English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

The purpose of the study was to determine the students’ error in learning trigonometry A total of 80 Senior Secondary 2 mathematics students randomly selected from two private schools in Zaria with a mean age of 17 constituted the sample size for the study. The Mathematics achievement tests (MAT) and Trigonometrical diagnostic test (TDT) were used as the instruments of this study that included two components: the use of formula and right-angled method. Diagnostic interview was also used to identify at which level students’ errors occur in solving problems. The type of error is based on Newman Error Hierarchy Model that includes reading type error, comprehension, transformation, process skill, and encoding error. Data was analyzed using descriptive statistics: percentage and frequency. The study found out among others that most students make error in transformation and process skill in solving problems in trigonometry. There was no error found in reading. The number of students who made encoding error and carelessness was small. The students’ error in solving trigonometrical problems was due to their weaknesses in basic arithmetical operations. The implication of the study was highlighted and recommendations were made based on findings.

Analysis of Students’ Error in Learning of Trigonometry Among Senior Secondary School Students in Zaria Metropolis, Nigeria.