BEYOND THE NUMBERS: AN PHENOMENOLOGICAL INQUIRY ON THE

MATHEMATICS LEARNING EXPERIENCES OF GEN Z STUDENTS

A Research Study
Presented to the Faculty of Kasuga National High School
Division of Davao del Sur - Department of Education

_______________

In Partial

Fulfillment of the Requirements in

English 10 Subject

_______________

JOAN A. DALION
KEMBERLY G. JAVA
RIZZA S. LANDAR
FRANCIS LOYD M. CANITAN
ARIS D. MANTE

March 2019
 APPROVAL SHEET

This research entitled “BEYOND THE NUMBERS:AN INTERPRETIVE-

PHENOMENOLOGICAL INQUIRY ON THE MATHEMATICS LEARNING
EXPERIENCES OF GEN Z STUDENTS prepared and submitted by Joan A.Dalion,
Kemberly G. Java, Rizza S. Landar, Francis Loyd M. Canitan and Aris D. Mante, in
partial fulfillment of the requirements in English 10 subject, has been examined and is
hereby endorsed for approval and acceptance.

SIMPLICIO T. JENILLA JR., LPT

Adviser

PANEL OF EXAMINERS

APPROVED by the Panel of Examiners on Oral Examination with a grade of

PASSED.

ERICK T. BALORAN, LPT, MAEd

Chairperson

GERALDINE V. DUMLAO, LPT, MAEdMT GLEN A. LAOC, LPT

Member Member

ACCEPTED in partial fulfillment of the in English 10 subject for the school year
2018-2019.

ERICK T. BALORAN, LPT, MAEdLT JOLLAN N. DOMINGO, LPT, MAEd

English 10 Teacher School Head

March 2019
I.Introduction

Mathematics is described as a subject that affects all aspects of human life at

different degrees (Maliki,Ngban&Ibu,2009.). Mathematics is used throughout our daily

lives. The importance of mathematics in day-to-day activities is no longer news.

However, what remains news is the fact that students performance in mathematics has

not improved significantly despite its importance, not even with the introduction and use

of technology in mathematics (The National Mathematics Advisory Panel,

2008;Idowu,2019).

Furthermore, Mathematics was considered as one of the most difficult subject as

perceived by the students.Many studies have conducted which revealed many factors

affecting the understanding of Mathematics among of the students.The recent study of

Program for International Student Assessment (2012) showed England has a long tail of

underachieving students in Mathematics.The gap between high and low achievers

appears to be widening. Students in England have low levels of perseverance in

Mathematics.In United Kingdom, students avoid taking mathematics classes and avoid

situations in which Mathematics may be necessary .

Moreover,in Nigeria, despite the fact that the government has clearly confirmed

the importance of mathematics by making it a core and compulsory subject at both

junior and senior secondary levels, the invested billions of Naira in the teaching and

learning of mathematics has not yielded any significant improvement due to wasteful

and inadequate spending of the required resources. Numerous factors were identified

by some researchers for the inconsequential performance by students, some of which

included: shortage of qualified mathematics teachers, poor facilities, equipment and

instructional materials for effective teaching, and large pupil-to-teacher ratios)..Too

many children and adults give up on mathematics learning by withdrawing effort from

any task that is perceived as likely to result in failure (Williams,1988;Chinn,2012;

Federal Republic of Nigeria,2004;Idowu,2019;Odogwu,1994;Yemi & Adeshina,2013)

In the Philippines, Filipino students excel in knowledge acquisition but fare

considerably low in lessons requiring higher order thinking skills.This disappointing

condition is evident in the performance of students in national and international surveys

on mathematics competencies (Leongson,2003).

The Mathematics performance of Filipinos in international assessment test

reflects the deteriorating competency of Filipinos in increasingly technological global

marketplace.According to Congressional Commission on Science and Technology and

Engineering (COMSTE), the rank of Filipinos in mathematics placed the Philippines

from rank 47 in 2001 to ranked 77 in 2007. In 2003, out of 45 countries that participated

inTrends in Mathematics and Science Studies (TIMSS),the Philippines ranked 41 based

on the average scores of High School students that were tested in Mathematics. The

country’s average was significantly lower than the international average both in science

and mathematics test (Sta.Maria ,2010).

