Gallery Walk as Instructional Strategy in Trigonometry

To prepare students for advanced mathematics including trigonometry, an instructional holistic strategy that highlights the 4Cs – Critical thinking, Communication, Collaboration and Creativity is needed as they work on teacher-devised questions, problems, and activities. One of the engaging instructional strategies having these features is the gallery walk. This study aimed to develop and validate lessons in grade 9 trigonometry using gallery walk instructional strategy in Gabao National High School, Division of Sorsogon Province, for the school year 2022-2023. The descriptive -developmental research as a general approach in the collection and analysis of the data gathered in this investigation. The instruments used were the Evaluation Rating Sheet of the Learning Resources Management and Development System (LRMDS) of the Department of Education, utilized by the 5 mathematics experts as validators of the three (3) developed lessons in trigonometry using gallery walk instructional strategy. The data that was presented included observations, an in-depth interview using unstructured interview guide in Key Informants Interview (KII) and Focus Group Discussions (FGD) among the forty (40) student respondents, and a document analysis that gave a concise and clear description of the students’ experiences. Findings revealed that the developed lessons in grade 9 trigonometry using the gallery walk instructional strategy were valid as rated by the experts and recommendable instructional materials in terms of content, format, presentation, and organization. The students became more engaged with their peers, teachers and lessons/activity when exposed to gallery walk instructional strategy in trigonometry lessons.