analysis.
Research Design
This study is an action research in nature which requires for immediate solution to
a problem. According to Allen (2001), action research comprises a family of research
methodologies which aim to pursue action and research outcomes at the same time. It
therefore has some components which resemble consultancy or change agency, and
some which resemble field research. Segal (2009) considers action research as a
methodology that is valuable problem-solving tool which provides opportunities for the
teacher in the classroom to reflect and improve the teacher’s practice. The researcher
used experimental design particularly pretest and posttest design that was conducted
among the two different groups. The researcher used this kind of research design to
compare the controlled group and experimental group. The control group did not
receive a treatment while the experimental group received a treatment which is the
Magic Hexagon. The groups were measured twice, one was during the pretest and the

26
other was during the posttest. This study was designed to determine if there is a
significant difference between the two methods, the traditional and the one with the use
of Magic hexagon, that were applied in teaching and learning the Trigonometric
Identities. The illustration below shows the design of this study:
O1 X1 O2
O1 X2 O2
Where: O1 = Pretest X1 = Controlled Group
O2 = Posttest X2 = Experimental Group
Participants of the Study
The total participants of this study were the 60 Grade 10 students enrolled at
Mabalacat Community High School taking Trigonometry in their Mathematics of the
school year 2017-2018. The researchers used purposive sampling to determine the
sample.

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Sampling Design
The participants of the study were selected using purposive sampling. The
researchers conducted the study among the 60 Grade 10 students of Mabalacat
Community High School who are currently taking Trigonometry. The participants came
from two sections with 30 students each. The two sections were the two groups in the
study where one section will not receive a treatment and the other section will receive a
treatment.
Research Instrument
The researchers administered a 20-item test to the respondents to determine their
performance on trigonometric identities. The test was validated by three (3) expert
teachers for the content and face validity. Same test was used in pre-test and post-test.
The teaching demonstration was done by one of the researchers who served as the
classroom teacher of both groups. Magic Hexagon was used by the experimental group
while the traditional method was applied on the controlled group.

28
Data Collection Procedure
The study has undergone three (3) phases: preparation, collection and analysis. On
the first phase, the researchers requested permission from the Principal and the Program
Head (Mathematics) of Mabalacat Community High School, to conduct an action
research study in their school, specifically to the Grade 10 students. This also included
the selection of participants, preparation of lesson plans for the controlled and
experimental groups, and construction of the pretest and posttest. The lesson plans and
test was validated by three (3) expert teachers for the content and face validity. The
researchers observed first the two (2) intact groups. Two groups of Grade 10 students
comprising 30 participants in experimental group and 30 participants in controlled
group.
On the collection phase, the researchers conducted the 20-item pre-test, to
determine the level of performance of the students in trigonometric identities and
checked their papers. Then, the researchers discussed the trigonometric identities
through chalk-and-board method to both groups and introduced the use of Magic
Hexagon to the experimental group with the use of a visual aid. The researchers also
administered the post-test to both groups to conclude a significant difference on the
performance of the students.
On the last phase, after checking the post-tests and gathered all the data needed,
the researchers analyzed and interpreted the results.

29
Request Permission Lesson Plan and Test

(School Principal & Validation
Construction
Program Head)
Discussion
 Traditional
Teaching Method
(Controlled Group) Checking of Papers Pre-test
 Magic Hexagon
(Experimental Group)
Data Analyzation
Post-test Checking of Papers and Interpretation
Figure 3. Data Collection Procedure Flowchart
Data Analysis
The researchers analyzed the data using the Arithmetic Mean, T-test of Dependent
and T-test of Independent and with the use of the statistical software SPSS (Statistical
Package for the Social Sciences) . The Arithmetic Mean is the statistical tool used in
determining the performance level of the Grade 10 students before and after applying
the traditional method and the Magic Hexagon. The T-test for dependent variable was
used in determining if there is a significant difference on the pretest and posttest of the
controlled and the pretest and posttest of the experimental group. The T-test for
independent variable was used in determining if there is a significant difference
between the pretest of the controlled group and pretest the experimental group and if
there is a significant difference between the posttests of the two intact groups.

30
Chapter 3
RESULTS AND DISCUSSION
This chapter discusses the results of the study.
Table 1
Mean Scores of the Pre-tests in the Controlled and Experimental Group
` Mean N
Pretest of Controlled Group 3.67 30
Pretest of Experimental Group 4.07 30
Table 1 shows the mean scores of the pre-tests in the controlled and experimental
groups before the instructions took place and before the treatments were applied. Using
the Arithmetic Mean, the result shows that the controlled group obtained an average
score of 3.67 while the experimental group obtained an average score of 4.07. Based on
these results obtained by the researches, the average score of both groups are below the
75% passing score imposed by DepEd which is 15 for a 20-item test. This result was
expected by the researchers since no instruction has taken place and no treatment was
applied yet. According to Blackett & Tall (1991), majority of the students encounter
difficulties in learning trigonometry for it is complicated nature, and regardless of its

31
advantageous functions in other disciplines (Gur, 2009).
Table 2
Mean Scores of the Post-tests in the Controlled and Experimental Group
` Mean N
Posttest of Controlled Group 4.83 30
Posttest of Experimental Group 15.07 30
Table 2 shows the mean scores of the post-tests in the controlled and experimental
groups after the instruction took place and after the traditional method and the Magic
Hexagon were applied. Using the Arithmetic Mean, the result shows that the mean
score of the controlled group is 4.83 which is below the 75% passing score imposed by
the DepEd which is 15 for the 20-item test. On the other hand, the experimental group
obtained a mean score of 15.07 which is above the passing score 15. The results on
both groups signify an increase in their scores because the instruction already took
place with two different methods applied. The controlled group has an increase of 1.67
in the mean score while the experimental group has an increase of 11. However, there is
a little improvement on the average score of the controlled group compared to the