In Kasuga National High School, teachers are in quandary about the poor

performance of students in Mathematics across grade levels.Students struggle in

understanding basic concepts in Mathematics.Most of them fail to perform the basic

Math operations. Just like of the elementary,secondary students are more confused of

their new topics,the more burdensome topics;algebra,radicals ,trigonometry,circles

,statistics and many more.Students are not motivated to pass their homework due to
difficulties in understanding and applying the concepts of mathematics in real life and

some are having fear whenever they enter in Mathematics classes.

With these foregoing, scenarios, the researchers are prompted to conduct a

qualitative-phenomenological study to determine the factors affecting Mathematics

performance of students. Aside from that , this study aims to provide substantial

interventions and solutions to dwindle the number of students having difficulties in

Mathematics learning and increase their level of awareness how useful Mathematics

in everyday life ,thus the need to conduct the study is urgent.

II. Statement of the Problem

The main thrust of this qualitative study employing interpretive-phenomenological

approach was to determine the experiences of Junior High School students on

Mathematics learning in Kasuga National High School in the school year 2018-2019.

Moreover, it sought to answer the following questions.

1.What are the factors affecting students in learning Mathematics?

2. How do the students copewith the challenges they experience in learning

Mathematics?

3. What insights can the students and teachers share to improve Mathematics

learning experiences?
III.Review of Related Literature

Mathematics is the science of reasoning and computations. It is the science or

study of numbers, quantities or shapes. Mathematics is regarded as the language that

helps us to describe ideas and relationships drawn from the environment. Mathematics

enables one to make the invisible to be visible, thereby solving problems that would be

impossible otherwise (Michael Isack, 2015;Kitta,2004).

Students' attitudes towards mathematics are closely related to their attitude

towards problem-solving in general; negative attitudes need to be overcome, so that

students will not suffer from poor problem-solving skills later in life. Olatunde(2010)

opened that the process of learning depends not only on family factors but also of

students' personal characteristics that are naturally correlated with family characteristics

but have an effect on their own. Therefore, in order to analyze achievement, some

students' personal characteristics must be taken into account.(Silao Jr.,2018;Effandi &

Normah,2009).

Educators and cognitive scientists agree that the ability to recall basic math facts

fluently is necessary for students to attain higher-order math skills. The implication for

mathematics is that some of the sub-processes, particularly basic facts, need to be

developed to the point that they are done automatically. If this fluent retrieval does not

develop then the development of higher-order mathematics skills- such as multiple-digit

addition and subtraction, long division, and fractions - may be severely impaired.

Indeed, studies have found that lack of math fact retrieval can impede participation in

math class discussions, successful mathematics problem-solving, and even the

development of everyday life skills. And rapid math-fact retrieval has been shown to be
a strong predictor of performance on mathematics achievement tests (Math

Fluency,2011)

Alvaera, Bayan, & Martinez (2009) of De LaSalle University, Manila, conducted

study intended to determine whether parental involvement and autonomy (mothers and

fathers), and teaching approach can predict public school students’ achievement as

measured by the general average grades of students. In determining which variable has

a significant relationship with student achievement, it showed that mother involvement

was significantly related with the students' academic achievement. Of all the predictors

of achievement used by the researchers, it was only mother involvement that had

significantly predicted student achievement. This does not mean that teaching

approach, father involvement, father autonomy and mother autonomy does not

contribute in predicting achievement. This simply implies that their contribution in the

achievement of the students is not as significant as compared to the contribution of

mothers' involvement. The current study focuses on academic achievement as

measured by the general average grade of the student from the previous grading

period. It has been well established how academic achievement is influenced by a

particular factor. Parents' involvement in the child's schooling like assisting the child's in

making their assignments explains much the grade of the child. It was concluded in the

study that only mother involvement can predict students' achievement.

