TRECE MARTIRES CITY SENIOR HIGH SCHOOL

A Study about the Perceptions of ABM Students in Trece Martires City

Senior High School in Coping Difficulties in Learning Mathematics

Submitted to

Ms. Kimverly Ann G. Espineli

In Partial Fulfillment

of the Requirements

for Practical Research 1

Submitted by

Michell Corcuera

Ranalyne Escalante

Cristine Genzola

Patricia Gunio

Noime Ramento

Krista Saria

GROUP1 - ABM I

Date of Submission: October 03, 2018

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CHAPTER I

THE PROBLEM AND ITS SETTING

Background of the Study

Mathematics is one of the ABM student‟s major subjects and these are the

reason why some people are saying that to become a Certified Public Accountant

(CPA) or before the ABM students enter the corporate world, they should be very

good in mathematics.

However, some of the students consider this subject as a difficult one

because there are times that they encounter difficulties in learning mathematics.

The researchers selected the study considering their own experiences and

hardships in Mathematics.

The researchers wants to comprehend their minds in coping this

phenomena and aims to give data as well as facts to those who are also struggled

in conquering their adversity in Mathematics.

In addition, this study also aims to help the students in overcoming the

difficulties in the said subject and the researchers want to know the strategies to

avoid the hardships in math subject. This is a qualitative research that also aims to

find out the factors that may affect the student‟s behavior in learning mathematics.
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In a recent article by David Geary (2013), it states the three possible

problems that may be the cause why children have difficulties in learning

Mathematics. The author reviews evidence that one cause of the problem may be

a fundamental deficit in the representation of numerosity and it is divided into

three.

It is stated that the first possible problem may be that the approximate

number system does not develop at a typical pace, leaving the child slow to

develop the cognitive representations of quantity that can support mathematics.

A second possibility is that the approximate number system works just

found, but the problem lies in associating symbols to the quantities represented

there. Geary speculates that regulating attention may be particularly important to

this ability. The last possible problem, it is possible for children to appreciate the

cardinal value of numbers and yet not understand the logical relationships among

those numbers, to appreciate the structure as a whole.

Moreover, student‟s attitudes can also affect their learning in mathematics.

Student‟s attitude to a lesson may be negative or positive. Positive or negative

attitudes are constant and unchangeable beliefs acquired due to the experiences

of the students. Mathematical attitude is among the predictors of achievement in

mathematics (Moenikia & Zahed-Babelen, 2010). One of the most important

factors of this attitude is the emotional response given to a certain situation (Len &

Chris, 2010).
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Studies showed that mathematics teaching methods and personality of the

teacher were influential on students‟ positive attitudes to mathematics; and,

teachers with indifference to students and lack of personal effort in teaching

mathematics could hardly engage students in classes (Olatunde, 2009).

If a monotype teaching is performed in a context where male students‟

learning styles are significantly different from those of females (Esfendahad,

2010), most students develop negative attitudes to mathematics (Goodykoontz,

2008). For instance, cooperative learning method proved to increase students‟

academic achievement (Effand, Chin & Yusoff, 2010).

This means that methods which are different from the conventional one

should be used to help students develop positive attitudes to mathematics

(Ifamuyiwa & Akinsola, 2008). Therefore, the teachers who are of their students‟

learning styles and design their teaching materials and teaching techniques

according to them (Abdullatif, Raja & Shahrir, 2010) can help students develop

positive attitudes or otherwise, they can cause negative attitudes.

Statement of the Problem

This research investigates the insights of the ABM Students in conquering

difficulties in learning mathematics.

Specifically, it aimed to answer the following questions:

1. What are the perceptions of students about coping difficulties in Math?

2. How do the students overcome difficulties in Math?

3. How does Mathematics affects the students?

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Scope and Limitations

This study is about the perceptions of the ABM students in conquering

difficulties in learning mathematics. It covers the strategies of the students on how

they overcome the difficulties in learning mathematics, the reason why they

encounter the difficulties in studying the said subject.