32
experimental group which showed an evidently high increase on the mean score. Thus,
these results show that there is a significant difference between the mean scores of the
posttest in the controlled group and experimental group. Demir (2012) stated that
students’ difficulties are not lessen if the methods used in teaching and learning
Trigonometry remains traditional such as rote memorization. However, with the
intervention of visual representations, like diagrams, in studying mathematical
concepts, both students and teachers benefit and conceptual understanding can be
obtain (Barmby et. al., 2012).
Table 3
Pre-test and Posttest of the Controlled Group
` df p-value Decision
Pre-test and Posttest of 29 0.001 Reject H0
the Controlled Group
Table 3 shows the pre-test and post-test of the controlled group. The researchers
used t-test for dependent group to determine if there is a significant difference between

33
the pre-test ad post-test of the controlled group. The table shows that the p-value
(0.001) is less than 0.05 with a degree of freedom of 29 at 5% level of significance.
With this, the researchers can reject the null hypothesis at 5% level of significance and
can conclude that there is a significant difference between the pre-test and post-test of
the controlled group. The result shows that there is an improvement in the performance
of the students after the instruction using the traditional method. This implies that the
students learned from the traditional method of discussing trigonometric identities.
Although there is an increase performance on the controlled group, Weber (2005)
studied that the results of the students who received the “standard instruction” which is
mostly from the textbooks and lecture method, appeared ineffective to develop
students’ understanding the trigonometric functions. As stated by Orhun (2002),
traditional methods make the knowledge of the students stay for a short period of time
and not in the long run, which makes it difficult for them to apply current ideas into
new situations (Gur, 2009).

34
Table 4
Pre-test and Posttest of the Experimental Group
` Df p-value Decision
Pre-test and Posttest of 29 0.000 Reject H0
the Experimental Group
Table 4 shows the pre-test and post-test of the controlled group. The researchers
used t-test for dependent group to determine if there is a significant difference between
the pre-test ad post-test of the experimental group. The table shows that the p-value is
0.000 which is less than 0.05 with a degree of freedom of 29 at 5% level of
significance. Therefore, the researchers can highly reject the null hypothesis at 5% level
of significance because of the great difference of the t-value and the tabular value. It
also leads the researcher to the conclusion that there is a strong significant difference
between the pre-test and post-test of the controlled group. This implies that the use of
magic hexagon resulted to a great improvement in the performance of the students.
Thus, the students learned well from the discussion of the trigonometric identities using
magic hexagon. Visual representations such as diagrams while learning, make the

35
students be able to connect mathematical concepts to new situations (Post & Cramer,
1989) and these tools help to lessen the anxiety of memorizing which triggers the
students’ part of the cognitive process making learning feasible (Demir, 2012).
Table 5
The Post-tests of the Controlled Group and the Experimental Group
` df p-value Decision
Posttest of the 58 0.000 Reject H0
Controlled and
Experimental Group
Table 5 shows the post-tests of the controlled group and the experimental group. The t-
test for independent group was used to determine if there is a significant difference
between the post-tests of the two groups. The table shows that the p-value (0.000) is
less than 0.05 with a degree of freedom of 58 at 5% level of significance. Thus, the
researcher can highly reject the null hypothesis at 5% level of significance. With this
result, the researchers can conclude that there is a strong significant difference between
the post-tests of the controlled group and the experimental group. This indicates that

36
participants in the experimental group performed better than the participants in the
controlled group. It means that the use of magic hexagon in discussing trigonometric
identities resulted to a greater improvement in the performance of the students
compared to the traditional method of teaching the lesson. Therefore, the use of magic
hexagon has a significant effect on the performance of the students in trigonometric
identities. Students struggle on trigonometric understanding as the traditional methods
of teaching fails to overcome the learners’ difficulties (Demir, 2012). Delice (2002)
examined students’ ways of simplifying trigonometric expressions, relying on prior
knowledge, creates no new ideas wherein the understanding is limited leading to errors
and misconceptions (Dugdale, 1990). Through the use of multiple representations, it is
possible to enhance the mathematical understanding according to Byers (2010) as cited
from (Choike, 2000; Pape & Tchoshanov, 2001) and can promote mathematical
learning and connections (Tripathi, 2008). SEI-DOST & MATHTED (2011) added that
integrating these representations into the Trigonometry instruction is effective and
several researches support the proven valuable effect of using these tools in solving
problems such as the researches of Ainsworth & Loizou (2003), Cheng (2004), and
Pedone, Hummel, & Holyoak (2001) (Kashefi et.al, 2015).

37
CHAPTER 4
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary, conclusions and recommendations that the
researchers constructed after administering the study.
Summary
1. The performance of the Grade 10 students in the pretest of the controlled and
experimental group
To determine the performance of both groups of the Grade 10 students in
trigonometric identities, the researchers used Arithmetic Mean. It was found out that
the scores on these two groups show minimal difference.
2. The performance of the Grade 10 students in the posttest of the controlled and
experimental group
The researchers used Arithmetic Mean to measure the level of performance in
learning and simplifying trigonometric identities of the Grade 10 students during
posttest. The scores exhibit much difference wherein the experimental group, the group
who received the treatment of using Magic Hexagon, is higher than the other group.

38
3. The significant difference between the results of pretest and posttest of the Grade 10
students using the traditional method
In finding the significant difference between means in order to determine the
capacity of students in controlled group, the researchers used Dependent T-test. The
result displays that there is significant difference in the pretest and posttest scores using
the traditional method.
4. The significant difference between the results of pretest and posttest of the Grade 10
students in using the Magic Hexagon
The researchers used Dependent T-test to find out if there is a significant
difference between the means of pretest and posttest of using Magic Hexagon. Posttest
results displayed improvement on the performance in trigonometric identities
comparing to the pretest.
5. The significant difference between the results of posttests of the controlled and
experimental group
Independent T-test was used to find the significant difference between the
posttests of the controlled and experimental group. The end results proved that there is
indeed significant difference between the two groups. The performance of the students

