ISSN- 2394-5125 VOL 7, ISSUE 14, 2020

ACADEMIC JOURNEY OF MATHEMATICS

STUDENTS: SOME EXPERIENCES TO SHARE
MAE ANTONETTE J. TICAR
University of Mindanao-Tagum, Lorenzo S. Sarmiento Sr. National High School
Received: 14 March 2020 Revised and Accepted: 8 July 2020

I. INTRODUCTION
BACKGROUND AND MOTIVATION
Learning mathematics has historically been viewed by many as very difficult subject and sometimes impossible to
comprehend. Students have a feeling of intense frustration or helplessness about their ability to learn math.
Mathematicians are used to the fact mathematics is widely misunderstood. One misunderstanding is mathematics
does not have relevance in ordinary life. Most people believe that the calculator negates any reasons to learn
mathematics at all with exceptions of telling time or counting your change after a transaction (Harackiewicz,
2013).
It is commonly accepted that math is difficult, obscure, and of little interest to certain people. The study of math
carries with it stigma and people who are talented in math are often treated as though they are quiet normal.
Mathematics has importance over and above the application of basic numeracy skills. It is also the prime vehicle
for developing student’s logical thinking and higher-order cognitive skills. Mathematics also plays a major role in
a number of other scientific fields, such as physics, engineering and statistics. In this connection, a positive attitude
towards mathematics among students is an important goal of mathematics education in many jurisdiction
(Thompson, 2010).
From the International Mathematics Olympiad, details showed that the Philippines ranked 79th out of 82 countries
in 2003 and 80th out of 85 countries in 2004. Based on the possible maximum points of 225, China got the highest
score of 220 points, Vietnam 126, Thailand 9, and the Philippines 16 points (DepEd, 2003). It is alarming that
Filipinos are found lacking in the ability of basic mathematics. The Department of Education is trying to pursue an
educational system that has quality and excellence, efficiency and effectiveness, as well as significance and
receptiveness in all school levels (Adono and Yap, 2010).
Generally, it is an alarming observation among Filipino students that they excel in knowledge acquisition but are
considerably low in lessons requiring higher order thinking skills. This sorry state is evident in the performance of
students in national and international surveys on Mathematics and Science competencies. Traditional methods of
mathematics instruction have done little to change this trend. For many students, the inability to learn mathematics
prohibits college graduation. One solution to the growing problem of low student achievement in mathematics may
be found in the construct of mathematical identity.
Public policy leaders recognize a need for more students to graduate with degrees in science, technology,
engineering, and mathematics, at the same time, many college students, most studying in non-STEM fields,
struggle to learn the mathematics they should have learned in high school so they complete their college level
general education mathematics courses. Although mathematics is a foundational skill in today’s technological
economy, the majority of Americans consider themselves bad at mathematics, many to the degree of math phobic
in the U.S., this attitude is socially acceptable. Whether driven by myth or reality, this cultural acceptance has led
to a shortage of quantitatively literate citizens (Steen, 1999; Stigler, Givvin & Thompson, 2010; Varma, 2010).
The Mathematics Framework for Philippine Basic Education contains resources that will help curriculum
developers, teachers, school administration and policy makers to design and implement mathematics curricula that
empower students to learn and cause them to better understand and use mathematics in their everyday life. The
strategies consider only Grades 1-10 however, because of the progressive nature of the concepts, curriculum
development could easily be extended to cover K-12. Various mathematics educators have suggested that students
are unable to use school-learned methods and rules because they do not fully understand them. Educators relate
this lack of understanding to the way that mathematics is taught. Traditional methods of mathematics instruction
have done little to change this trend. For many students, the inability to learn mathematics prohibits college
education. One solution to the growing problem of low student achievement in mathematics may be found in the
construct of mathematical identity (Edward, 2010).
2505
 ISSN- 2394-5125 VOL 7, ISSUE 14, 2020