The respondents of this research are the ABM Students in Trece Martires

City Senior High School only. This involves a survey for those ABM students who

experience the difficulties in learning mathematics. The selection of the

respondents is only limited since there are some of the said students do not

encounter the difficulties in learning mathematics.

The researchers have no control in this study. The limited time that was

given to the researchers might affect the results of the study. In addition, the flaws

of this study are not only the limitation of time but also the budget that the

researchers have.

Significance of the Study

The findings of the study can benefit, first and foremost, the ABM students

considering that mathematics is one of their major and difficult subjects. This study

can help them to evaluate how they are going to overcome the difficulties in

learning mathematics and it will also help them to find more strategies in coping

difficulties on the said subject.

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Furthermore, this study could provide information to help the teachers to

have an idea on what they should do to have more effective teaching approaches

and how they could facilitate the students effectively to improve student‟s learning

in mathematics.

Moreover, this research also allows the researchers to improve their skills in

research. Future researchers could also use this study as reference on a related

topic regarding on the difficulties in learning mathematics.

Definition of Terms

The following are the operational definition of the terms used in this study.

Perception refers to the insights or awareness of the in

coping difficulties in learning math.

Difficulty in Math is used in this study as the hardship in learning

mathematics base on the ABM student‟s

experience.

Coping is to deal or to overcome the difficulties of the

ABM students.

Mathematics is one of the subjects of the students that is

consider as a difficult one.

Student’s Attitude refers to the approaches of the students in

learning.
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CHAPTER II

REVIEW OF RELATED LITERATURES

Causes of Difficulties in Learning Mathematics

Many students consider mathematics as a difficult one, that's why many

students find it hard to pass this subject. Life is like a math. There are many

problems to be solve and there are also many way to solve it but the way on

how to solve it is not easy to know.

In a recent article by David Geary (2013), it states the three possible

problems that may be the cause why children have difficulties in learning

Mathematics. It states that the first possible problem may be that the approximate

number system does not develop at a typical pace, leaving the child slow to

develop the cognitive representations of quantity that can support mathematics.

A second possibility is that the approximate number system works just

found, but the problem lies in associating symbols to the quantities represented

there. Geary speculates that regulating attention may be particularly important to

this ability. The last possible problem, it is possible for children to appreciate the

cardinal value of numbers and yet not understand the logical relationships among

those numbers, to appreciate the structure as a whole.

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There‟s also another reason why the students experience difficulties in

learning mathematics. According to “The Father of American Psychologist” William

James, "It is our attitude at the beginning of a difficult task which, more than

anything else, will affect its successful outcome." The difficulty of the subject is not

only the problem but also the student‟s attitude towards the subject.

Self-efficacy, person‟s belief about his own ability to accomplish or succeed

in a task, has found to significantly affect cognitive processes, motivational

processes, affective processes and selection processes (Bandura, 1994;

Schwarzer, 2014).

Moreover, (Acharya 2017) said that prior learning of students is another

part of the student related factors which implies the past information of the

students towards mathematical contents. The basic knowledge of mathematics in

lower secondary level is the key factors which determined good performance of

the students. Students who have lack of sufficient prior knowledge did not want to

learn and could not get success in the further level. Therefore the failure of the

students is part of the responsibility of all the school in secondary level.

Acharya also states in his journal that lack of student‟s labor may also

cause the difficulties in mathematics. In learning mathematics, students should

spend more time for practicing.

Students are engage in some unimportant things in the class room during

learning process. Mathematics is more difficult subject to understand than other

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subject. But students are not serious to do more effort in the process learning

mathematics because students did not give more time to learn mathematics.

In addition intelligence, working memory and processing speed affects

mathematics (Geary, 2011).

Murayama, Pekrun, Lichtenfeld and vom Hofe (2013) find out that

intelligence is strongly related to achievement in starting stage but motivation and

use of cognitive strategies predicted the growth of achievement. Students like and

dislike towards mathematics as well as their belief about efficacy are influencing

their learning (Zan and Martino, 2008).

According to the Learner and Teacher perception on Difficulties in Learning

and Teaching Mathematics: Some Implications, a research study in India by K.

