Development and Implementation of Geogebrabased Interactive Learning Module as Teaching Tools in Trigonometry

Students’ low performance in trigonometric function transformation, is attributed to a lack of conceptual understanding and misconceptions. This calls for innovative and interactive learning materials that may facilitate students’ visualization and conceptual understanding of trigonometric concepts. This study aimed to develop and implement a Geogebra-based ILM intended for enhancing students’ understanding of trigonometric function transformation. This study utilized a developmental and experimental research design. The validation of the developed Geogebra-based ILM was done by peers and expert evaluators, while its effectiveness was determined by comparing the students’ pretest and posttest results. Results showed the importance of incorporating interactive and visual instructional tools in teaching, as identified by the mathematics teachers through the Interactive Learning Module. The Geogebra-based ILM was designed using a backward design aligned with the learners’ needs. The developed Geogebra-based ILM showed high agreement between peer and expert validators, proving that it is valid, appropriate for learners, and suitable for implementation. The study showed a significant improvement in the posttest scores of the students after the implementation of the Geogebra-based ILM, and the learners mastered concepts that were difficult for them before. The results of the paired sample t-test proved that the Geogebra-based ILM was effective in enhancing students’ conceptual understanding by correcting misconceptions through interactive, visual, and dynamic learning. The study concludes that the Geogebra-based ILM is effective in enhancing students’ performance and conceptual understanding of trigonometric concepts. It is therefore recommended that educators make use of technology-based modules, especially Geogebra to enhance active learning.