The evidence is consistent, positive, and convincing: families have a major

influence on their children's achievement in school and through life. Studies have linked

parental involvement with student benefits of higher grades and test scores, enrollment
in more challenging academic programs, increases in the number of classes passed

and credits earned, better attendance (Henderson & Mapp,2002).

Moreover, findings by Iheanachor (2007), indicate that, there is a significant

positive relationship between students’ academic achievement in mathematics and

teachers’ background. Teachers who have good qualifications in mathematics have

their students performing better in mathematics.

With that factors stated above,a study found out that Americans struggle with basic

math related skills (Philips, 2007), and, while it may be a commonly held belief that most

mathematical skills are not important to an individual's life experiences, research would

disagree. Reports have indicated that 58% of American adults do not have the

knowledge to calculate a tip for their waiter when out to eat, 71% cannot calculate miles

per gallon, and 78% do not know how to calculate the interest paid on a loan (Philips,

2007). Murnane and Levy (1996) reported about half of 17 year olds cannot perform the

math needed for a job at a modern automobile plant (as cited in U.S. Department of

Education, 2008). They concluded that without a special talent these late adolescent

individuals do not have the skills they need to earn middle-class wages.

Along with the factors affecting mathematics performance and its effects,this

targeted mathematics interventions aim to remediate skill deficits in one or more

numerical areas. They may involve several components, including: direct, explicit

instruction; use of cognitive heuristics/strategies; student verbalizations of their

mathematical reasoning; use of visual representations while solving problems;

provision of a range and sequence of examples; repeated practice; and corrective

feedback (Gersten, 2009; Kroesbergen, 2003).

 In connection, behavioral and psychological interventions may not directly target

mathematical skills. However, there is a growing body of evidence that academic skill

(including mathematical competency) is mediated by student attitudes and behaviors

that facilitate their participation in, and capacity to benefit from, academic instruction in

the classroom. (DiPerna, 2006). These attitudes and behaviors are called 'academic

enablers' and involve motivation, engagement, social and behavioral skills that mediate

academic competence. Thus, behavioral and psychological interventions that improve

academic enablers may potentially lead to improvements in mathematical performance

(Furlong ,McLoughlin , McGilloway& Geary,2016;DiPerna,2006).

IV.Theoretical Framework

This study is anchored on the proposition of various authors (Campbell et

al.,2000;Epstein,1991;Fennema&Sherman,1976,1986;Fluty,1997) that provides factors

which could have an impact on students’ achievement such as gender, family structure,

parents’ educational level, socio-economic status, parent and student attitudes toward

school, and parent involvement . Three factors or predictors in math achievement, are

divided into sub factors: Demographic Factors (gender, socio-economic status, parent’s

educational level), Instructional Factors (teacher competency, instructional strategies

and techniques, curriculum, school context and facilities), and Individual Factors (self-

directed learning, arithmetic ability, motivation).

In conjunction, Peng (2002) stated that simple traditional methods gradually

make the students feel that Mathematics is pointless and has little value to them in real
life .It becomes a subject they are forced to study ,but one that is useless to them in real

life.

In parallel, Mji and Makgato (2006) pointed out that, few students take

mathematics and those who do so do not perform well because they are not motivated

which ultimately lead to mass failures .Many factors can cause lack of motivation in the

student and it could be how the subject is taught or it’s because of pupils’ ability .If

students know the true value of the subject they would make an effort to understand it.

Yeya (2002) had similar views that many teachers, students and parents have a

negative attitude towards the teaching and learning of mathematics. Chiriswa (2003)

agreed with the issue and recommended that mathematics teachers and students be

given incentives to raise their morale for better grades in mathematics. He

recommended students to be given awards for excelling in mathematics or offered

scholarships even at school level or encourage mathematics projects where students

display their accomplishments.