Gafoor & A. Kurukkan (2015).

PhD thesis, University of Glasgow (2009).The study focused on difficulties

in learning mathematics specifically in limited working memory capacity. This study

presented the possible reasons why some people have struggles in learning

Mathematics.

Data findings showed that respondents lacked in many mathematics skills

such as number-fact, visual-spatial and information skills. Information skill was the

most critical. The deficiency of these mathematics skills and also of cognitive

abilities in learning inhibits the mathematics problem-solving. This shows that

some of the students have struggles in problem solving. Problem solving is not a
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topic but it is a process that should be learned by the students to help them

develop their mathematical skills.

Moreover, an article called „Learning Mathematics From Examples and

Doing‟ by Xinming Zhu & Herbert A. Simon demonstrated the feasibility and

effectiveness of teaching several mathematical skills by presenting students with

carefully chosen sequences of worked-out examples and problems - without

lectures or other direct instruction.

Effects of Difficulties in Learning Mathematics to the Students

Having difficulties in learning mathematics is a difficult one especially to

those students who are really not good in math. Those difficulties may affect the

students especially to their studies.

Toscany Academy (2012) this quote can be translated in the context of

threat posed by mathematics to the candidate preparing for the examination. Since

most of these students has lost hope and psychologically defeated due to fear, this

affect their level of interest and passion in the subject.

The difficulties in math affect the students by having a low performance on

the said subject. Poor school performance not only results in the child having a

low self-esteem, but also causes significant stress to the parents (S. Karande &

M. Kulkarni 2005).
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Coping Difficulties in Learning Mathematics

Many students encounter the difficulties in learning mathematics and it has

negative effects to the students. To prevent those things, there are some ways

that can help the students to overcome the difficulties on the said subject.

The article written by Dr. Matthew Beyranevand (2016) shows how the

teachers can help the students to better understand mathematics by presenting

multiple examples, encouraging collaboration on alternative solutions, and framing

the class with a clear agenda and effective summary. There are six ways to help

the students in understanding mathematics.

First, create an effective class opener. The teachers should start the class

by saying the objectives so that the students are aware of the expectation that will

occur. The second one is introduce topics using multiple representations.

The more representation to the students, the more they can understand the

lesson better. The third one is to solve the problems in many ways. The teachers

must show different ways to solve the same problem so that they can encourage

the students to come up with their own creative ways to solve them. Another way

is to show the application. The teacher must demonstrate how every concept can

be applied to the real world. Have students communicate their reasoning. Students

should explain their reasons in solving the problem in order for the teacher to know

if the students really understand the objective for the class period.
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Lastly, finish the class with a summary to make sure that the students

understand the learning objective of the day. All of these show that asking help

from teachers will be a great help to learn mathematics. This article proves the

idea and opinion that students should ask for help from teachers.

Newton (2015) states that confidence is a big factor to student‟s fear

towards mathematics that‟s why the students should build their confidence for

them to overcome difficulties in mathematics. He also added that encouraging

students to take risks and have a growth mindset is motivating. By giving student‟s

problem that get harder you can show them they can surmount any challenges

through hard work and practice.

It is also a big help to the students to learn from their classmates and it is

proven by the article „How Collaborative Learning Leads to Student Success‟ by

Matt Davies (2012). A culture that emphasizes collective wisdom and collaborative

work has helped students at The College Preparatory School in Oakland,

California, achieve academic success. The students create bonds and relationship

as they share their knowledge and gather information from each other to fully

understand the topic. This way of learning is powerful and they're learning more

than just math.

Internet has a great impact now especially in studying. The article „How the

Internet Changed the Learning Process‟ by Dimitris Kaplanis explains the benefits

that the students can get from the internet like tutorials, blogs, and etc.
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TRECE MARTIRES CITY SENIOR HIGH SCHOOL

An example of this is video tutorials from You Tube, students can learn

Mathematics easily and free.

The study “You Tube as a Learning Tool” by Barbara Fralinger and Russell

Owens (2009) shows effectiveness of the video tutorials for better learning

especially when a student has difficulties in understanding the lesson. The result

of the conducted survey proves the effectiveness of You Tube as learning

material.

