Demographic Invariance in Digital Learning: Assessing the Impact of E-Content Module on Trigonometry Achievement Across Gender and Locality

Abstract

Trigonometry is a crucial conceptual bridge in secondary school mathematics, yet its abstract geometric-algebraic constructs pose persistent cognitive hurdles for learners. This study empirically evaluates the pedagogical efficacy of interactive digital e-content compared with traditional classroom instruction in improving trigonometry achievement among Class XI students. Using a two-group pre-test/post-test quasi-experimental design, 60 higher secondary students were equated using Cattell’s Culture Fair Intelligence Test Scale III and assigned to either an Experimental Group (n = 30) instructed via the ADDIE-grounded MiMa E-Content Learning Module (MMELM) or a Control Group (n = 30) exposed to conventional chalk-and-talk methods over a 30-day intervention. Learning outcomes were assessed using the validated MiMa Achievement Test in Trigonometry (MATT), which measures Bloom's cognitive taxonomy levels (Knowledge, Understanding, and Application).

Independent-sample t-tests showed that students using MMELM achieved statistically significant post-test gains in total trigonometry achievement (p < .001) and across all cognitive domains. Furthermore, subgroup analyses confirmed that these substantial performance gains were statistically invariant across gender (boys: t = 8.730, p < .001; girls: t = 6.209, p < .001) and geographic location (urban: t = 9.159, p < .001; rural: t = 5.779, p = .001). The findings demonstrate that structured digital learning modules serve as potent cognitive catalysts, fostering equitable conceptual mastery and problem-solving skills in high school mathematics education.