There are various factors that cause the students’ low performance in mathematics here in the Philippines most
especially in public schools. Few to mention are the less attention of parent involvement in child’s learning, intense
poverty, lack of funds for learning facilities and materials, inappropriate teaching techniques employed by teachers,
uneven teacher-pupil ratio inside the classroom, and the students who are unprepared to learn (Eballe, 2012).
Moreover, mathematics anxiety also results in poor performance rather than the reverse. To some point of view,
these problems are also the basic and common problems that the students at Lorenzo S. Sarmiento Sr. National
High School might be experiencing.
Furthermore, past studies mentioned mainly on student’s unsatisfactory performance and misconceptions in
mathematics. However, I have not come across any study that specifically discusses the factors that may have been
the cause of it. Furthermore, this study will provide relevant concepts that would possibly create breakthroughs in
the teaching of mathematics in the academic community.
II. OBJECTIVE
The purpose of this phenomenological study was to explore the academic journey of grade 10 mathematics
students of Lorenzo S. Sarmiento Sr. National High School, Poblacion, Mawab, Compostela Valley Province,
determining the specific factors and variables that explains the varied levels of their success and failure in
mathematics.
At this stage in the research, low performance in mathematics is a social issue and a phenomenon that actually exist
in the field of education. The mathematics students have so much to share as they learn mathematics each day. The
academic track they pursue will give us an idea how they learn and experience their academic journey in
mathematics. They will share experiences that are both positive and negative. Others share experiences of what
kept them motivated w Introduction
This phenomenological study would add to the growing body of knowledge about the usefulness of the Social
Cognitive Theory in investigating social issues such as of students’ experiences in mathematics at rural areas.
Through this study, I would be able to acquire salient information that would help us understand how human
beings create meanings about a social phenomenon such as students’ experiences in mathematics at rural areas. It
also aims to capture students’ perception in mathematics especially in remote schools, and how these students cope
with the common problems they encountered in helping other students in developing one’s skills in mathematics. It
also seeks future directions for teachers how to facilitate learning inside the classroom with students struggling in
mathematics even if they put themselves into risks or hardships.
This study also visualizes documenting the different experiences of the seven students in in-depth interviews,
seven students in the first focus group discussion and another seven in the second focus group discussion, both the
best and undesirable experiences they encountered at Lorenzo S. Sarmiento Sr. National High School. Moreover,
the intent of this study is to seek, listen, and understand the stories of the participants as they willingly share their
experiences during the interview. In addition, this study aims to gain additional knowledge in the field of research
concerning students’ experiences in learning mathematics.
This study sought to answer the following questions:
1. What are the students’ academic experiences in mathematics?
2. How do students cope with the challenges in learning mathematics?
3. What are the students’ suggestions/insights toward mathematics?
III. STATEMENT OF CONTRIBUTION
I am confident that this phenomenological study would add to the usefulness and significance of determining the
specific factors and variables that explains the varied levels of success and failure in mathematics experienced by
the students of Lorenzo S. Sarmiento Sr. National High School, Poblacion, Mawab, Compostela Valley Province.
It is through this study that I was able to obtain information about the students’ academic journey in learning
mathematics, their best and undesirable experiences, their emotion, hardships, achievements, dedication and
commitment, as well as the different problems they met while learning mathematics and to how they cope with
these unfavorable experiences. Furthermore, students’ beliefs and attitudes towards mathematics teaching and
learning play an important role in mathematics education.
The goal of this study is to provide a basic and comprehensive framework for creating a better learning system for
mathematics students of all abilities. I am confident that the result of this study would add to the knowledge about
the usefulness of Social Cognitive Theory as a lens of investigating a social phenomenon. The results of this study
will benefit the school administrator as this study will present fresh insights into the effectiveness of the current
2506
 ISSN- 2394-5125 VOL 7, ISSUE 14, 2020