Self-Studying is also effective in coping difficulties in math. It helps the

students to understand the lesson better. It is proven by the study “On the

effectiveness of self-paced learning” by Jonathan Tullis (2011). This study proves

that self-studying is effective because the students are the one who control their

time and can test their patience in learning.

Parents who play supportive role to their children learning and it is helpful

for improve students‟ achievement and changing behavior parent‟s support can

play a vital role at all stages of education (Acharya 2017). The support of the

parents can also help the students to overcome the difficulties in learning

mathematics.
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CHAPTER III

METHODOLOGY

This chapter presents the methodologies employed in the study. This

includes the research design, research environment, respondents, research

instruments, data gathering procedure, and the analytical framework.

Research Design

The study used the descriptive phenomenology method of research by

utilizing interviews and focus group discussion to gather. It is a qualitative

approach that focuses on identifying and describing phenomena that now exist.

The findings are based on the perceptions of ABM students in coping difficulties in

learning mathematics.

Research Environment

The study was conducted in a public school in Trece Martires City, Cavite. It

was chosen because it is the most suitable setting for the study considering the

large number of students enrolled in the ABM strand. It is believed that the

respondents in this locale can truly give important information as they have the

ability and knowledge to answer the questions.

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Respondents

The participants of the study were composed of 5 ABM students from

Grade 11 and another 5 ABM students from Grade 12 who experience difficulties

in learning mathematics. The respondents were the sources of information

because they have ability to express their perceptions in coping difficulties in

mathematics.

Their strand is more on mathematics and the said subject is one of the

difficult subjects. They were chosen to be the respondents for this study because

most of them encounter difficulties in learning math.

Sampling Procedure

The study used purposive sampling in selecting the respondents. The ten

subjects are identified as they were found to be experiencing difficulties in learning

mathematics. Only those who were willing and available were involved in the

study.

Research Instrument

An interview protocol was prepared to gather sufficient data on the

perceptions of ABM students in coping difficulties in learning mathematics. It was

developed by gathering related literatures and studies. It was validated through

consultation with the research adviser.

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Data Gathering Procedures

After getting the approval of the research adviser, permission was sought

to conduct interview with the subjects. There is also an agreement between the

researchers and the respondents.

They were personally interviewed by the researchers in the campus during

their convenient time. They are given assurance regarding the confidentiality of the

data. The responses were transcribed as soon as possible and were then coded

and categorized for interpretation.

Analytical Framework

Using the naturalistic approach, data were gathered to derive the themes

and meanings in the subjects‟ responses. Interpretive inquiry was also utilized to

gather in-depth understanding about the topic.

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CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents a complete analysis and interpretation of the data

gathered. All the responses were coded, categorized, and interpreted accordingly.

Thematic Analysis by Braun and Clark (2006) was applied in interpreting this data.

Table1. The perceptions of students in coping difficulties in Math.

DESCRIPTION/
EXTRACT THEMES DEFINITION SAMPLE QUOTE
a. Difficulties in a. It refers to the a. “Analyze the
1. What kind of analyzing, difficulties in problem when the
difficulties do you teacher factor. analyzing the lesson is not explain
usually encounter problem and to well sometimes I
in Math? not effective can‟t understand
teaching strategy the teacher what he
of the teachers. discuss.”
b. Lack of solving b. It pertains to b. “Lack of problem
skills, difficulties the difficulties in solving skills without
in analyzing solving and giving the formulas.
analyzing the Also when it comes
problem. to analyze those
problems or math
problems.”
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c. It pertains to c. “If the teacher do

c. Teacher Factor
the not effective not explain the topic
teaching strategy very well.”
of the teacher.

d. Lack of d. It refers to the d. “Problem solving,

problem solving difficulties in complicated
and memorizing problem solving, formulas and equa -
skills difficult formulas tion, memorization
and equation, of formula,
and difficulty in equations.”
memorizing.

e. It pertains to e. “If the teacher is

e. Teacher Factor
the not effective not good in
teaching strategy explaining the
of the teacher. topic.”

