CHAPTER 1 The Problem and Its Background

Introduction: Mathematics as one of the specific fields of study wherein real li

fe problems are tried and tested through formulas and equations. It is one of th
e subjects required in academic studies that has always been the major focus of
attention and concern of many educators and Mathematics teachers who agreed that
a major goal of schooling should be the development of students’ understanding
of basic mathematical concepts and procedures. The significant role of this subj
ect plays a big part in the studies of many CEd students which is needed to pass
their course. Mathematics is a subject that deeply tackles about solving and un
derstanding mathematical problems, this makes Mathematics different from other s
ubjects. This subject is always use anytime and anywhere. Mathematics is really
a fascinating subject that makes some of the students to love and enjoy it. Rece
ntly, many CEd students are admitting that one of the subjects that are dreaded
by them is Mathematics which they stated that it has the tendency to complicate
simple things that it claims it could solve. All CEd students, including those w
ith disabilities and those at risk of school failure, need to acquire the knowle
dge and skills that will enable them to figure out math-related problems that th
ey encounter daily at home and in future work situations. Unfortunately, there i
s considerable evidence to Indicate that this objective is not being met, especi
ally for many of the CED students exhibiting learning difficulties. Responding t
o this situation, this research study attempted to find out the
reasons why many CED students encounter difficulties in Mathematics and its effe
cts to their academic performance.
Statement of the Problem:
This is an attempt to conduct a research on “Difficulties Encountered by CED Stu
dents in Mathematics” during the first semester of S.Y. 2008-2009. Specifically,
it aims to answer the following questions: 1. What is the profile of the respon
dents? 2. What are the difficulties encounters by CED students in Mathematics? 3
. What are the reasons why CED students encounter difficulties in Mathematics? 4
. How does one’s attitude towards the subject affect their academic performance?
Statement of the Problem
This study attempted to find out the “Difficulties Encountered by CED Students i
n Mathematics” during the first semester of S.Y. 2008-2009. Specifically, it aim
ed to answer the following questions: 5. What is the profile of the respondents
in terms of: age ; gender; year level ;course and major? 6. What are the difficu
lties encounters by CED students in Mathematics? 7. What are the reasons why CED
students encounter difficulties in Mathematics? 8. How does one’s attitude towa
rds the subject affect their academic performance?
Significance of the Study
The results of this research may benefit the following: Students -this study wil
l help the students to understand more about mathematics and appreciate its esse
nce to their everyday activities. It gives challenges to those students who are
willing to learn mathematics and it makes them easier to understand the logic of
it. Teachers -the research will provide the teachers more systematic and strate
gic approach to the students who encounter difficulties in mathematics. Parents
-This research will provide parents to ensure progress of their child’s learning
ability towards the difficulties encounter in mathematics.
Scope and Delimitation
The target samples of this study were twenty (20) CEd students from NEU during t
he first semester of S.Y. 2008-2009. The respondents were selected by the use of
purposive sampling. A questionnaire was the main data gathering instrument.
Assumptions
1. That the respondents know how to overcome the difficulties in mathematics. 2.
That the respondents know the reasons why mathematics is difficult to study. 3.
That the respondents will know the kind of attitudes might suite them to gain a
cademic excellence specially in mathematics.
Definition of Terms:
This section provided an alphabetical listing of some words and technical terms
used in the research. The researcher includes the operational definitions of the
following:
Dreaded - term used in the research which is also means afraid of in subject mat
hematics. Learning disabilities (LD) – characterized to the students who have th
is. math difficulty – adopted term used to identify students who have difficulty
with mathematics. Mathematics - academic subject wherein many CED students enco
unter difficulties. math-related problem - encounter daily at home and in future
work situations of students. Postsecondary - students who have mathematics-rela
ted learning disabilities (LD).
4
CHAPTER 2 Review of Related Literature and Studies
This chapter covers the different literatures and studies done on the difficulti
es encountered by CED Students in Mathematics. The researchers have gone through
the materials available in the libraries and websites. These materials contribu
ted and have aided the researchers on the direction of the research. These are t
he readings of the researchers related to the topic.