system of educating students in mathematics and offers new ideas that can contribute to higher learning and
understanding of mathematics. In addition, the result of this study will serve as a reference and resource for the
academic staff of the school system with a focus on the secondary schools for planning and devising new
techniques and strategies to improve students’ achievement. Another is that, this study will give classroom teacher
awareness of each student’s strengths and weaknesses which will guide them and determining the appropriate
strategies to be used in the classroom to improve students’ mathematical ability. Moreover, this study will enable
students to learn in a more efficient, effective manner creating a new level of understanding, preparing them for
their future careers. Lastly, this study would somehow assist other researchers in the future who are interested to
conduct a study related to academic journey of mathematics students and will serve as a basis for further study on
teaching-learning activities.
IV. METHODS
This paper aimed to explore students’ academic journey in learning mathematics. This study is qualitative in nature.
This phenomenological study described the lived experiences (Creswell, 2009) of the mathematics students. It
focused into what common experiences the participants had encountered in learning mathematics, the
phenomenon under investigation. I used phenomenology because a group of individuals such as grade 10 and
grade 11 students personally experienced the same phenomenon which is learning mathematics. They were able to
explore such single idea (Creswell, 2012) about students’ academic experiences into more composite descriptions
based on “what and how” they experienced the phenomenon (Moustakas, 1994; Creswell, 2012).
The qualitative study involved interviews with students of Lorenzo S. Sarmiento Sr. National High School,
Mawab, Compostela Valley, Philippines, the observable fact under investigation. Using descriptive method, the
study explored their success and failure in mathematics that each have experienced along their academic journey
and the processes through which those shared experiences were created. On the other hand, Burns and Grove
(2007) illustrate qualitative research as concerning more on human experiences conducted in natural settings
where information are processed through observed phenomenon. I used phenomenology of my study because it is
centered on the people’s lived experiences (Carpenter, 2007).
Bracketing is necessary in phenomenological study which means the researcher must identify first what he wants
to discover (Ariola, 2006). Bracketing is the researcher’s awareness on the possibility that their values, beliefs, and
decisions may influence the setting of the research (Porter, 1993; Jootun, McGhee & Marland, 2009). As part of
this study, I am cautious and observant at all times, being aware on the pre-obtainable beliefs on the study. I sought
to it that I could fully capture the participants’ experiences as they shared it to me during the interview. I
heightened my awareness on the phenomenon that the participants had given during the interview however, I made
sure to set aside my own views and personal experiences only of the participants by identifying its real
fundamental nature (Creswell, 2012).
As suggested by Creswell (2012), sources of qualitative data include profoundly interviews, personal observations,
and reliable documents. In the study, I used specific strategies in obtaining information such as substantial
interviews using video recorder, taking down notes, and focus group discussion. I gave focus on the emotional
details of the participants to create a significant output and significance of the study.
Themes of the phenomena from the seven participants of the individual interview and with fourteen members of
the focus group discussion were described using thematic analysis, which is widely used in qualitative analytic
method (boyatzis, 1996; Roulston, 2001) because of its flexibility. Participants from 5 to 25 individuals who
experienced the phenomenon is deal for in-depth and multiple interviews. Thematic analysis as a foundational
method for qualitative analysis (Holloway and Todres, 2003) provides a flexible and useful research tool which
can potentially provide a rich, detailed yet complex account of data (Rouston, 2001).
V. RESULTS/DISCUSSIONS
In this section, the experiences of the informants of the study, both best and undesirable experiences are presented,
which were gathered through in-depth interviews and focus group discussions. With the following research
questions, data production from the participants was directed.
1. What are the students’ academic experiences in mathematics?
During the in-depth interviews and focus group discussion, the translation of this question was done, from English
to vernacular language. This is to further understand the question. There were ten major themes emerged from the
data collected on the experiences of the study participants such as Understanding the Lesson, Getting Zero in a
Test, Intimidation by the Teacher, Teacher Factor, Financial Aspect, Social Media/Sites/Gadgets, Negative Peer
Influence, Classroom Environment, Home Environment, and Attitude.

