This study investigated the potency of the culturo-techno-contextual approach (CTCA) as a paradigm for reducing student anxiety and improving academic performance in trigonometry, a topic widely regarded as challenging in mathematics. Using a quasi-experimental pretest-posttest non-equivalent groups design, data were collected from 119 Senior Secondary School II (SS2) mathematics students in Lagos State, Nigeria. Findings revealed that the experimental group taught with CTCA had a lower level of anxiety (M=11.28, SD = 2.36 and performed significantly better (M = 20.72, SD = 3.26) in trigonometry than the control group, with a higher level of anxiety (M=16.31, SD = 2.79) and lower academic performance (M = 13.71, SD = 3.81). taught with the conventional method. These results validated the efficacy of adopting a cultural and contextual knowledge strategy for teaching mathematics. It is therefore recommended that teachers should integrate CTCA frameworks to improve students’ understanding of trigonometry.
Publication Date: 2026-06-19