f. Lack of problem
f. It refers to the f. “Hard to solve
solving and
difficulties in problems,
memorizing skills
solving the memorizing
problem and equations.”
memorizing the
equations.
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g. Lack of g. An individual g. “Memorizing

memorizing skills usually formula.”
encounter
difficulties in
memorizing
formulas.

h. It pertains to h. “Sometimes I
h. Difficulties in
analyzing an individual failed to notice the
who have signs, that‟s why I
difficulties in make mistakes or
analyzing the my solutions are
problem. wrong. When I try to
solve a problem, it
starts to jumble in
my mind.”

i. Lack of
i. It pertains to i. “Mahirap
memorizing skills
an individual magmemorize ng
who have formula.”
difficulties in
memorizing the
formula.
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j. It pertains to j. “hindi ko
j. Teacher Factor
an individual naiintindihan yung
who don‟t paliwanag ng guro”
understand the
explanation of
the teacher.

As shown in table 1 the most common difficulties of the student in learning

mathematics were lack of problem solving, analyzing, and memorizing skills, and

teacher factor.

PhD thesis, University of Glasgow (2009).The study focused on difficulties

in learning mathematics specifically in limited working memory capacity. This study

presented the possible reasons why some people have struggles in learning

Mathematics.

Data findings showed that respondents lacked in many mathematics skills

such as number-fact, visual-spatial and information skills. Information skill was the

most critical. The deficiency of these mathematics skills and also of cognitive

abilities in learning inhibits the mathematics problem-solving. This shows that

some of the students have struggles in problem solving. Problem solving is not a

topic but it is a process that should be learned by the students to help them

develop their mathematical skills.

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TRECE MARTIRES CITY SENIOR HIGH SCHOOL

Moreover, an article called “Learning Mathematics From Examples and

Doing‟ by Xinming Zhu & Herbert A. Simon demonstrated the feasibility and

effectiveness of teaching several mathematical skills by presenting students with

carefully chosen sequences of worked-out examples and problems - without

lectures or other direct instruction.

In addition intelligence, working memory and processing speed affects

mathematics (Geary, 2011).

Table2. The ways of the students in coping difficulties.

DESCRIPTION/
EXTRACT THEMES DEFINITION SAMPLE QUOTE
a. It pertains to a. “I listen to the
2. How do you a. Teachers is a an individual teacher carefully so
overcome the great help, who listens that I can better
difficulties in collaborative carefully and understand the
Math? learning. who is asking for lesson and I get a
a help from help from my
his/her friends friends, and
and classmates. classmates.”
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b. Collaborative
b. It pertains to b. “By helping from
Learning
an individual my peers when I
who is learning don‟t know how to
from her friends/ find a solution.”
classmates.

c. It pertains to c. “By self-

c. Self – Studying
an individual studying.”
who conducts
self – studying in
coping difficulties
in math.

d. Self- studying,
d. It pertains to d. “Studying,
practicing,
an individual practice,
familiarizing
who overcome familiarizing
formulas.
the difficulties in formulas.”
math by
studying,
practicing and
familiarizing
formulas.
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e. Self - studying
e. It refers to an e. “After the
individual who discussion I will
will review review it at home.”
his/her notes
after the
discussion at
home.
f. It pertains to f. “Listen to the
f. Understanding
an individual teacher carefully,
the lesson and
who listens to review hard
self - studying
the teacher very lessons.”
well and
reviewing difficult
lessons.
g. It refers to an g. “Nagpapaturo
g. Collaborative individual who ako sa kaibigan ko
learning ask help to na magaling sa
his/her friends math.”
who are good in
math.