2507
 ISSN- 2394-5125 VOL 7, ISSUE 14, 2020

2. How do students cope with the challenges in learning mathematics?

Same as in question #1, translation of this second question was also done, from English to vernacular language to
further understand the question. There were six major themes emerged from the data collected on the coping
mechanisms of students such as Optimism, Paying Attention, Good Study Habits, Interest, Perseverance, and
Support System.
3. What are the students’ suggestions/insights toward mathematics?
Same as in question #1 and #2, translation of this third question was also done, from English to vernacular
language to further understand the question. There were eight major themes emerged from the data collected on the
students’ suggestions/insights toward mathematics such as Perception in Mathematics, Listening to the Teacher,
Mindset, God Study Habit, Role Modelling, Encouragement, and Participation.
From the result of the study taken from the responses of both the in-depth interviews and the FGD (focus group
discussion) participants, most of them experienced frustrations and aggravating circumstances in learning
mathematics. The mathematics academic experiences researched in this thesis clearly pointed out the positive and
negative aspects of learning mathematics. The positive research results revealed that students excelled in learning
mathematics if the teacher was motivated and interested in explaining the math lessons. Also, teachers who made
time after class to instruct students to question if they were confused. Students who were planning on higher
education in fields that required high math achievement were highly motivated to learn. Students who practiced
good study habits and had like-minded friends excelled. The formation of study groups among friends was found
to be highly effective. The overall environment at the school played an important part. If the teacher and
classmates were serious about learning, it led to greater concentration and focus resulting in mathematics
understanding.
VI. CONCLUSION
The findings of this research and overall study conclude that there are five factors involved in the varying degrees
of students’ success and failure:
1. Effective teachers and academic environment. This includes school system, curriculum, and a positive and
engaged student body.
2. The research revealed that students based on their degrees of learning aptitude were more likely to succeed in
learning mathematics at a high level when the family and academic environments were conducive to
achievement.
3. The barriers encountered with unsatisfactory achievement were based on sub-par family and academic
environments.
4. Based on the research, the key factors are comparable. Academic excellence breeds success. Academic
mediocrity breeds mediocrity. Academic failure breeds failure.
5. The quality of teachers, student body, family environment, and support system were instrumental in the
student achieving at the highest level of success in mathematics based on their aptitude and overall
intelligence.
Based on my research, I have come to a conclusion that results of these analyses including the interviews and focus
group discussions set forth a blueprint for the Administrators at the Department of Education to hire only the most
qualified and motivated teachers whose skills and passion will directly lead to higher academic success at the
institutions they are part of.
Teachers will be most effective in their roles when they create positive student-teacher relationships. Teachers may
believe student learning and behavior is out of their control. To a degree this is true. No student can be forced into
any particular behavior. However, uncooperative students will often respond to an opportunity to be cooperative
when teachers offer respectful and caring attempts to build positive relationships. It follows that positive and
constructive student-teacher relationships are the responsibility of the teacher. These relationships begin when
teacher uses a positive and energetic approach to the teaching of mathematics. Kindness and respect must permeate
all interactions with students. These behaviors make students comfortable in the classroom where they are willing
to engage with the teacher and other students. When students believe the teacher cares about their learning and is
willing and available to help them learn, positive student-teacher relationships can be formed.
Furthermore, meaningful mathematics instruction engages students with mathematics through appropriate
mathematical tasks that cause students to reason mathematically, communicate their thinking to others, and engage
in reciprocal critique of mathematical ideas.
2508
 ISSN- 2394-5125 VOL 7, ISSUE 14, 2020