39
who used Magic Hexagon is better than those who still memorize the list of needed
Conclusions
Performance of the Grade 10 students in the Pretest of the Controlled and
Experimental group
Pretest results of the controlled and experimental groups were on below average
level. The participants already have anxiety in learning and simplifying the
Performance of the Grade 10 students in the Posttest of the Controlled and
Experimental group
Using traditional method, the scores were still on below average whereas the
group who used Magic Hexagon, the test results were on above average. This proved
that the experimental group exhibit improvement in learning and simplifying

40
The Significant Difference between the results of Pretest and Posttest of the Grade 10
students using the Traditional Method
Posttest results demonstrate that there is an increase in the performance but still
on below average level. Hence, the effect of using the traditional method to the students
verifies that this process does not lessen their difficulties of remembering all the
The Significant Difference between the results of Pretest and Posttest of the Grade 10
students in using the Magic Hexagon
Test results revealed that there is progress on the posttest performance of the
experimental group. The significant effect on learning and recalling the trigonometric
identities is better than using the traditional memorization.
The Significant Difference between the results of Posttests of the Controlled and
Experimental group
Both groups showed an improvement on the outcome of the posttests however
experimental group excelled or performed better. The researchers concluded that using
Magic Hexagon has greater significant effect in the achievement of learning
trigonometric identities rather than the usual memorization.

41
Recommendations
Based from the conclusions drawn, the following recommendations are offered:
1. To the school administrators, to recommend to the teachers and monitor the use of
Magic Hexagon as alternative method of teaching and learning the trigonometric
identities.
2. To the teachers, to use & present the Magic Hexagon in teaching their students the
trigonometric identities and to allow their students to engage more in the teaching &
learning process.
3. To the students, to learn how to use the Magic Hexagon as it will help them in
learning the trigonometric identities specifically Reciprocal, Quotient, Product,
Pythagorean and Cofunction and to love the subject – Mathematics, with fun-filled
learning experiences inside the classroom setting in the day-to-day routines.
4. To the future researchers, to conduct related studies and to make use of the
findings of this research as a reference and to construct other alternatives.

42
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51
APPENDICES

52
Appendix A
Letter for the School Principal

53
Appendix B
. The Magic Hexagon for Trigonometric Identities
Source: http://www.mathsisfun.com/algebra/trig-magic-hexagon.html

54
QUOTIENT COFUNCTION
IDENTITIES IDENTITIES
RECIPROCAL PYTHAGOREAN
IDENTITIES IDENTITIES
PRODUCT
IDENTITIES
Steps and Procedure on How to Manipulate the Magic Hexagon
Source: http://www.mathsisfun.com/algebra/trig-magic-hexagon.html

55
Appendix C
Detailed Lesson Plan

in Mathematics
for Grade 10
(Trigonometric Identities- Controlled Group)

56
I. Objectives
At the end of the discussion of the Trigonometric Identities, the students are
expected to:
a. identify the basic trigonometric identities;
b. relate the trigonometric identities to one’s identity; and
c. perform activities involving trigonometric identities.
II. Subject Matter

Topic: Trigonometric Identities
Reference: Mathematics Learner’s Module for Grade 9
Materials: bowls, activity sheets, chalk, list of trigonometric identities
Values Infused: Self-worth and Self-acceptance
III. Procedure
Teacher’s Activity Students’ Activity

A. Preparatory Activity
-Greetings
Good Morning class! Good Morning Ma’am!
How is your day? Great Ma’am!
That’s good to hear!
-Prayer
Now, let us all stand in prayer The students will stand and pray
-Classroom Management
Before taking your seats, please pick Students will pick up pieces of
up pieces of paper under your chairs papers and arrange their chairs
and arrange your chairs as well.
You may now take your seat. Again, Good Morning Ma’am!
Good Morning class!
There are two things I am expecting

from you today. That is to be attentive
and be cooperative, is that clear? Yes Ma’am!
B. Developmental Activity : 4A’s

57

1. Activity
Before we proceed with the discussion

of our lesson, we will have an activity
entitled “Sinech Itech?” You will think
of a person in this class then in a
sheet of paper, write the
characteristics or description of that
person. Afterwards, I will pick three
papers, and the students will read the
descriptions she wrote. Then, the
class will guess who is the person
he/she is referring to according to the
characteristics mentioned.
Yes Ma’am.
Is the instruction clear?
I will give you 1 minute to do it. And The students will do the activity.
you may start now.
(After 1 minute)
Time’s up!
The students will pass their
Kindly pass the papers sideward then papers.
forward.
(Pick three papers)
Student A kindly proceed here in front Student A will go in front and

and read your work. read his/her work.
The students will guess who their

classmate is referring to.
Is that correct Student A? Yes Ma’am
Thank you Student A. Next, Student Student B will go in front and

B. read his/her work.


58

Yes Ma’am
Is their guess correct Student B?
Student C will go in front and

Thank you, Student B, and lastly, read his/her work.
Student C.
Yes Ma’am
Is that correct Student C?
Thank you, Student C! You may now

take your seat.
2. Analysis
The characteristics that were used to
describe the people mentioned awhile
ago are the “identities” of those
persons.
When we say “identity”, as defined by

the dictionary, it is the fact of being
who or what a person or thing is. It is
how a person is known for. It can be
your personality, your physical
attributes or your characteristics as a
person. It is who you are as a person.
In Mathematics, there is also an

identity and today, we will be learning
about a specific type of identity and
that is Trigonometric Identities.
Identity in Mathematics is an equation

which is always true. For example, x=x
Here are the different basic

trigonometric identities classified into
groups: the Pythagorean,
Quotient/Ratio, Reciprocal, Product
and Cofunction Identities. However,
there is no label indicating which
group is Pythagorean Quotient/Ratio,
Reciprocal, and Cofunction Identities
Now, you will be divided into four

groups. With your group, analyze the

59

set of Trigonometric Identities
assigned to you and tell whether what
are those identities, whether they are
Pythagorean Quotient/Ratio,
Reciprocal, Product and Cofunction Yes Ma’am
Identities.
Can you follow class?
Group 1 will analyze the first group of

identities, Group 2 for the second and
so on. I will give you one minute to talk
and discuss with your groupmates.
Afterwards, I will choose the
representative from each group to Yes Ma’am
explain your answer. Simply place the
name of the group of identities above Students will discuss with their
the list. Is the instruction clear? groupmates.
You may start now.
(After one minute)

One representative from the
Okay, time is up. gorup will go in front and paste
the answer of their group.
Kindly paste all your answers above
each set of trigonometric identities The first set of identities are
reciprocal identities Ma’am
because we learned in
Let’s begin with the Group 1. Student Mathematics that when you get
D will be your representative. Based the reciprocal of a number it is
on the given identities, what kind of 1/number. In this case since it is
trigonometric identities is the first set trigonometric identities, we
of identities? thought that it is the equivalent.
Very good Group 1! They are correct.

