Thesis: The Use of Magic Hexagon in Trigonometric Identities

MABALACAT CITY COLLEGE
Chapter 1
THE PROBLEM AND RELATED LITERATURE
Introduction
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 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.
Institute of Teacher Education Using Magic Hexagon

Teachers and students around the world struggle in teaching and learning
trigonometric identities. There is an evidence of difficulty and misunderstanding
associated with the concepts of trigonometric identities which instructors are
challenged to make their students explain and apply them (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 are 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 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.
Fortunately, there are tools that are beneficial and effective in understanding
mathematical ideas. It has been proven that visual representation, such as diagrams,
help both teachers and students in teaching and mastering Mathematical concepts
respectively (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
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
will be 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 will be 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.
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 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

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

(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-
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 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

(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).
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, 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, 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.
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 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.
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)
Figure 1 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 9
students Trigonometric identities
Experimental Group
Magic Hexagon
Figure 2. Conceptual Framework
Statement of the Problem
The study aims 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
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
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.
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.

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 undergone on traditional method on
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 was undergone on using Magic Hexagon on 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
 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.

 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
 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.
 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
 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 all the list by traditional or applying
Magic Hexagon.

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. 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 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.
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.
Data Collection Procedure
The study 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 preparation of the pretest and posttest. 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. 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 papers and gathering all the data needed,
the researchers analyzed and interpreted the results.
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
controlled and experimental groups.

Chapter 3
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 instruction 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.

Table 2
Mean Scores of the Pre-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 signifies 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 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.

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 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.

Table 4
Pre-test and Posttest of the Experimental Group
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.

Table 5
The Post-tests of the Controlled Group and the Experimental Group
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 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.

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
controlled group.

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 who used Magic Hexagon is better than those who still memorize the list of
needed trigonometric identities.
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
The controlled and experimental group results differ from each other. 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 trigonometric
identities.

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 performance than in the
pretest procedure 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 trigonometric identities.
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 increase outcome in the posttests whilst experimental
group excelled or performed better. The researchers summed up that using Magic
Hexagon has greater significant effect in the achievement of learning trigonometric

identities rather than the usual memorization. Students on the experimental group
demonstrated above average performance based from their posttest scores.
Recommendations
Based from the conclusions drawn, the following recommendations are offered:
1. To the school administrators, to recommend and monitor the teachers the use of
Magic Hexagon as alternative method of teaching and learning the trigonometric
identities.
2. To the teachers, to suggest the application of Magic Hexagon to their students in
3. To the students, to learn how to manipulate the use of Magic Hexagon as it will
help them to recall the Reciprocal, Pythagorean, Quotient, Product and Cofunction
Identities.
4. To the future researchers, to conduct related studies and make use of the
conclusions studied in this research for them to construct other alternatives.

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APPENDICES

Appendix 1
. The Magic Hexagon for Trigonometric Identities
Source: http://www.mathsisfun.com/algebra/trig-magic-hexagon.html

Appendix 2
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

Appendix 3
Letter to the Principal

Appendix 4
Detailed Lesson Plan in Mathematics for Grade 10

(Trigonometric Identities- Controlled Group)
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 up Students will pick up pieces of
pieces of paper under your chairs and papers and arrange their chairs
arrange your chairs as well.
You may now take your seat. Again, Good Good Morning Ma’am!
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

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 papers.
forward.
(Pick three papers)
Student A kindly proceed here in front and Student A will go in front and read
read your work. 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 B. Student B will go in front and read
his/her work.