In as much as this study is bounded only within Lorenzo S. Sarmiento Sr. National High School, the following
future research are recommended:
First, since the findings of this study are not generalizable beyond the twenty-one participants, future research may
be conducted on student’s academic journey in mathematics with another group of participants in order to
strengthen the validity of the findings of this study.
Second, future research may be conducted in some other places of Region XI and other regions in the Philippines
to add more information and insights from other students learning in mathematics.
Third, future research may be conducted to investigate whether students’ experiences positively or negatively
influence their personality.
Fourth, future research may be done by conducting a re-interview with some of the participants to find out if their
views and insights on their experiences in mathematics have not changed overtime.
Fifth, a different research may be conducted investigating how principals or school administrators respond to the
complaints or undesirable experiences using Social Cognitive Theory as a lens in investigating a social
phenomenon.
The findings of this study were collated from the students’ academic experiences. The ongoing research on this
study should become a part of the annual review of the effectiveness of the present curriculum to confirm the
findings of this study. Student interviews and feedback on their level of learning and comprehension at their high
school should be evaluated by the Department of Education Administrators and taken into consideration while
planning the next year’s curriculum.
VII. CONCLUDING REMARKS
Every society’s foundation for continued growth, health and prosperity is based on the quality of their educational
systems. Effective, dynamic and creative leadership from the Administrators at the Department of Education are
the key component for excellence. They must be “hands on” and continually review the effectiveness of every
national high school’s Mathematics Department to ensure the student body are in an environment where they can
become the best they can be based on their overall abilities. They have an obligation to observe, critique and advise
the teachers under their control. Remember, “A young mind is a terrible thing to waste.” Good teachers deserve to
be on a fast track to advancement and put in advisory roles. The most successful students deserve a scholarship for
higher education based on their academic circumstances.
In conclusion, International Research has determined that traditional methods of teaching while being effective for
the top third of elementary, high school and college students, ultimately is not completely effective for the other
two-thirds. Traditional methods of mathematics instruction have done little to change this trend. New academic
research reveals that the majority of students in a classroom environment respond positively to dynamic teachers
who teach using alternative learning techniques and are willing to teach small groups after class. Improving the
success students experience in their academic journey and their future careers can be accomplished by continued
research on actual student feedback, specifically on what teaching methods and techniques are effective and which
are ineffective. This will provide important insights to the Department of Education administrators’ responsibility
and task of developing a learning system that enables students to realize optimal mathematics mastery.
Finally, the Philippines and its growing economy is the new “Asian Tiger”. There are a plethora of international
and domestic companies and corporations in need of employees who are adept in Mathematics. Careers in
Information Technology, Computer Science, Bioscience, Engineering, Financial Services and Architecture are
available for qualified candidates who have excelled in mathematics. “High Achievement in Mathematics Equals
High Achievement in Life.”.
REFERENCES
1. Acharya, E.R. (2015). Mathematics Hundred Years Before and Now. Retrieved August 15, 2016 from
https://www.researchgate.net/publication/28422432.
2. Boaler, J. (1998). Open and Closed Mathematics: Student Experiences and Understandings. Journal for
Research in Mathematics Education, Vol. 29, No. 1, pp. 41-62. Retrieved August 9, 2016 from National
Council of Teachers of Mathematics (NCTM). http://www.jstor.org/stable/749717.
3. Harackiewics, J.M., Hulleman, C.S. (2010). The Importance of Interest: The Role of Achievement Goals
and Task Values in Promoting the Development of Interest. Retrieved August 12, 2016 from Social and
Personality Psychology Compass 4/1 (2010): 42-52, 10.1111/j.1751-9004.2009.00207.x.

2509
 ISSN- 2394-5125 VOL 7, ISSUE 14, 2020

4. Kaya, S. (2007). The Influences of Student Views Related to Mathematics and Self-regulated Learning
on Achievement of Algebra Students. Retrieved July 11, 2016 from the Graduate School of the Ohio State
University
5. Sangcap, P.G. (2010). Mathematics-related Beliefs of Filipino College Students: Factors Affecting
Mathematics and Problem Solving Performance. Retrieved July 9, 2016 from International Conference
on Mathematics Education Research 2010 (ICMER, 2010).
6. Segerstrom, S. (2016). People who are optimistic are more committed to their goals, are more successful
in achieving their goals, are more satisfied with their lives, and have better mental and physical health
when compared to pessimistic people. Retrieved August 18, 2016 from
http://www.happify.com/hd/10-reasons-to-think-like-an-optimist/.
7. Wang, A.H. (2009). Optimizing Early Mathematics Experiences for Children from Low-income Families:
A study on Opportunity to Learn Mathematics. Retrieved August 13, 2016 from Springer
Science+Business Media, LLC.

2510