Literature and Studies
According to Racelis (1996), mathematics teaching is a profession that needs imp
rovements. Pupils today are noted for disliking or losing interest in mathematic
s; thus, teachers need to continually research on how to improve the method of t
eaching. Rodriguez (1994) found out that misinterpretation of the problem was th
e main cause why the students got zero scores. She emphasized that when a proble
m solver misunderstands a verbal problem, erroneous interpretation of the proble
m is always a consequence. Soto (1994) found that effective teachers of mathemat
ics were those who provided their pupils with exercises and activities that fost
er mental computations. Exercises are used to illustrate and review basic mathem
atical ideas such as patterns, functions, relations, properties of addition and
multiplication. The exercises can be used before the motivation to break the ted
iousness of doing mathematical computations. Pia (1992) study revealed that pupi
ls who study mathematics develop a negative attitude towards the subject and the
situation even become worse when teachers claim
that mathematics is difficult. Bernandez (1996) found out that the Grade IV pupi
ls in Sambangan and Bauko during the school year 1995-1996 had difficulties in t
he four fundamental operations in mathematics. Moreover, the difficulties of the
pupils were caused by lack of instructional materials, methods of thinking, sch
ool faculties, pupils’ attitudes toward the subject, and teachers’ reactions in
teaching mathematics. She identified 15 remedial measures to help cope with thei
r difficulties in the subject. She recommended the following: Teachers in mathem
atics should strengthen their teaching by administering a diagnostic test in ele
mentary mathematics at the beginning of the school year to be used as basis in p
lanning the mathematics program and the mastery method should be applied; instru
ctional materials should be updated to improve teachers’ strategies in teaching;
teachers in far flung schools should be regularly and properly supervised by sc
hool officials to inspire teachers in their educational activities; and teachers
in mathematics should religiously apply the remedial measures for minimizing di
fficulties in math. Layson (1993) found out that the most common errors committe
d by the students in the achievement test in the first year math were: ratio and
proportion; decimals; percent; fractions and operation on sets. In order to min
imize these difficulties and then improve their performance, the following were
recommended. The difficult items in mathematics should be remedied by giving dia
gnostic test at the beginning of the school year, more care and time should be s
pent in ratio and proportion and more exercises at examples given; students shou
ld be grouped homogeneously and further study should be conducted to strengthen
mathematics in all year. Mariano (2004) conducted a study on the problem solving
difficulties in math. He
concluded that the primary reason why the pupils could hardly answer problems be
cause they do not understand English very well. Eway (2004) found that the major
difficulties encountered by the college students were checking the completed an
swer. Translating mathematical statements into symbols, proper computation, iden
tifying the correct process, and comprehension of the given problem. Julta’s (19
82) topic was on the relationship of abstract reasoning, language ability to com
prehension in mathematics. Results revealed that there is a substantial and sign
ificant positive correlation between abstract reasoning, language ability and ma
thematical comprehension is compounded by their difficulty in language usage and
abstract thinking students with learning difficulties and disabilities improve
their achievement in mathematics, educators, researchers, practitioners, and pol
icymakers need a better understanding of the evidence base on what s behind thes
e students difficulties in learning math. That s just what they ll get with thi
s landmark book—the first and only definitive research volume on this important
topic in education. Comprehensive and multidisciplinary, this resource gives edu
cational decision-makers and researchers in-depth theoretical and practical insi
ght into mathematical learning difficulties and disabilities, combining diverse
perspectives from fields such as special education, educational psychology, cogn
itive neuroscience, and behavioral genetics. Riel (1982) cited that the difficul
ty students experience in learning mathematics can be traced to a lack of confid
ence. A history of incomplete instruction and negative attitudes previously expr
essed by adults and peer can inhibit learner motivation. Felix (1992) believes t
hat “practice makes one’s work perfect”. He said that this is
true in the study of mathematics. According to him, it is a fact that understand
ing of the concepts and principles is not a guarantee that a student can perform
well, even in solving the fundamental exercises and worded problems. Byrnes & W