Furthermore, the causal ordering of math anxiety and low achievement remains

essentially ambiguous (Newstead) empirical findings indicated that the learning

environment is a considerable risk factor for mathematics anxiety. Indeed, Ashcraft and

Krause (2007) predicted that math anxiety is learned in the classroom in front of the

teacher and his or her peers. In short, lower than average math abilities and/or working

memory capacity, susceptibility to public embarrassment and an unsupportive teacher

all may be risk factors for developing math anxiety.Thus, there seems to be substantial

evidence for a negative relationship between mathematics anxiety and achievement

which is perpetuated through factors such as the learning environment. Children’s

individual differences in attitudes towards their teacher are linked to differences in

achievement. More specifically, attitudes towards the teacher’s teaching style,

interpersonal behavior, and supportiveness influence children’s achievement-related

beliefs and actual achievement(Deieso,2016; Goh and Fraser ,1998).

V.Significance of the Study

The study of poor performance of the student is essential in the provision of quality

education. Poor mathematical ability greatly influence students’ learning and

achievement. If this continues, students may feel more that Mathematics is pointless

instead of thinking its importance in this digital world. The thrust of this study is to

identify whether Demographic, Instructional, and Individual Factors are the predictors

which could affect on the students’ learning and achievement. This study may also

serve as the foundation of methods and strategies so that student will unfold their

critical thinking and analytical skills.

Furthermore, the result of this study may be beneficial to the following groups:

School Administration.This study is significant to the school administration to

determine if learning environment aids the performance of the students and how the

lack of facilities and instructional materials affect teaching and learning.Thus, this study

may help the stakeholders to provide more facilities and materials needed in

Mathematics learning to raise poor performance to excellent performance of the

students.

Teachers.This study is significant to the teaching staff as they play the vital role in the

understanding of mathematical concepts and overall performance of the students. The

findings of this study may be used as basis in formulating plans and intervention

programs to lessen the number of students having difficulties in Mathematics. Teachers

maybe aware of their personality traits enable for the students to become active and

inspired to learn Mathematics.

Parents. This study is significant to all parents to widen their minds about the

importance of parental involvement. The noble role of the parents is to provide enough

encouragement, support and assessment in many different aspects of life of their

children. Any negative feelings towards Mathematics and lack of guidance may affect

their childrens’ perspective and performance in Mathematics. Hence, this study may

help the parents to be conscious of their capabilities in the development of their

childrens’ behavior and achievement in Mathematics.

Students.This study is significant to all students having fear in Mathematics. The result

of this study may boost their self-esteem and can change their thoughts in Mathematics

through developing the ability to learn and analyze the real life problems. This study will

enlighten their minds in the field of related Mathematics career in senior high school and

in college and may also help the students to improve their learning abilities and to be

attentive of negative traits in Mathematics.

VI.Definition of Terms

The following terms in this study are operationally defined for clarity purposes:

Mathematics.As used in this study, it refers to a subject where it involves

numbers, quantities, shapes, and measurement that are all applicable in everyday life.
 Learning Experience.As used in this study, it refers to the live experiences of

the students upon learning Mathematics; the easiness down to the difficulties and

failures in solving higher Mathematics.

Phenomenology.As used in this study, it refers to the study of human

consciousness and direct experiences.

VII.Method

a. Research Design

The major methodological framework that was utilized in this research was

qualitative-phenomenological study.Phenomenological study is an approach to

qualitative research that focuses on the commonality of a lived experience within a

particular group. The fundamental goal of the approach is to arrive at a description of

the nature of the particular phenomenon. Typically, interviews are conducted with a group of

individuals who have first-hand knowledge of an event, situation or experience. The interview(s)

attempts to answer two broad questions .What have you experienced in terms of the

phenomenon? What contexts or situation have typically influenced your experiences of the

phenomenon? Other forms of data such as documents, observations and art may also be used.