Is their guess correct Student B? Yes Ma’am
Thank you, Student B, and lastly, Student Student C will go in front and read
C. 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
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 set of
Trigonometric Identities assigned to you
and tell whether what are those identities,
whether they are Pythagorean
Quotient/Ratio, Reciprocal, Product and
Cofunction Identities.
Can you follow class? Yes Ma’am

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 explain
your answer. Simply place the name of
the group of identities above the list. Is the
instruction clear? Yes Ma’am
You may start now. Students will discuss with their

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

first set of identities is the reciprocal
identities.
Student E will go in front and explain
Next group, Student E will be your the answer of their group.
representative
The second set of identities is the
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.
Let’s proceed with Group 3. Student F will Student F will go in front and explain
explain the answer of their group. the answer of their group.
The third group of identities is the

Cofunction identities. Although there
is 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.
Very well said! Thank you Group 3! Next, Student G will go in front and
for the Group 4 may I call on Student G to explain the answer of their group.
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 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.
So what identity can we use for

cotangent? Students will raise their hands.
Yes Student H? Quotient Identities Ma’am.
Yes very good!
So in the given,
𝑐𝑜𝑠𝑥
sin 𝑥
*sinx = cosx
Can you follow?

Yes Ma’am.
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)
sin3 t
Do you understand class?

Yes Ma’am.
Third example:
1
𝑠𝑒𝑐 2 𝑥 cos2 𝑥 1 sin2 𝑥
csc2 𝑥
= 1 = cos2 𝑥* 1
sin2 𝑥
sin2 𝑥
= cos2 𝑥
= tan2 𝑥
Do you have questions? None Ma’am
Who wants to try the fourth example? Students will raise their hands.
sin2 𝑥 + cos2 𝑥
sin 𝑥

Student I will solve on the board.:
Okay Student I, on the board please. sin2 𝑥+cos2 𝑥
sin 𝑥
Try to solve it also on your seats. 1
sin 𝑥
= csc 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) = cos x
csc 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 identity of the cscx
𝑐𝑜𝑠𝑥
𝑠𝑖𝑛𝑥
1 = cos x
𝑠𝑖𝑛𝑥
𝑐𝑜𝑠𝑥 𝑠𝑖𝑛𝑥
* = cos x
sin 𝑥 1
cos x= cos x
Is everything clear to you class?

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

𝑠𝑖𝑛𝑥
sinx*cosx*cos 𝑥 = sin2x (Quotient
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)
Can you follow class? Yes Ma’am.
Do you have questions? None Ma’am.
4.) sin y+sin y cot2y=cscy
Who wants to try it on the board? Students will raise their hands.
Yes Student J. Student J will solve on the board.:
sin y(1+cot2y)=cscy
sin y(csc2y)=cscy
1
sin y( sin2 𝑦 )=cscy
𝑠𝑖𝑛𝑦
sin2 𝑦
=cscy
1
= cscy
𝑠𝑖𝑛𝑦
cscy=cscy
Did you get the same class? Yes Ma’am!
Very Good!
5.) 𝐜𝐨𝐭 𝒙 + 𝟏 = 𝐜𝐬𝐜 𝒙 (𝐜𝐨𝐬 𝒙 + 𝐬𝐢𝐧 𝒙)

Anyone who can prove this on the board? Students will raise their hands.
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
Is the proving correct class? Yes Ma’am

Yes that’s right! Thank you Student P.
Is everything clear to you class? Yes Ma’am
4. Application:
That is how we prove identities in
Trigonometry. Do you think, in life, we
also have to prove our identity? Yes Ma’am/No Ma’am.
Why do you think so? Yes Student Q. Yes Ma’am, so that they will know
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
Yes, very good! Sometimes we have to and accept who we 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?
Yes Student R? Students will raise their hands
Pythagorean, Reciprocal, Quotient,

Thank you! Very good! and Cofunction 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.

Appendix 5
Detailed Lesson Plan in Mathematics for Grade 10

(Trigonometric Identities- Experimental Group)
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 up Students will pick up pieces of
pieces of paper under your chairs and papers and arrange their chairs
arrange your chairs as well.
You may now take your seat. Again, Good Good Morning Ma’am!
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

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 papers.
forward.
(Pick three papers)
Student A kindly proceed here in front and Student A will go in front and read
read your work. 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? 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.
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.
Let’s begin with the Pythagorean identities.