The first set of identities is the Student E will go in front and
reciprocal identities. explain the answer of their group.

60
Next group, Student E will be your The second set of identities is the
representative Pythagorean Identities. If we can
still remember, Pythagorean
theorem is a2 + b2 = c2 and these
identities are in the form of the
Pythagorean theorem.
Great! Thank you Group 2! Their

answer is correct. This group of
identities is the Pythagorean Identities. Student F will go in front and
explain the answer of their group.
Let’s proceed with Group 3. Student F
The third group of identities is the
will explain the answer of their group.
Cofunction identities. Although
there are parenthesis between
them, we have noticed that the
trigonometric functions on the
right side are the cofunctions or
the complementary function of
those on the left side.
Student G will go in front and

Very well said! Thank you Group 3! explain the answer of their group.
Next, for the Group 4 may I call on
Student G to explain their answer. The fourth group of identities is
the Quotient/Ration identities
because the equivalent given for
the trigonometric functions on the
left, are written in a fraction form.
Wherein, fraction may indicate
division or can be a way of
writing a ratio.
Very good analyzation Group 4! This

set is indeed a set of Quotient/Ratio
Identities.
Good job Groups 1 to 4. All your

answers are correct!
In Trigonometry, these identities are

61

used for proving. If you can recall
awhile ago I told you that “identity” in
Mathematics is an equation which is
always true. But before that, we will
first learn how to simplify.
Let me give you an example. Let us

simplify this first one:
1. cot(x)sin(x )
First, work on the side that is more

complicated. Try to simplify it. Replace
all trigonometric functions with just
sine and cosine where possible
because these two are in the simplest
form.
For the first given, since sin is already

in its simplest form, then let’s work on
the cotangent.
Students will raise their hands.
So what identity can we use for
cotangent? Quotient Identities Ma’am.
Yes Student H?
Yes very good!
So in the given,
𝑐𝑜𝑠𝑥
*sinx = cosx
sin 𝑥
Yes Ma’am.
Can you follow?
Another example,
2) sin 𝑡 − sin 𝑡 cos2𝑡
When you see a given in the second

degree, first consider the Pythagorean
Identity.
For the given,

sin 𝑡 ∙ (1 − cos2𝑡) ( Factoring)
sin 𝑡 ∙ sin2𝑡 (Pythagorean Identity)

62

sin3 t
Yes Ma’am.
Do you understand class?
Third example:
1
𝑠𝑒𝑐 2 𝑥 cos2 𝑥 1 sin2 𝑥
= 1 = cos2 𝑥*
csc2 𝑥 1
sin2 𝑥
sin2 𝑥
= cos2 𝑥
= tan2 𝑥
None Ma’am

Do you have questions?
Who wants to try the fourth example?

sin2 𝑥 + cos2 𝑥
sin 𝑥 Student I will solve on the board.:
sin2 𝑥+cos2 𝑥
sin 𝑥
Okay Student I, on the board please.
1
= csc x
Try to solve it also on your seats. sin 𝑥
Okay that’s correct! Thank you

Student I!
Now that you already know how to

simplify, we will proceed to proving or
verifying. We will use the trigonometric
identities to prove this given:
𝑐𝑜𝑡𝑥
1) csc 𝑥 = cos x
In proving, begin with the more

complicated side.
To get the simplest form with sin or

cos use the magic hexagon. For the
cotx, the simplest form is in quotient
identity and then, get the reciprocal

63

identity of the cscx
𝑐𝑜𝑠𝑥
𝑠𝑖𝑛𝑥
1 = cos x
𝑠𝑖𝑛𝑥
𝑐𝑜𝑠𝑥 𝑠𝑖𝑛𝑥
* = cos x
sin 𝑥 1
Yes Ma’am.
cos x= cos x
Is everything clear to you class?
Next example,
2.) sinxcosxtanx= 1 – cos2x

𝑠𝑖𝑛𝑥
sinx*cosx*cos 𝑥 = sin2x (Quotient
Identity)
sinx*sinx= sin2x None Ma’am.

sin2x = sin2x
Any question so far?
Third example,
3.) sin x+ sin x cos2 x = sin3x
sinx(1+cos2x) = sin3x (Factor)
sinx(sin2x)= sin3x (Pythagorean Yes Ma’am.
Identity)
None Ma’am.
4.) sin y+sin y cot2y=cscy

Student J will solve on the

Who wants to try it on the board? board.:
Yes Student J. sin y(1+cot2y)=cscy
sin y(csc2y)=cscy

64

1
sin y( sin2 𝑦 )=cscy
𝑠𝑖𝑛𝑦
=cscy
sin2 𝑦
1
= cscy
𝑠𝑖𝑛𝑦
cscy=cscy
Yes Ma’am!
Did you get the same class?
Very Good! Students will raise their hands.

5.) 𝐜𝐨𝐭 𝒙 + 𝟏 = 𝐜𝐬𝐜 𝒙 (𝐜𝐨𝐬 𝒙 + 𝐬𝐢𝐧 𝒙) Student P will prove the fifth
Anyone who can prove this on the given on the board:
board? cot x + 1= cscx(cos x + sin x)
Okay Student P. 1
cot x + 1 = sin 𝑥𝑥(cos x + sin x)
cos 𝑥 sin 𝑥
cot x + 1 = + sin 𝑥
sin 𝑥
cotx + 1 = cotx + 1
Yes Ma’am
Is the proving correct class? Yes Ma’am

Yes that’s right! Thank you Student P.