The data is then read and reread and culled for like phrases and themes that are then grouped

to form clusters of meaning. Through this process the researcher may construct the universal

meaning of the event, situation or experience and arrive at a more profound understanding of

the phenomenon.(Creswell,2013;Moustakas, 1994).

 b. Research Participants

This study involved (10) participants in Kasuga National High School, Kasuga

Magsaysay, Davao del Sur during the in-depth interview who were determined using

purposive sampling technique. The criteria for the identification of the participants were

the following: (1) Students currently studying and striving in understanding Mathematics,

(2) Teachers schooling Mathematics subject, (3) Students and teachers who experience

failures and can generate insights in improving Mathematics learning experiences.

Upon identification of the research participants for IDI, an Informed Consent was

secured from them.

c. Research Instruments

This study made use of two types of research instrument; the In-depth Interview

(IDI) Questionnaire and Focus Group Discussion. The researchers prepared a semi-

structured interview questions as a tool to determine the related factors affecting

Mathematics performance and to grasp the students’ live experiences such as failures.

d. Data Collection

Before gathering the data, a letter of approval to conduct the study was sent to

the School in-Charge – Jollan N. Domingo, MAEd to seek permission to conduct

research.

Upon approval, the researcherssecured an Informed Consent from the identified

research participants. After the consent, the researcher started to gather data from the

participants.
 To provide a rich source of data, the researchers had undergone phases of

gathering data.

In an In-depth Interview (IDI) using a semi-structured interview questionnaire was

conducted by the researchers in order to determine the live experiences of students

striving in Mathematics and to identify the factors which could affect on students

learning. There were (6) participants undergone this process.

Also, before the conduct of the In-depth Interview (IDI), the researchers

conducted a brief orientation to the participants as to with the purpose of the data

collection, and that, each one of them shall had undergone this process. Because the

nature of the study was potentially and highly confidential for the participants involved,

their names were hidden, instead pseudonyms with their participant ID were used, to

conceal their true identity.

Furthermore, during the data collection, the researchers made use of a

smartphone for voice and video recording. This was to make certain that everything

which was transpired during the data collection was obtained. The voice or video

recording of the IDI were done after consent and cooperation was sought from the

participants. Right after the IDI, the researchers immediately transcribed and analyzed

data.

Likewise, in the process of data gathering procedure of the study, the

researchers had unforgettable and meaningful experiences especially when going to the

setting of the study and meeting the research participants. These experiences are

personally narrated by the researchers below:

 e. Data Analysis

In analyzing data of the study, the researchers made use of thematic analysis

utilizing Miles and Huberman Framework. This type of data analysis was considered

appropriate for the present study. There are three main components of the said

framework: data reduction, data display, and drawing and verifying conclusions (Punch,

2005). These components involved coding (or categorizing data, and describing details

and implications leading to themes), memoing (or writing and gathering written notes of

thoughts and ideas and links about concepts and drawing a sketch or graphs), and

developing propositions.

Before qualitative data analysis took place, the researcher transferred first all of

the recorded data to the computer. After the transfer, the researchers made the

transcripts. The researchers ensured that all transcribed data from the IDI and FGD

were recorded in its original form. All Bisayan,Tagalog and English statements, words

and utterances were recorded verbatim. This was to ensure that all recorded data for

analysis were kept original and authentic.

The transcripts were printed with wide margins on both sides and with enough

spaces in-between sentences for coding and memoing purposes. The researchers

needed to double check the printed transcripts by going over them while listening to the

voice recorder. This was to ensure that everything that was transpired in the data

gathering had been recorded. After this, the data analysis began.

First, in the data reduction, the mass of qualitative data that the researchers

obtained from the IDI was reduced and organized, for example coding and discarding

irrelevant data. At this stage, the researchers tried and discarded all irrelevant
information, but did ensure that he have access to it later if required, as unexpected

findings may need him to re-examine some data previously considered unnecessary.

Second, in the data display, in order for the researchers to draw conclusions

from the mass of data, it was displayed in the form of graphical formats. This comes in

the process of memoing.