asik (1991), one way to reduce such difficulties is to help students make connec
tions between conceptual and procedural knowledge. The construction of conceptua
l knowledge requires identifying the characteristics of concepts, recognizing th
e similarities and differences among concepts according to these characteristics
, and constructing the relations among them. On the other hand, procedural knowl
edge requires constructing skills, strategies or algorithms that are means to an
end. According to a website source (Google), many students, despite a good unde
rstanding of mathematical concepts, are inconsistent at computing. They make err
ors because they misread signs or carry numbers incorrectly, or may not write nu
merals clearly enough or in the correct column. These students often struggle, e
specially in primary school, where basic computation and "right answers" are str
essed. Often they end up in remedial classes, even though they might have a high
level of potential for higher-level mathematical thinking. One fairly common di
fficulty experienced by people with math problems is the inability to easily con
nect the abstract or conceptual aspects of math with reality. Understanding what
symbols represent in the physical world is important to how well and how easily
a child will remember a concept. Holding and inspecting an equilateral triangle
, for example, will be much more meaningful to a child than simply being told th
at the triangle is equilateral because it has three equal sides. And yet childre
n with this problem find connections such as these painstaking at best. Some stu
dents have difficulty making meaningful connections
within and across mathematical experiences. For instance, a student may not read
ily comprehend the relation between numbers and the quantities they represent. I
f this kind of connection is not made, math skills may be not anchored in any me
aningful or relevant manner. This makes them harder to recall and apply in new s
ituations. For some students, a math disability is driven by problems with langu
age. These children may also experience difficulty with reading, writing, and sp
eaking. In math, however, their language problem is confounded by the inherently
difficult terminology, some of which they hear nowhere outside of the math clas
sroom. These students have difficulty understanding written or verbal directions
or explanations, and find word problems especially difficult to translate.
9
CHAPTER 3 Methods of Study and Sources of Data
This chapter presents the research method, techniques and the sampling populatio
n of the study. A discussion of the statistical treatment used to analyze the ga
thered data was likewise presented.
Methodology
To pursue the purpose of the study, the Descriptive Normative Survey Method of R
esearch was employed with the questionnaire as the primary data gathering instru
ment.
Instrument
In this survey, the researchers interviewed and asked respondents to fill-up the
questionnaire given to them. The researcher used questionnaire in gathering inf
ormation from the respondents. A letter of request for cooperation was construct
ed at the beginning of the questionnaire to solicit assistance to the respondent
s.
Treatment of Data
The presentation of the frequencies and percentage were done and are reflected t
hrough the use of bar graph, line graph, and pie graph with their corresponding
percentage. The researchers used percentages to show the results of the survey.
10
CHAPTER 4 Presentation and Analysis of Data
This chapter discusses the presentation, data with corresponding findings: 1. Wh
at is the profile of the respondents in terms of: age; gender; year level ;cours
e and major? 2. What are the difficulties encounters by CED students in Mathemat
ics? 3. What are the reasons why CED students encounter difficulties in Mathemat
ics? 4. How does one’s attitude towards the subject affect their academic perfor
mance?
Findings: Problem 1: What is the respondents’ profile?
Table 1: Age Age From 16-17 18-19 20-21 Frequency 10 9 1 Percentage (%) 50% 45%
5% Rank 1 2 3
11 Table 2: Gender Gender Frequency Percentage
Male Female
7 13
35% 65%
Table 3: Year Level Year Level 1 year 2 year
nd st
Frequency 7 13
Percentage 35% 65%
Table 4: Course and Major Course BSE-Math BSE-English BSTLE BEEd-Gen. Ed. BEEd-P
SE BEEd-SPED Frequency 6 5 5 1 1 2 12 Percentage 30% 25% 25% 5% 5% 10% Rank 1 2
2 5 5 4
A. Age Out of twenty (20) respondents, the mean age of this study is 17.55, wher
e the oldest is twenty (20) and the youngest is sixteen (16). There are ten (10)
or 50% respondents whose ages are 16-17, nine (9) or 45% respondents whose ages
are 1819 and one (1) or 5% respondents whose ages are 20-21. B. Gender Majority
of the respondents are females which numbered thirteen (13) or 65%. The male re
spondents are seven (7) or 35%.
C. Year Level There are (13) thirteen or 65% who were 2nd year students. Seven (
7) or 35% respondents are 1st year. D. Course and Major There are six (6) BSE-Ma
th major or 30%, five (5) BSTLE and BSE-English major or 25%, two (2) BEEd-Sped
major or 10%, and (1) one BEEd-Gen.Ed. and BEEdPSE or 5%.