Yes Ma’am/No Ma’am.
4. Application:
That is how we prove identities in Yes Ma’am, so that they will
Trigonometry. Do you think, in life, we know who we are and what we
also have to prove our identity? are capable to do.
No Ma’am, because like
Why do you think so? Yes Student Q. Trigonometric Identities, we
should be true to ourselves. We

65

should love and accept who we
are
Yes, very good! Sometimes we have

to prove ourselves so that we can be
accepted to a job or to a position we
are aiming. However, proving
ourselves to others is not always
necessary because being true to
yourself is the one of the best way to
shine the brightest.
Now, can you give the five basic Students will raise their hands
classifications of the trigonometric
identities? Anyone? Pythagorean, Reciprocal,
Quotient, and Cofunction
Yes Student R? Identities Ma’am.
Thank you! Very good!
IV. Evaluation
Pick one problem from the Bowl of Identities. With your partner, answer it
on a one-half crosswise and show your solution. Do this in five minutes
only.

66
Appendix C - 1
Detailed Lesson Plan

in Mathematics for Grade
10
(Trigonometric Identities- Experimental Group)

67
I.Objectives
At the end of the discussion of the Trigonometric Identities, the students are
expected to:
a. identify the basic trigonometric identities using magic hexagon;
b. relate the trigonometric identities to their identity; and
c. perform activities involving trigonometric identities using magic hexagon.
II.Subject Matter
Topic: Trigonometric Identities
Reference: Mathematics Learner’s Module for Grade 9
Materials: bowls, activity sheets, chalk, magic hexagon
Values Infused: Self-worth and Self-acceptance
III.Procedure
Teacher’s Activity Students’ Activity

A. Preparatory Activity
-Greetings
Good Morning class! Good Morning Ma’am!
How is your day? Great Ma’am!
That’s good to hear!
-Prayer
Now, let us all stand in prayer The students will stand and pray
-Classroom Management
Before taking your seats, please pick Students will pick up pieces of
up pieces of paper under your chairs papers and arrange their chairs
and arrange your chairs as well.
You may now take your seat. Again, Good Morning Ma’am!
Good Morning class!
There are two things I am expecting

from you today. That is to be attentive
and be cooperative, is that clear? Yes Ma’am!
B. Developmental Activity : 4A’s

68

1. Activity
Before we proceed with the discussion

of our lesson, we will have an activity
entitled “Sinech Itech?” You will think of
a person in this class then in a sheet of
paper, write the characteristics or
description of that person. Afterwards, I
will pick three papers, and the students
will read the descriptions she wrote.
Then, the class will guess who is the
person he/she is referring to according
to the characteristics mentioned.
Is the instruction clear? Yes Ma’am.
I will give you 1 minute to do it. And

you may start now. The students will do the activity.
(After 1 minute)
Time’s up!
Kindly pass the papers sideward then The students will pass their
forward. papers.
(Pick three papers)
Student A kindly proceed here in front

and read your work. Student A will go in front and read
his/her work.

Is that correct Student A?
Yes Ma’am
Thank you Student A. Next, Student B.

Student B will go in front and read
his/her work.

Is their guess correct Student B?

69

Yes Ma’am
Thank you Student B and lastly,

Student C. Student C will go in front and read
his/her work.
Is that correct Student C?
Yes Ma’am
Thank you Student C! You may now
take your seat.
2. Analysis
The characteristics that were used to
describe the people mentioned awhile
ago are the “identities” of those
persons.
When we say “identity”, as defined by

the dictionary, it is the fact of being who
or what a person or thing is. It is how a
person is known for. It can be your
personality, your physical attributes or
your characteristics as a person. It is
who you are as a person.
In Mathematics, there is also an

identity and today, we will be learning
about a specific type of identity and
that is Trigonometric Identities.
Identity in Mathematics is an equation

which is always true. For example, x=x
We will discover and identify all the

basic trigonometric identities using this
hexagon.

70
All the functions on the left are the

three principal trigonometric functions
while the three on the right are their
complimentary.
Trigonometric identities are classified

into groups and the basics are:
Pythagorean, Reciprocal, Quotient,
Product and Cofunction.
Yes Ma’am
Let’s begin with the Pythagorean

identities. Before moving to the
identities, can you still recall the Yes Ma’am.
Pythagorean theorem?
The students will raise their
Anyone who can write it on the board? hands.
Yes Student D. Student D will write the answer on

the board: a2 + b2 = c2
Is that correct class? Yes Ma’am
Yes absolutely!
3. Abstraction:
Since we will deal with Pythagorean
identities, we will just follow this
theorem. Using the magic hexagon,
starting on the top, go clockwise or
counterclockwise around any of the
three triangles and use addition or
starting on the bottom go clockwise or
counterclockwise around any of the
three triangles and use subtraction.

71
Following the form of Pythagorean

theorem ,going clockwise on the first
triangle we can get,
sin2 θ + cos2 θ = 1
Next, on the second triangle we can

generate
tan2 θ + 1 = sec2 θ Yes Ma’am.