Lastly, in the conclusion drawing/verification, the analysis was done by the

researchers to begin to develop conclusions regarding the study. These initial

conclusions were then verified, that is their validity was examined through reference to

the existing transcripts/records.

Moreover, all throughout the analysis, the researchers went back to the research

questions of the study as a guide. The researchers assigned first descriptive codes to

all participants with corresponding participant ID. IDI-KI stands for In-depth Interview -

Key Informant .Each participant was assigned to the type number for organization and

coding purposes.

Furthermore, particularly in the coding process, identification of root code or

major theme and branch code or sub-theme was done by the researcher. Coding was

done while doing memoing, drawing and verifying conclusions all at the same time.

As being stipulated by Punch (2005), memoing begins at the start of the analysis

along with coding and drawing and verifying conclusions is likely to happen concurrently

with them. During the whole duration of the analysis of information, the researcher

made use of multi-colored sticky notes for easy identification of codes.

 f. Trustworthiness and Authenticity

In order to achieve validity and reliability, the researchers made use of credibility,

transferability, dependability and conformability, techniques of Lincoln and Guba (1985),

in conducting this qualitative-phenomenological study. The following paragraphs explain

the processes of achieving each technique.

This study use two method of gathering the data , namely the In-depth Interview

(IDI) and Focus Group Discussion (FGD).

This method ensured the validity of the results of the study particularly the major

and sub-themes extracted from the conducted in-depth interview .Hence, making this

research employing qualitative form of data analysis more credible. Moreover, the

researcher made sure that the whole duration of the discussion was recorded and all

important responses of the participants were taken into account using recording

gadgets and notes.

Moreover, in achieving transferability, the researchers ensured that sufficient

contextual information was provided to readers to relate the findings to their own

positions. The information covered the procedures in gathering, transcribing and

presenting the language data as well as describing each of the participants. Detailed

account of each was evident in the entire study. With these reasons, future researchers

could use the research to unravel new discoveries related to this study.

Furthermore, to address the issue of dependability, all participants received a

complete copy of the transcripts of the IDI to be conducted. The participants were

assured by the researchers that they could review the transcripts and make necessary

changes if there is a need to. Through this, the three core principles accepted in
research ethics was attained, namely the respect for persons, beneficence and justice

(Mack, Woodsong, Macqueen, Guest &Namey, 2005). It was assumed then that the

participants did not have any misgivings with regard to the data gathered and

transcribed, given that there was no transcription that was being returned back to the

researcher. Nonetheless, each participant was assured that confidentiality was

established all throughout the analysis and presentation of the findings of the data;

hence pseudonyms with their participant IDs were employed prior to the study.

Lastly, auditing of the obtained data was established through the use of audit trail

to attain conformability. Each of the transcriptions of the participants was coded in order

to be easily accessed for reviewing purposes. These codes were indicated in every

word-for-word response of each of the participant. In the Results and Discussion

Chapter, the researcher presented prototypes of these coded responses. The entire

transcriptions were kept as part of the researchers’ personal files which could be easily

accessed in case of audit.

In summary, in gathering the data for this research, the researchers made use

the IDI and FGD. Comprehensive description of data gathering, data analysis and data

presentation and discussion were presented. Moreover, the transcriptions were

presented back to the participants for review and comments. Lastly, an audit trail was

established. All of these were done in order to achieve the validity and reliability of the

study.
 g. Role of the Researchers

Background qualifications and experiences of the investigator are especially

important in qualitative research as it is the person who is the major instrument of data

collection and analysis (Lincoln and Guba, 1998).

In the conduct of this research, the researchers served as the interviewers during

the in-depth interview, and facilitators during the focus group discussion. Lastly, in the

analysis of data, the researchers acted as the transcriber, encoder, coder and

interpreter. All those roles were performed by the researchers all throughout the

conduct of this research.

h. Ethical Considerations

In the conduct of this study especially before the data were gathered, ethical

issues and considerations were dealt. The researchers ensured the appropriateness of

identified recruiting parties and conducted a review of level of risks and measures to

mitigate these risks (including physical, psychological and social economic. Likewise,

with the result of this study, the researchers were able to yield generalizable knowledge

about the experiences of students and teachers in teaching and learning Mathematics.