Problem 2: What are the difficulties encountered by CED students in Mathematics?
As the 20 respondent students replies to the question why they think mathematics
is a difficult subject, six (6) or 30% of the respondents replied that mathemat
ics is not difficult. The 14 respondents has their negative reply and they think
that Math is a difficult subject because of the complicated problems; maybe the
foundation of math to the child is very shallow, application of logic, lots of
formulas to memorize, computation, numbers, an exact science and others say that
it depends on the teacher who teaches it.
Problem 3: What are the reasons why CED students encounter difficulties in Mathe
matics?
The 20 respondents’ replies that the factors that make math difficult are the fo
rmulas, the numbers or the arithmetic techniques, the numbers with formulas whic
h is the variables applicable to the algebra lessons, graphs, variables, signs o
r the integers,
equations, problem solving, terms use in mathematics, and the teacher factor whi
ch is sometimes boring.
Problem 4: How does one’s attitude towards the subject affect their academic per
formance?
The researchers used the survey to answer or gather data regarding on how one’s
attitude towards the subject which affects their academic performance. The resea
rcher chose the respondents by giving the questionnaires to those students who a
re major in English, Filipino, T.L.E., P.S.E, General Education, except to those
students who are major in Math. Many of the respondent students accepted the qu
estionnaire, but some refused and said that they are busy.
14
Graph 1 – Favorite Subject
others 10%
mathematics 30% science 5%
English 55%
English
science
mathematics
others
Based on the graph, there are eleven (11) or 55% respondents like Mathematics an
d there are six (6) or 30% like Mathematics. The rest like Science with 5%.
Graph 2 – Afraid of Numbers
12 10 8 6 4 2 0 yes no S1 11 9
The graph shows that 11 out of 20 respondent who are not afraid of numbers becau
se of the reasons that they love math and numbers. There are 9 respondents who a
re afraid of numbers. Therefore conclude that there is no reason to be afraid of
numbers. Graph 3 – Interested in Classroom Activities during Math
no, 12
no
yes, 7
yes
0
2 yes
4
6
8
10 no 12
12
14
Series1
7
Based on the graph, twelve (12) or 60% who answered no and they are not interest
ed in classroom activities during Math because they said that it’s boring, no ma
tter how they try, but still they cannot understand it, not interested in the su
bject and also they really hate Math. There are seven (7) or 35% respondents who
say yes and that’s because they really like math subject. There is one responde
nt who responds that students will be interested to the subject and it depends u
pon the teacher. Graph 4 – Read books Related to Mathematics
9
11
S1 yes no
The graph refers to the students who read books related to Mathematics. As it sh
own here, eleven (11) respondents who answered no that they not read book relate
d to Math because of no interest to the subject, feel bored, hate numbers, and r
eally hate
math subject. There are 9 respondents who say yes out of 20 respondents. Graph 5
– Feel Uncomfortable in Mathematics
11 12 10 8 6 4 2 0 yes no 9
As gleaned from the graph there are eleven (11) respondents who fell uncomfortab
le during Mathematics class, while there are nine (9) respondents do not feel un
comfortable.
17 CHAPTER 5 Summary, Conclusions, and Recommendations
This chapter will provide the summary of findings, the conclusion and the
recommendation.
Summary of Findings
Problem 1: What is the respondents’ profile in terms of: age; gender; year level
; course and major? Age - Out of twenty (20) respondents, the mean age of this s
tudy is 17.55, where the oldest is twenty (20) and the youngest is sixteen (16).
There are ten (10) or 50% respondents whose ages are 16-17, nine (9) or 45% res
pondents whose ages are 1819 and one (1) or 5% respondents whose ages are 20-21.
Gender - majority of the respondents are females which numbered thirteen (13) o
r 65%. The male respondents are seven (7) or 35%. Year Level - there are (13) th
irteen or 65% who were 2nd year students. Seven (7) or 35% respondents are 1st y
ear. Course and Major - there are six (6) BSE-Math major or 30%, five (5) BSTLE
and BSE-English major or 25%, two (2) BEEd-Sped major or 10%, and (1) one BEEdGe
n.Ed. and BEEd-PSE or 5%.
Problem 2: What are the difficulties encountered by CED students in Mathematics?