Is it clear to you class? Students will raise their hands.
Anyone who can get the last
Pythagorean identity?
Student E will write the answer on

the board: cot2 θ + 1 = csc2 θ
Yes Student E, kindly write it on the
board
Yes Ma’am.
Is it correct class?
Yes, very good! Thank you Student D!
Let’s move on to the next group, the Students will raise their hands.
Reciprocal Identities. Before that, what
does reciprocal means in

72

Mathematics? Anyone?
When we say reciprocal in
Mathematics, it is the
Okay, Student F. multiplicative inverse of a number
(1/x) that when multiplied by the
number gives a product of 1. For
example the reciprocal of 5 is 1/5.
Very well said Student F!
So in Trigonometry, reciprocal among

functions also exist. It is in the sense
that, reciprocal identities are the
counterpart. In the magic hexagon, the
Reciprocal Identities can be found by
going through the 1.
1
Doing so we can get , 𝑠𝑖𝑛𝑥 = csc 𝑥
1
Another, 𝑡𝑎𝑛𝑥 = cot 𝑥
Yes Ma’am.
Can you follow class? The students will raise their hands
Anyone who can write all the remaining

four reciprocal identities? Student G will write the answer on
the board:
Yes Student G. Kindly write them on 1 1
sec =cos 𝑥 csc= 𝑠𝑖𝑛
the board 1 1
cot=tan 𝑥 cos=sec 𝑥
Yes Ma’am.

73
Great! Thank you Student G.
Let’s proceed with the third group, the Students will raise their hands.
quotient identities. What does Quotient
means? Anyone? Quotient is the result of division
Ma’am.
Yes Student H?
Yes very good!
Quotient Identities can be found by

either going clockwise or
counterclockwise around the magic
hexagon.
By going clockwise we get,

𝑠𝑖𝑛𝑥
𝑡𝑎𝑛𝑥 =
cos 𝑥
If we go counter clockwise, we can get
𝑐𝑜𝑠𝑥
𝑐𝑜𝑡𝑥 =
𝑠𝑖𝑛𝑥
Yes Ma’am
Now, can you give the remaining

Students will raise their hands
identities? Anyone for the clockwise?
Student I will write the answer on

Yes Student I on the board please.
the board:
𝑐𝑜𝑠𝑥 𝑠𝑒𝑐𝑥
𝑠𝑖𝑛𝑥 = cot 𝑥, 𝑐𝑠𝑐𝑥 = tan 𝑥,
𝑐𝑠𝑐𝑥 𝑡𝑎𝑛𝑥
𝑐𝑜𝑡𝑥 = sec 𝑥 𝑠𝑒𝑐𝑥 = sin 𝑥

74
Very good Student I! You can also

generate other quotient identities by
going counter clockwise.
Can you give the five remaining

quotient identities that we can get by
going counterclockwise? Students will raise their hands.
Yes Student J, on the board please. -
The most commonly used among these

quotient identities are the
𝑠𝑖𝑛𝑥 𝑐𝑜𝑠𝑥
𝑡𝑎𝑛𝑥= cos 𝑥 and 𝑐𝑜𝑡𝑥 = 𝑠𝑖𝑛𝑥
Yes Ma’am
Second to the last, the Cofunction or

complementary function Identities. We
can obtain these identities by going
across the hexagon either left to right
or right o left
The first one, sin x = cos(90°-x)
Next is tan x=cot(90°-x)
Can you follow class? Yes Ma’am
Good. Who can now give the last one? Students will raise their hands.
Yes Student K. Kindly write the last Student K will write the last
Cofunction Identity on the board. cofunction on the board: sec
x=csc(90°-x)

75

Yes Ma’am
For the last group, the Product Identity,

two functions opposite each other, their
product is equal to 1.
For example,
tan x cot x =1
sec x cos x =1
Can you follow the process class?

Yes Ma’am
Okay, kindly give the remaining product
identity.
Yes Student L?
Student L will write the last
product identity on the board: sin
Is it correct class? x csc x=1
Excellent! Yes Ma’am.
You also get other product identities.

The product of the two functions, is the
function in between them
tan x cos x =sin x
sin x cot x= cos x

76
Is it clear class?
Do you have any question? Yes Ma’am
In Trigonometry, these identities are None Ma’am

used for proving. If you can recall
awhile ago I told you that “identity” in
Mathematics is an equation which is
always true.
Let me give you an example.Let us

simplify this first one:
1. cot(x)sin(x )
First, work on the side that is more

complicated. Try to simplify it. Replace
all trigonometric functions with just sine
and cosine where possible because
these two are in the simplest form. Use
the magic hexagon to generate and
recall the trigonometric identities.
For the first given, since sin is already

in its simplest form, then let’s work on
the cotangent.
Using the magic hexagon, analyze how

you can reduce it to sine or cosine.
So what identity can we use for

cotangent?
Yes Student M?
Quotient Identities Ma’am.
Yes very good!
So in the given,
𝑐𝑜𝑠𝑥
*sinx = cosx
sin 𝑥
Yes Ma’am.
Can you follow?
Another example,

77

2) sin 𝑡 − sin 𝑡 cos2𝑡
When you see a given in the second

degree, first consider the Pythagorean
Identity.
For the given,

sin 𝑡 ∙ (1 − cos2𝑡) ( Factoring)
sin 𝑡 ∙ sin2𝑡 (Pythagorean Identity)
sin3 t
Yes Ma’am.
Third example:
1
𝑠𝑒𝑐 2 𝑥 cos2 𝑥 1 sin2 𝑥
= 1 = cos2 𝑥*
csc2 𝑥 1
sin2 𝑥
sin2 𝑥
= cos2 𝑥
= tan2 𝑥

None Ma’am
Who wants to try the fourth example?
sin2 𝑥 + cos2 𝑥
sin 𝑥
Okay Student N, on the board please. Student N will solve on the board.:
sin2 𝑥+cos2 𝑥
Try to solve it also on your seats. sin 𝑥
1
= csc x
sin 𝑥
Now that you already know how to

simplify, we will proceed to proving or
verifying. We will use the trigonometric
identities to prove this given:
𝑐𝑜𝑡𝑥
1) csc 𝑥 = cos x
In proving, begin with the more

78

complicated side.
To get the simplest form with sin or cos

use the magic hexagon. For the cotx,
the simplest form is in quotient identity
and then, get the reciprocal identity of
the cscx
𝑐𝑜𝑠𝑥
𝑠𝑖𝑛𝑥
1 = cos x
𝑠𝑖𝑛𝑥
𝑐𝑜𝑠𝑥 𝑠𝑖𝑛𝑥
* = cos x
sin 𝑥 1
cos x= cos x

Yes Ma’am.
Next example,
2.) sinxcosxtanx= 1 – cos2x

𝑠𝑖𝑛𝑥
sinx*cosx* = sin2x (Quotient
cos 𝑥
Identity)
sinx*sinx= sin2x
sin2x = sin2x
Any question so far?