The result of the study may be helpful to the student and teachers in constructing

possible actions in poor Mathematics performance.

In terms of the avoidance of plagiarism, the researchers had undergone the turn-

it-in software to ensure that no trace/evidence of misrepresentation of someone else’s

work as her own. In the same manner, fabrication was also considered by the

researchers wherein no trace/evidence of intentional misrepresentation of what has

been done. No making up of data and/or results, or purposefully putting forward

conclusions that were not accurate. No inconsistency with the existing literature among

the information included in manuscript. In the same, falsification was also taken into

consideration in which no trace of purposefully misrepresenting the work to fit a model

or theoretical expectation. No evidence of over claiming or exaggerations. Next was the

conflict of interest (COI) wherein no trace of COI, wherein there was no set of conditions

in which a professional judgment concerning primary interest such as the participants’

welfare or the validity of the research tends to be influenced by a secondary interest

such as financial or academic gains or recognitions. Moreover, deceit was also avoided

in which evidence that the benefit of misleading the respondents outweigh any potential

harm to them.

Lastly, the permission from organization/location was ensured by the

researchers. The researchers expressed getting a written permission/consent from the

organization/respondents in which the research was undertaken or the location in which

the data were collected. When getting written permission, the researchers talked to the

School Administration and to the participants to give the permission to be sought and

that the activities were organized well in advance.

Also, to address ethical issues, the researchers assigned pseudonyms with a

participant ID to each participant of the study in order to ensure anonymity of

confidentiality. This was following the most significant standard in conducting

researches as posited by Berg (2009) who stated that researchers must do no harm to

their respondents.
Results and Discussion

Presented in this section are the results of the in-depth interview by the

researchers to investigate the factors affecting Mathematics learning experiences. In

particular, this section presents the factors affecting Mathematics learning experiences

and how do they cope up with the learning difficulties. It also discusses the insights

suggested by students and teachers in improving Mathematics learning experiences.

Factors Affecting Mathematics Learning

One important objective of this study was to determine the factors that can

influence Mathematics learning experiences. The perceptions of the students on the

factors affecting Mathematics learning experiences were determined through an in-

depth interview. Data revealed that there are (5) major themes were being extracted, to

wit: (a) math anxiety, (b) peer perception and influence, (c) teachers attitude and

pedagogy, (d) scarcity of learning materials , and (e) lack of parental involvement and

literacy. Table 1 shows the emerging themes and significant statements of the research

participants.