Before moving to the identities, can you
still recall the Pythagorean theorem? Yes Ma’am.
Anyone who can write it on the board? The students will raise their 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.
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
Is it clear to you class? Yes Ma’am.
Anyone who can get the last Pythagorean Students will raise their hands.
identity?
Yes Student E, kindly write it on the board Student E will write the answer on
the board: cot2 θ + 1 = csc2 θ
Is it correct class? Yes Ma’am.
Yes, very good! Thank you Student D!
Let’s move on to the next group, the

Reciprocal Identities. Before that, what
does reciprocal means in Mathematics?
Anyone? Students will raise their hands.
Okay, Student F. When we say reciprocal in

Mathematics, it is the 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
Can you follow class?

Yes Ma’am.
Anyone who can write all the remaining
The students will raise their hands
four reciprocal identities?
Yes Student G. Kindly write them on the

Student G will write the answer on
board
the board:
1 1
sec =cos 𝑥 csc= 𝑠𝑖𝑛
1 1
cot= cos=
tan 𝑥 sec 𝑥
Did you get the same class?

Yes Ma’am.
Great! Thank you Student G.
Let’s proceed with the third group, the

quotient identities. What does Quotient
means? Anyone?
Students will raise their hands.
Yes Student H?
Quotient is the result of division
Ma’am.
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
Do you understand class? Yes Ma’am
Now, can you give the remaining

identities? Anyone for the clockwise? Students will raise their hands
Yes Student I on the board please. Student I will write the answer on the
board:
𝑐𝑜𝑠𝑥 𝑠𝑒𝑐𝑥
𝑠𝑖𝑛𝑥 = cot 𝑥, 𝑐𝑠𝑐𝑥 = tan 𝑥,
𝑐𝑠𝑐𝑥 𝑡𝑎𝑛𝑥
𝑐𝑜𝑡𝑥 = 𝑠𝑒𝑐𝑥 =
sec 𝑥 sin 𝑥
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
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?
Good. Who can now give the last one?

Yes Ma’am
Yes Student K. Kindly write the last
Cofunction Identity on the board. Students will raise their hands.
Is everything clear to you class? Student K will write the last

cofunction on the board: sec
x=csc(90°-x)
For the last group, the Product Identity, two
functions opposite each other, their Yes Ma’am
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. Students will raise their hands.
Yes Student L? Student L will write the last product

identity on the board: sin x csc x=1

Is it correct class? Yes Ma’am.
Excellent!
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
Is it clear class? Yes Ma’am
Do you have any question? None Ma’am
In Trigonometry, these identities are 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
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? Students will raise their hands.
Yes very good! Quotient Identities Ma’am.
So in the given,
𝑐𝑜𝑠𝑥
*sinx = cosx
sin 𝑥
Can you follow? Yes Ma’am.
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)
sin3 t
Do you understand class?

Yes Ma’am.
Third example:
1
𝑠𝑒𝑐 2 𝑥 cos2 𝑥 1 sin2 𝑥
= 1 = *
csc2 𝑥 2
cos 𝑥 1
sin2 𝑥
sin2 𝑥
= 2
cos 𝑥
= tan2 𝑥
Do you have questions? None Ma’am
Who wants to try the fourth example? Students will raise their hands.
sin2 𝑥 + cos 2 𝑥
sin 𝑥
Okay Student N, on the board please. Student N will solve on the board.:
sin2 𝑥+cos2 𝑥
sin 𝑥
Try to solve it also on your seats.
1
sin 𝑥
= csc 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

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
sin 𝑥
* 1
= cos x
cos x= cos x
Is everything clear to you class?