None Ma’am.
Third example,
3.) sin x+ sin x cos2 x = sin3x
sinx(1+cos2x) = sin3x (Factor)
sinx(sin2x)= sin3x (Pythagorean
Identity)

Yes Ma’am.
None Ma’am.
4.) sin y+sin y cot2y=cscy

79
Who wants to try it on the board?

Yes Student O.
Student O will prove the given on
the board:
sin y(1+cot2y)=cscy
sin y(csc2y)=cscy
1
sin y( sin2 𝑦 )=cscy
𝑠𝑖𝑛𝑦
=cscy
sin2 𝑦
1
= cscy
𝑠𝑖𝑛𝑦
cscy=cscy
Yes Ma’am!
Very Good!
5.) 𝐜𝐨𝐭 𝒙 + 𝟏 = 𝐜𝐬𝐜 𝒙 (𝐜𝐨𝐬 𝒙 + 𝐬𝐢𝐧 𝒙)

Anyone who can prove this on the Students will raise their hands.
board?
Okay Student P. Student P will prove the fifth given
on the board:
cot x + 1= cscx(cos x + sin x)
1
cot x + 1 = sin 𝑥𝑥(cos x + sin x)
cos 𝑥 sin 𝑥
cot x + 1 = + sin 𝑥
sin 𝑥
cotx + 1 = cotx + 1
Yes Ma’am
Is the proving correct class?
Yes that’s right! Thank you Student P.

Yes Ma’am

80

4. Application:
That is how we prove identities in
Trigonometry. Do you think, in life, we Yes Ma’am/No Ma’am.
also have to prove our identity?
Yes Ma’am, so that they will know
Why do you think so? Yes Student Q. who we are and what we are
capable to do.
No Ma’am, because like
Trigonometric Identities, we
should be true to ourselves. We
should love and accept who we
Yes, very good! Sometimes we have to are
prove ourselves so that we can be
accepted to a job or to a position we
are aiming. However, proving
ourselves to others is not always
necessary because being true to
yourself is the one of the best way to
shine the brightest.
Now, can you give the five basic

classifications of the trigonometric
identities? Anyone?
Students will raise their hands
Yes Student R?
Pythagorean, Reciprocal,
Thank you! Very good! Quotient, Cofunction and Product
Identities Ma’am.
IV. Evaluation
Pick one problem from the Bowl of Identities. With your partner, answer it
on a one-half crosswise and show your solution. Do this in five minutes
only.

81
Appendix D
PRE-TEST

82

83
Appendix D - 1
POST-TEST

84

85
Appendix E
SUMMARY OF DATA
Controlled Group
Student Pre-test Scores Post-test Scores

1 5 5
2 6 6
3 5 3
4 5 8
5 3 5
6 4 5
7 2 3
8 1 4
9 3 3
10 4 3
11 3 3
12 5 4
13 4 5
14 3 5
15 5 7
16 5 7
17 6 6
18 3 4
19 5 5
20 3 6
21 0 2
22 4 7
23 5 6
24 4 6
25 1 5
26 4 2
27 3 4
28 2 7
29 5 7
30 2 2

86
Appendix E - 1
SUMMARY OF DATA
Experimental Group
Student Pre-test Scores Post-test Scores

1 3 13
2 6 16
3 6 16
4 3 14
5 6 17
6 2 13
7 4 15
8 4 15
9 5 16
10 8 17
11 4 14
12 6 16
13 4 14
14 2 15
15 2 15
16 3 15
17 2 14
18 7 18
19 4 15
20 3 15
21 5 17
22 4 15
23 6 15
24 9 17
25 3 13
26 3 16
27 0 14
28 2 14
29 1 13
30 5 15

87
Appendix F
MEAN SCORES OF PRE-TESTS

Controlled Group and Experimental Group
Case Processing Summary
Cases
Included Excluded Total

N Percent N Percent N Percent
Controlled Group 30 100.0% 0 0.0% 30 100.0%

Experimental Group 30 100.0% 0 0.0% 30 100.0%
Report
Controlled Experimental
Group Group
Mean 3.67 4.07

N 30 30
Std. Deviation 1.516 2.067
SPSS Results

88
Appendix F - 1
MEAN SCORES OF POST-TESTS

Controlled Group and Experimental Group
Case Processing Summary
Cases
Included Excluded Total

N Percent N Percent N Percent
Controlled Group 30 100.0% 0 0.0% 30 100.0%

Experimental Group 30 100.0% 0 0.0% 30 100.0%
Report
Controlled Experimental
Group Group
Mean 4.83 15.07

N 30 30
Std. Deviation 1.704 1.337
SPSS Results

89
Appendix G
T-TEST DEPENDENT
Pre-test and Post-test of the Controlled Group
Paired Samples Statistics
Mean N Std. Deviation Std. Error Mean

Pretest 3.67 30 1.516 .277
Pair 1
Posttest 4.83 30 1.704 .311
Paired Samples Correlations
N Correlation Sig.
Pair 1 Pretest & Posttest 30 .472 .009
Paired Samples Test
Paired Differences t df Sig. (2-

tailed)
Mean Std. Std. 95% Confidence

Deviatio Error Interval of the
n Mean Difference
Lower Upper
Pretest-
Pair 1 -1.167 1.663 .304 -1.788 -.546 -3.843 29 .001
Posttest
SPSS Results

90
Appendix G - 1
T-TEST DEPENDENT
Pre-test and Post-test of the Experimental Group
Paired Samples Statistics
Mean N Std. Deviation Std. Error Mean