As the 20 respondent students replies to the question why they think mathematic
s is a difficult subject, six (6) or 30% of the respondents replied that mathema
tics is not difficult. The 14 respondents has their negative reply and they thin
k that math is a difficult subject because of the complicated problems; maybe th
e foundation of math to the child is very shallow, application of logic, lots of
formulas to
memorize, computation, numbers, an exact science and others say that it depends
on the teacher who teaches it.
Problem 3: What are the reasons why CED students encounter difficulties in Mathe
matics? The 20 respondents’ replies that the factors that make math difficult ar
e the formulas, the numbers or the arithmetic techniques, the numbers with formu
las which is the variables applicable to the algebra lessons, graphs, variables,
signs or the integers, equations, problem solving, terms use in mathematics, an
d the teacher factor which is sometimes boring.
Problem 4: How does one’s attitude towards the subject affect their academic per
formance? The researcher chose the respondents by giving the questionnaires to t
hose students who are major in English, Filipino, T.L.E., P.S.E, General Educati
on, except to those students who are major in Math. Many of the respondent stude
nts accepted the questionnaire, but some refused and said that they are busy. Gr
aph 1 – Favorite Subject Based on the graph, there are eleven (11) or 55% respon
dents like Mathematics and there are six (6) or 30% like Mathematics. The rest l
ike Science with 5%. Graph 2 – Afraid of Numbers The graph shows that 11 out of
20 respondent who are not afraid of numbers
because of the reasons that they love math and numbers. There are 9 respondents
who are afraid of numbers. Graph 3 – Interested in Classroom Activities during M
ath As gleaned from the graph, twelve (12) or 60% who answered no and they are n
ot interested in classroom activities during Math because they said that it’s bo
ring, no matter how they try, but still they cannot understand it, not intereste
d in the subject and also they really hate Math. There are seven (7) or 35% resp
ondents who say yes and that’s because they really like math subject. There is o
ne respondent who responds that students will be interested to the subject and i
t depends upon the teacher. Graph 4 – Read books Related to Mathematics The grap
h refers to the students who read books related to Mathematics. As it shown here
, eleven (11) respondents who answered no that they not read book related to Mat
h because of no interest to the subject, feel bored, hate numbers, and really ha
te math subject. There are 9 respondents who say yes out of 20 respondents. Grap
h 5 – Feel Uncomfortable in Mathematics As gleaned from the graph, there are ele
ven (11) respondents who fell uncomfortable during Mathematics class, while ther
e are nine (9) respondents do not feel uncomfortable during Math.
Conclusions
Based on the Findings:
•
Majority of the respondents are 17-18 years females, mostly are second year and
Math major.
•
The difficulties of the students were caused by lack of instructional materials,
students’ attitudes towards the subject, and teachers’ reaction in teaching Mat
hematics.
•
Majority of the respondents had negative reply and they think that Math is a dif
ficult subject because of the complicated problems and etc.
•
Majority of the respondents said that the factors that make Math difficult are t
he formulas, the numbers or the arithmetic techniques, the numbers with formulas
which is the variables applicable to the algebra lessons, graphs, variables, si
gns or the integers, equations, problem solving, terms use in Mathematics, and t
he teacher factor which is sometimes boring.
•
Majority of the respondents said that they liked the other subjects rather than
Mathematics.
•
Majority of respondent students said that are not interested in classroom activi
ties during Math.
•
Majority of respondent students, which they do not read book related in Math.
•
There are majority respondents who felt uncomfortable during Mathematics class.
Recommendations
On the basis of the conclusions which the researchers drawn from the findings of
this study, the following recommendations are hereby submitted. • Teachers in Ma
thematics should strengthen their teaching by administering a diagnostic test in
elementary mathematics at the beginning of the school year to be used as basis
in planning the mathematics program and the mastery method should be applied. •
Instructional materials should be updated to improve teachers’ strategies in tea
ching. • Teachers in far flung schools should be regularly and properly supervis
ed by school officials to inspire teachers in their educational activities. • Te
achers in mathematics should religiously apply the remedial measures for minimiz
ing difficulties in Math. • • Students should be cooperative to their teacher du
ring math classes. The Students need to strive hard in studying Mathematics.
