Teachers' Innovativeness and Achievements of Students in Plane Trigonometry

This study was conducted to determine the relationship between teachers? innovativeness and achievement of students in Plane Trigonometry. The specific questions answered were: 1. What is the level of teacher?s innovativeness when measured according to the following indicators: (a) Teaching strategies; (b) Technologically assisted instructions; (c) Developing evaluation instruments; and (d) Flexibility to new trends? 2. What is the level of achievement of students in Plane Trigonometry in terms of the following topics: (a) Angles; (b) Solving right triangle; (c) Solving oblique triangles; (d) Fundamental identities; (e) Trigonometric functions; (f) Negative angle, sum and co-functions identities; and (g) Trigonometric equations; (h) Overall? 3. Is there a significant relationship between teaching innovativeness and achievements of students in Plane Trigonometry? There were 120 Plane Trigonometry students who served as respondent of the study. Based on the findings of this study, the following conclusions were drawn: 1. The mean scores of the level of teaching innovativeness when measured according to the following indicators are as follows: teaching strategies, 3.70, high; technology assisted instruction, 3.40, moderate; development of evaluation instrument, 3.80, high; flexibility to new trends, 3.70, high, and Overall, 3.65, high. 2. The mean scores of the academic achievement of the students in Plane Trigonometry with their qualitative description are as follows: Angles, 5.22, Satisfactory; Solving Right Triangle, 3.21, Poor; Solving Oblique Triangle, 4.31, Satisfactory; Fundamental Identities, 4.42 Satisfactory, Trigonometric Functions; 1.36, Very Poor; Negative Angle,.65, Very Poor; Trigonometric Equations, 1.37, Very Poor; and Overall, 2.93 Poor. 3. The computed Pearson r-value in testing the significance of the relationship between teaching innovativeness and achievement of students in Plane Trigonometry is.274, which is significant at ? = 0.05 level of significance. Thus the null hypothesis was rejected. The researcher offered the following recommendations: 1. School administrators should initiate the conduct of mathematics seminars, workshops and trainings to improve the innovativeness and capability of mathematics teachers. 2. Mathematics faculties are encouraged to upgrade their techniques and strategies in teaching by attending lectures, by affiliating with the different mathematics associations and societies, and conducting researches related to mathematics. 3. The Commission on Higher Education officials must integrate in the policies in the Higher Education about upgrading of college instructors of the latter?s teaching strategies. 4. That both Department of Education (DepEd) and Commission on Higher Education (CHED) should jointly enhance their research and development (R and D) and faculty development to upgrade their teachers? teaching abilities and educational attainment, thus, providing them with enough knowledge and ideas in imparting new techniques in mathematics teaching. Lesson plans and syllabi must be checked and revised regularly to answer the relevant needs of students. 5. Future researchers must conduct studies about teaching innovativeness and correlate it to achievement of students in other subject areas.