h. Teachers can h. It pertains to h. “I ask my teacher

be great help an individual if I didn‟t get the
who asks his/her explanation.”
teacher in order
to understand
the explanation.
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i. Teachers can i. It refers to an i. “Nagpapaturo ako

be a great help, individual who sa may alam lalo na
collaborative asks help from sa mga teacher at
learning her teacher or kaklase.”
classmates.
j. Collaborative j. It pertains to j. “ Nagpapatulong
learning an individual ako sa mga
who asks to nakakaintindi para
those persons maintindihan ko ng
who understand maayos”
the lesson.
a. Practicing, a. It pertains to a. “Practice myself
3. What are the collaborative an individual by solving problems
strategies you are learning. whose strategies and I ask my
doing in coping in coping classmates to check
difficulties in difficulties in my work if it‟s
Math? math are correct.”
practicing to
solve problems
and asking
his/her
classmates.
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b. Practicing well b. ”By practicing

b. Practicing
is the strategy on well to get the
an individual in answer.”
coping difficulties
in math.

c. Practicing
c. Practicing to c. “Practicing the
solve the given problem/
problem is the example.”
strategy of an
individual in
coping difficulties
in math.

d. Practicing
d. It pertains to d. “Practicing,
an individual solving problems
who practice to and equations.”
solve the
problems in
order to
overcome
difficulties in
math.
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e. Reviewing,
e. It refers to an e. “Review it again,
internet as a
individual whose researching in the
learning tool
strategies are internet.”
reviewing the
lesson and
searching in the
internet.

f. Internet as a
f. It pertains to f. “Watching
learning tool,
an individual YouTube tutorials,
reviewing
whose strategies reviewing.”
are watching
YouTube
tutorials and
reviewing.
g. It pertains to
g. Advance an individual g. “Advance
reading, Internet who overcome reading, watching
as a learning tool difficulties in YouTube.”
math by doing
advance reading
and watching
tutorials in
YouTube.
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h. Reviewing,
h. It refers to an h. “I read my notes
internet as a
individual whose every day and try to
learning tool
strategies are understand how
reviewing notes they get the correct
and watching answer. I also used
video tutorials. the strategy of
watching video.”

i. Practicing
i. It pertains to i. “Nagpapractice
an individual para malaman yung
whose strategy pag solve sa
is practicing. solution.”

j. Reviewing j. It refers to an j. “Nagrereview ng

individual whose mga nilesson.”
strategy is
reviewing the
previous lesson.

As shown in table 2 students overcome the difficulties in learning

mathematics by self – studying, by asking help from their teachers, collaborative

learning, practicing and using internet as a learning tool.

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It is a big help to the students to learn from their classmates and it is proven

by the article, “How Collaborative Learning Leads to Student Success” by Matt

Davies (2012). A culture that emphasizes collective wisdom and collaborative work

has helped students at The College Preparatory School in Oakland, California,

achieve academic success. The students create bonds and relationship as they

share their knowledge and gather information from each other to fully understand

the topic.

The article “How the Internet Changed the Learning Process” by Dimitris

Kaplanis explained the benefits that the students can get from the internet like

tutorials, blogs, and etc. An example of this is video tutorials from You Tube,

students can learn Mathematics easily and free.

The study “You Tube as a Learning Tool” by Barbara Fralinger and Russell

Owens (2009) showed effectiveness of the video tutorials for better learning

especially when a student has difficulties in understanding the lesson. The result

of the conducted survey proves the effectiveness of You Tube as learning

material.

Self-Studying is also effective in coping difficulties in math. It helps the

students to understand the lesson better. It is proven by the study “On the

effectiveness of self-paced learning” by Jonathan Tullis (2011). This study proves

that self-studying is effective because the students are the one who control their

time and can test their patience in learning. The article written by Dr. Matthew

Beyranevand (2016) shows how the teachers can help the students to better
 28

TRECE MARTIRES CITY SENIOR HIGH SCHOOL

understand mathematics by presenting multiple examples, encouraging

collaboration on alternative solutions, and framing the class with a clear agenda

and effective summary.

In addition, Acharya (2017) stated in his journal that lack of student‟s labor

may also cause the difficulties in mathematics. In learning mathematics, students

should spend more time for practicing.