Pre-test 4.07 30 2.067 .377
Pair 1
Post-test 15.07 30 1.337 .244
Paired Samples Correlations
N Correlation Sig.
Pair 1 Pre-test & Post-test 30 .772 .000
Paired Samples Test
Paired Differences t df Sig. (2-

tailed)
Mean Std. Std. Error 95% Confidence

Deviation Mean Interval of the
Difference
Lower Upper
Pair Pre-test -
-11.000 1.339 .244 -11.500 -10.500 -44.994 29 .000
1 Post-test
SPSS Results

91
Appendix H
T-TEST INDEPENDENT
Pre-tests of the Controlled Group and the Experimental Group
Group Statistics
VAR00002 N Mean Std. Deviation Std. Error Mean
Controlled Group 30 4.83 1.704 .311

Post-test
Experimental Group 30 15.07 1.337 .244
SPSS Results

92
Appendix I
Documentation
PRETEST

93
DISCUSSION (CONTROLLED GROUP)

94
DISCUSSION (EXPERIMENTAL GROUP)

95
POSTTEST

96
JAEL N. ALFARO
Pabustan Apartment A, Campuput St., Sta. Maria
Village, San Francisco, Mabalacat City, Pampanga
Email: alfarojael125@yahoo.com.ph
Cellphone Number: 0936 313 5066
PERSONAL INFORMATION
Age : 21
Date of Birth : November 06, 1996
Civil Status : Single
Citizenship : Filipino
Religion : Jehovah’s Witnesses
EDUCATIONAL ATTAINMENT
TERTIARY:
Mabalacat City College
Bachelor of Secondary Education - Major in Mathematics
2013 - PRESENT
SECONDARY:
Camachiles National High School
Year Graduated: 2009 - 2013
ELEMENTARY:
Talimundok Elementary School
Year Graduated: 2003 – 2009
Jael N. Alfaro

97
KIM GABRIELLE M. DEL

PUERTO
0183 Casmor Phase 1, Mabiga, Mabalacat City,
Pampanga
Email: kimmyelle19@yahoo.com
Age : 20
Date of Birth : October 19, 1997
Religion : Roman Catholic
TERTIARY:
2014 - PRESENT
SECONDARY:
Mabalacat Community High School
ELEMENTARY:
San Francisco Elementary School
Kim Gabrielle M. Del Puerto

98
ARCHIE S. YUMUL
0112 Purok 1 Bical, Mabalacat City, Pampanga
Email: archieyumul09@yahoo.com
Age : 26
Date of Birth : November 09, 1991
Religion : Christian
TERTIARY:
2016 - PRESENT
SECONDARY:
Camachiles Resettlement High School
ELEMENTARY:
Bical Elementary School
Archie S. Yumul

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1

MABALACAT CITY COLLEGE

THE PROBLEM AND RELATED LITERATURE

Life is full of Mathematics. Mathematics concerns almost everything in the

lot to humanity’s development is Trigonometry. Trigonometry is an integral subject in

secondary education and in many fields especially in Mathematics (Demir, 2012).

such as astronomy, geography, geometry, physics, optics, electricity, cartography,

maritime, and architecture, trigonometric competency has been applicable and

Education Staff Development and Empowerment Center (Pusat Pengembangandan

Pemberdayaan Pendidikdan Tenaga Kependidikan = PPPPTK) conducted a Monitoring

teachers’ difficulty in managing trigonometric learning ranked on top. In addition, some

Institute of Teacher Education Using Magic Hexagon

MABALACAT CITY COLLEGE

students’ performances appear to be poor and lacking.

the concept of trigonometric identities (Woods, 2016). According to Nugroho &

which is an applicative material, is being considered difficult by the students. Since

teaching and mastery of these trigonometric identities respectively. It is rooted to the

traditional. In fact, in the 22 years of participation of the Philippines (from 1988 –

2010; with no participation in 1990) in the International Mathematics Olympiads

Institute of Teacher Education Using Magic Hexagon

MABALACAT CITY COLLEGE

TIMMS (Trends in International Mathematics and Science Study) (Laguerta, 2012).

Mathematics specifically trigonometry. As an evidence, in a research conducted by,

also low - 2.5

Secondary and Tertiary Schools in Mabalacat including Mabalacat City College

tool in presenting these trigonometric concepts especially trigonometric identities to

understanding other Mathematical concepts.

Mabalacat City College values the importance of learning the trigonometric

Institute of Teacher Education Using Magic Hexagon

MABALACAT CITY COLLEGE

has strong pedagogical foundation.

In response to the alarming issue involving trigonometric identities, a research

hexagon in the performance of the students in trigonometric identities. The researchers

identities by introducing the magic hexagon.

students in learning trigonometric identities by introducing the magic hexagon.

Review of Related Literature

Institute of Teacher Education Using Magic Hexagon

MABALACAT CITY COLLEGE

concrete understanding is required in order to understand Trigonometry conceptually in

constantly. Rote memorization – retaining facts without understanding – as something

to be avoided but memorization after understanding is ideal (Perry, 2009). He also

learning new knowledge.

various studies, researches and discussion about students’ inability to transfer

fundamental mathematical knowledge on topics like algebra, wherein mostly the

knowledge of trigonometry is essential to engineering, astronomy, physics, and

development of mathematical understanding. Learners can create and use

representations like diagrams, graphs, symbols and manipulatives to reason through

Institute of Teacher Education Using Magic Hexagon

MABALACAT CITY COLLEGE

promote mathematical learning (Tripathi, 2008).

With the reigning importance of Mathematics in Philippine high school

serves as a gateway to national progress (Bernardo, 1998). SEI-DOST & MATHTED

information (Lee-Chua, 2011). The results of the 2003 Trends in International

Institute of Teacher Education Using Magic Hexagon

MABALACAT CITY COLLEGE

remember is someone understands a mathematical idea (Van de Walle, 2007). In able to

establish deep understanding of Mathematics and to actively engage the students in

integrated into the instructional process to be effective in developing, clarifying and

applying Mathematical concepts such as Trigonometry (SEI-DOST & MATHTED,