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)
Can you follow class? Yes Ma’am.
Do you have questions? None Ma’am.
4.) sin y+sin y cot2y=cscy

Who wants to try it on the board? Students will raise their hands.
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
sin2 𝑦
=cscy
1
= cscy
𝑠𝑖𝑛𝑦
cscy=cscy
Did you get the same class? Yes Ma’am!
Very Good!
5.) 𝐜𝐨𝐭 𝒙 + 𝟏 = 𝐜𝐬𝐜 𝒙 (𝐜𝐨𝐬 𝒙 + 𝐬𝐢𝐧 𝒙) Students will raise their hands.
Anyone who can prove this on the 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
Is the proving correct class? Yes Ma’am
Yes that’s right! Thank you Student P.
Is everything clear to you class? Yes Ma’am
4. Application:
That is how we prove identities in
Trigonometry. Do you think, in life, we also
have to prove our identity? Yes Ma’am/No Ma’am.

Why do you think so? Yes Student Q. Yes Ma’am, so that they will know
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
Yes, very good! Sometimes we have to and accept who we 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 Students will raise their hands
identities? Anyone?
Yes Student R? Pythagorean, Reciprocal, Quotient,

Cofunction and Product 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.

Appendix 6
PRE-TEST


Appendix 7
POST-TEST


Appendix 8
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

Appendix 9
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

Appendix 10
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

Appendix 11
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

Appendix 12
T-TEST OF 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

Appendix 13
T-TEST OF 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

Appendix 14
T-TEST OF 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

Appendix 15
Documentation

Thesis: The Use of Magic Hexagon in Trigonometric Identities

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MABALACAT CITY COLLEGE

THE PROBLEM AND RELATED LITERATURE

Trigonometry is an integral subject in secondary education and in many fields

relied to the trigonometric competency, such as trigonometric identities, in dealing

physics, optics, electricity, cartography, maritime, and architecture, trigonometric

Development and Empowerment Center (Pusat Pengembangandan Pemberdayaan

Pendidikdan Tenaga Kependidikan = PPPPTK) conducted a Monitoring and

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

trigonometric formulae which makes learning less meaningful and tends to be

forgotten. Thus, students’ performances appear to be poor and lacking.

Institute of Teacher Education Using Magic Hexagon

trigonometric identities. There is an evidence of difficulty and misunderstanding

associated with the concepts of trigonometric identities which instructors are

trigonometry, which is an applicative material, is being considered difficult by the

another, students should demonstrate proficiency in learning this. In his research,

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

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

and 2003 TIMMS(Trends in International Mathematics and Science Study) (Laguerta,

Institute of Teacher Education Using Magic Hexagon

Filipino students in Mathematics specifically trigonometry. As an evidence, in a

2009-2010, the average was also low - 2.5

Secondary and Tertiary Schools in Mabalacat including Mabalacat City

integration of a tool in presenting these trigonometric concepts especially

trigonometric identities are keys to understanding other Mathematical concepts.

respectively (Leinhardt et al., 1991)

Mabalacat City College values the importance of learning the trigonometric

Institute of Teacher Education Using Magic Hexagon

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

trigonometric identities by introducing the magic hexagon.

students in learning and mastering trigonometric identities by introducing the magic

Review of Related Literature

Institute of Teacher Education Using Magic Hexagon

concrete understanding is required in order to understand Trigonometry conceptually

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

promote mathematical learning (Tripathi, 2008).

With the reigning importance of Mathematics in Philippine high school

curriculum subjects, its goals in basic education remain as to provide opportunities

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

MATHTED (2011) added that as individual Filipino students develop the

expanding our nation’s fund of knowledge.

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

of 25 participating countries (Laguerta, 2012). Also, Philippines scored the lowest

Institute of Teacher Education Using Magic Hexagon

difficulty in learning Mathematics.

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,

Review of Related Studies

areas of Mathematics. Despite the fact that Trigonometry, particularly trigonometric

functions and identities, is necessary to understand topics in Newtonian physics, pre-

calculus, calculus, architecture, surveying, and

Institute of Teacher Education Using Magic Hexagon