Table.3 Effects of mathematics to the students

DESCRIPTION/
EXTRACT THEMES DEFINITION SAMPLE QUOTE
a. By affecting a. It refers to an a. “I got low grades
4.How does the academic individual who is so I feel so weak.”
Mathematics performance and affected in
affects you? self esteem mathematics
because of
having low
grades that
makes him/her
weak.
b. By making b. It pertains to b. “Since it is a hard
their study more an individual subject, it makes
difficult who is suffering me suffer in
because of studying.”
math.
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c. It pertains to c. “I got low grades

c. By affecting an individual not only in math but
academic who is affected also to other
performances in mathematics subject.”
by having low
grades not only
to math but also
to other subject.

d. By challenging d. It refers to an d. “It really

individual who is challenge me.”
really challenged
by math.

e. It Pertains to e. “It is really hard

e. By affecting
academic an individual for me that‟s why I
performance
who is affected got low grades.”
in mathematics
by having low
grades.

f. It pertains to f. “It add challenge

f. By giving
an individual in my studies,
challenge and
who is affected stress, causes
stress.
by math by headaches.”
challenging and
making him/her
stress.
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g. By giving g. It refers to an g. “Mas nahihirapan
difficulty in individual who is ako sa pag – aaral
studying and experiencing at nai- istress ako.
stress. stress and
difficulties in
studying
because of
math.
h. By challenging h. It pertains to h. “I think math is a
them
an individual challenge for me.”
who consider
math as a
challenge.

i. By affecting i. It pertains to i. “Masakit sa ulo

academic an individual dahil bumaba yung
performance who is affected grades mo.”
by math because
of obtaining low
grades.
j. By giving stress j. It pertains to j. “Minsan stress
an individual kasi madami pang
who consider proseso para
mathematics as makuha mo yung
a stressful one sagot.”
that really affects
his/her.
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As shown in table 3 the difficulties in mathematics affected the students by

affecting their academic performance, by giving them stress and by challenging

them.

The difficulties in math affect the students by having a low performance on

the said subject. Poor school performance not only results in the child having a low

self-esteem, but also causes significant stress to the parents (S. Karande & M.

Kulkarni 2005).
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TRECE MARTIRES CITY SENIOR HIGH SCHOOL

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions, and

recommendations of the study. The study focused on the perceptions of ABM

students in coping difficulties in learning mathematics.

Summary of Findings

Based on the data gathered, the following findings are derived:

1. The most common difficulties in learning mathematics experienced by the

students are:

1.1 Lack of problem solving skills

1.2 Lack of analyzing skills

1.3 Lack of memorizing skills

1.4 Not effective teaching strategy of the teacher

2. Students overcome the difficulties in learning mathematics by:

2.1 Self – studying

2.2 Asking help from their teachers

2.3 Collaborative learning

2.4 Practicing

2.5 Using internet as a learning tool

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TRECE MARTIRES CITY SENIOR HIGH SCHOOL

3. Results of having difficulties in mathematics are the following:

3.1 Gives stress

3.2 Challenge them

3.3 Affecting their academic performances

Conclusions

Based on the data gathered from the students, the following conclusions

are made:

1. The usual causes of difficulties in mathematics among ABM students are lack

of problem solving, analyzing, and memorizing skills, and not effective teaching

strategies of the teacher.

2. Most of the students consider mathematics as a challenge especially when the

lesson is really difficult and hard to understand. Complicated formulas and

problems make the said subject more challenging.

3. The strategies that the students used in coping difficulties in mathematics are

really effective and helpful to the students.

4. Difficulties in mathematics among ABM students have effects on their

academic performances and leads to their lack of interest in mathematics.

Students might also have low self – confidence in doing tasks.

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TRECE MARTIRES CITY SENIOR HIGH SCHOOL

Recommendations

Based on the conclusions, the following recommendations are offered:

1. Students should have good attitude towards the subject and they should

also keep trying and spend more time in practicing until they understand the

lesson well. And also, they should not limit their capabilities in learning

mathematics.

2. Teachers should find more effective ways in teaching the lesson so that the

students will understand it easily and clearly.

3. Parents should guide and support their children in studying so that the

students will feel they have their parents on their back.

4. A seminar should be conducted to make the students motivated and

inspired in facing difficulties in learning mathematics.