Audio Material:

Description: According to the uploader (Ms. Alao, 2017), the audio teaches the students on “how to make connections to trigonometric ratios by [tell]ing how to construct equivalents.”

Evaluation: From the rubric presented by Smaldino et. al. (2004 page 276)

Evaluation.pngSuggestions for improvement:

  • Slow down the pace of instruction. Math is not easy for all students. Hence, there is a need to make the pace of instruction slower for the students to follow.
  • Make it as participative as it could. I find the audio material a passive one since it does not requires so much participation from the students. One way to make it more participative is to integrate with the instruction the students following the audio. For instance, let the student draw the angles and the trigonometric ratios and take note on the key ideas of the audio.
  • Make the voice in the audio as lively as he could. The monotonous voice makes the audio resource boring.
  • Provide enough time for the students to digest and follow the instructions of the audio.

Integration: A teacher could use this audio resource as a supplement to his/her instruction. It will be ineffective if this resource would be the only instruction alone. Supplementing videos and non-projected materials could make the instruction effective. This audio resource would be an effective tool for enhancing listening skills if the students would be instructed to take down notes, draw the figure they are talking about and demonstrate the methods that they have comprehended from the audio file.



Smaldino, S. E., Russell, J.D., Heinich, R., and Molenda, M. (2004). Audio (Chap 11). In

Instructional technology and media for learning (8th ed) (264-280). New Jersey: Prentice-

Hall. Available at


Ms. Alao (2017). Trigonometry Angles Relationships. (Audio file). Retrieved at