22
Bibliography
Websites: http.//www.google.com.ph/search? http://cnt.org/content/m11638/latest
http.//en.wikipedia.org./wiki/math
23
Appendices
Appendix A: Questionnaire
Appendix B: Curriculum Vitae
24 Table of Contents
Title Page ………………………………………………………………………i
Acknowledgment……………………………………………………………. ii Dedication………………………………………………………………...…
...iii Abstract Statement of the Problem………………………………………………...…..iv Significance
of the Study………………………………………………...……v Scope and Delimitation…………………………………………………..
.….. v Assumptions……………………………………………………………...…… v Methodology……………………………………………………
………...…….vi Instrument……………………………………………………………… ……….vi Treatment of Data………………………
………………………………………vi Findings………………………………………………………………………....vii Conclusions……………………
………………………………………………..xi Recommendations………………………………………………………..……xii
Chapter 1: The Problem and its Background Introduction………………………………………………………….………
..….1 Statement of the Problem………………………………………………..….... 2 Significance of the St
udy…………………………………………..………….. 3 Scope and Delimitation………………………………….……….……………. 3 A
ssumptions……………………………………………………….………….... 3 Definition of Terms………………………………………………
……….….….3 Chapter 2: Review of Related Literature and Studies……….………… 5
Chapter 3: Methods of Study and Sources of Data Methodology………………………………………………………
…..………..10 Population……………………………………………………………..………. 10 Instrument…………………………………………
……………..……………. 10 Treatment of Data………………………………………………..……………10
Chapter 4: Presentation and Analysis of Data Statement of the Problem……………………………
…………...…………..11 Findings…………………………………………………………………………12
Chapter 5: Summary of Findings, Conclusions and Recommendations Statement of the
Problem………………………………….……… ……….18 Conclusions………………………………………………………………….. ..21 Rec
ommendations………………………………………..…………………...22
Bibliography……………………………………………………..…….………23 Appendices……………………………………………………….….………
. 24 A. Questionnaire……………………………………………….………………25 B. Curriculum Vitae………………………………
………………….………...26
New Era University
College of Education
Difficulties Encountered in Mathematics by CED Students A Research Work
In Partial Fulfillment of the Requirements of the Course Math 5-05 (Basic Statis
tics with Demography) Abraham, Sandino Briones, Richard Macapagao, Kenneth Mahin
ay, Rizza May Pagalilauan, Jonel Rodriguez, Rowena Salvador, Richard Villas, Ald
win October, 2008 First Semester, S. Y. 2008
Acknowledgment
First of all, thank God Almighty for the guidance. The researchers wish also to
acknowledge the assistance of their professor, Dr. Julie Valencia, who contribut
ed detailed commentaries on the outline and individual chapter drafts of the res
earch and for advice and overall critical reviews of the research. Their loving
and supporting parents, for their enthusiasm and unstinting support they are: Mr
and Mrs. Briones; Mr and Mrs. Macapagao; Mr. and Mrs. Mahinay; Mr. and Mrs. Pag
alilauan; Mr. and Mrs. Rodriguez; Mr. and Mrs. Salvador; Mr. and Mrs. Abraham an
d Mr. and Mrs. Villas, again thank you for your encouragement, patience and fina
ncial and moral support. Lastly, to the College of Education students who helped
them in completing this research.
The Researchers
ii
Dedication
This Simple Research Is Wholeheartedly Dedicated To All Our Friends & Parents.
The Researchers
iii
Curriculum Vitae
Jonel R. Pagalilauan
Blk 4 Lot 7 Tierra Nova Royale 4 Bagumbong, Caloocan City Contact No. 2716023 E-
mail: jonel002@gmail.com
Personal Information Birth Date: Oct. 2, 1990 Religion: Roman Catholic Father’s
Name: Nelson Pagalilauan Mother’s Name: Jocelyn Pagalilauan Language/Dialect: Fi
lipino, English Person to be notify in case of emergency: Jocelyn Pagalilauan Co
ntact No. 09262396184 Educational Attainment College New Era University BSEd-Mat
hematics S. Y. 2008-2009 Secondary Bagumbong High School S. Y. 2006-2007 Element
ary Bagumbong Elementary School S. Y. 2002-2003 Birth Place: Quezon City Civil S
tatus: Single Occupation: --------Occupation: Sales Manager