Emerging
Significant Statements
Themes
For me,I don’t just like Mathematics because of the
problem solving and its different formula. Whenever, we
have class or project in Mathematics, I feel inactive and
sleepy or worse it can cause headache to me. I used to
lose my confidence when our teacher started his boring
Mathematic
discussion.(IDI-001/Makmak)
s Anxiety
I feel uncomfortable about my learning because I find
Mathematics as one of the confusing one. I really admitted
I am slow earner in terms of mathematical concepts but I
tried so much in order for me to used it in real life
situations.(IDI-002/Monmon)
 I am aware that Mathematics has many problems and
each problem is just so hard to solve. I have this automatic
feeling of nervousness thinking if I can answer it
correctly.(IDI-003/Adrian)
I feel stress of the numbers plus I don’t know how to
perform division so I definitely needs calculator.(IDI-
005/Maria)
There are times when I like Mathematics but there are
also instances where I feel anxious and don’t want to
learn the subject.(IDI-006/Xyrella)
I fear of having quizzes and activities because I think I
can’t answer it.(IDI-004/Jas)
I am influenced especially with my closest friends with their
Mathematics difficulties. Whenever , they tell me that they
Peer don’t appreciate Mathematics I am influence too with their
Perception feelings.(IDI-001/Makmak)
and I am eager to learn in Mathematics but my classmates love
Influence to include me with their nonrelated to Math topics and
because of that I pace my point of attention to them
instead of listening in the class.(IDI-002/Monmon,IDI-
003/Adrian)
Aside from my noisy classmates in our discussion, I hate
when they interrupt me with their another topic because I
miss some of the steps in solving and with that I am not
able to answer our quizzes.(IDI-004/Jas)
When my classmates bully me about being idiot in
Mathematics and my teacher got angry with me, I feel
hopeless and I tend to lose my self-esteem in participating
in the class.(IDI-002/Monmon)
I did not tell all my difficulties to my parents because I am
afraid of negative feedbacks from them.(IDI-003.Adrian)
My basis in understanding Mathematical concepts is how
the teacher discussed the lessons. I learned more when
the teacher well explained the topics.(IDI-002/Monmon)
Boring discussion happens when the teacher is too fast
Teachers
in explaining the topic. I want how my previous teacher
Attitude and
teaches Mathematics because I immediately understand
Pedagogy
the topics.(IDI-005/Maria)
I am afraid to participate in Mathematics class sometimes
when out teacher in not in his/her mood or he/she will not
interact or entertain us.(IDI-006/Xyrella)
 I am more on entertaining way of teaching .(IDI-
006/Xyrella)
In teachers way of teaching I want step by step in order for
me to understand and reflect my learnings.(IDI-001-
003/Monmon-Makmak
The first factor which affect my Mathematics learning and
achievement is the lack of learning materials in our school.
Scarcity of I can study in advance of our topics if we have enough
Learning books in Math.(IDI-001/Makmak)
Materials I could say that learning materials are important
specifically books and calculators because in book i can
review the steps in solving problems while calculators are
useful in solving higher Mathematics but we lack of
materials in our Mathematics classes.
I try to express all my difficulties to my parents but my
parents also struggle in this subject.(IDI-001/Makmak)
Lack of I did not try to open up with my parents with these
Parental difficulties because they are busy in our sari-sari store and
Involvement to my younger sister and brother. But I think it is helpful for
and my development if my parents help me.(IDI-002/Monmon)
Literacy
I want my parents to help me with my studies and project
especially with my Mathematics learning difficulties.(IDI-
003/Adrian)
I tried to ask my parents about the different mathematical
concepts but they also don’t know the lessons because
they did not finish their studies. If my parents are good in
Mathematics and able to finish their studies , I think it’s a
big help for me because they encounter all these lessons
in their previuous studies.(IDI-005/Maria)

Mathematics Anxiety. In the In-depth Interview most of the participants are afraid to

participate in the class that cause poor interest in learning a certain topic in

Mathematics. Mathematics anxiety is a feeling of nervousness whenever they enter a

class or doing things related in Mathematics. Their responses are mostly they feel

inactive and sleepy in the class, feel stress of the numbers and different formula and
bear uncomfortable feeling about their learnings because they find Mathematics as one

of the confusing subject . Another participant revealed that he automatically feel

nervous thinking if he can answer the activities and quizzes correctly. With that, they are

not able to perform well in the subject that result to poor performance and achievement

in Mathematics.

Peer Perception and Influence. Peer perception greatly influenced students

way of learning in the school .When their friends have negative attitude towards

Mathematics they tend to put it also to their minds that this particular subject is useless

as feeled by their friends. A participant spill that he was really eager to learn but his

classmates interrupt him with nonrelated to Mathematics topics and because of that he

shift his attention to them and miss some important concepts needed in his learning.

Likewise a participant cannot gain performance motivation due to the bullying he

experienced from his classmates . He expos4e that he will lose his self-esteem in

learning most especially in Mathematics when his classmates continue to bully him how

idiotic he is in terms of understanding mathematical concepts.

Teachers Attitude and Pedagogy. Teachers attitude and art of teaching is one

of the important aspect in understanding Mathematics at high school students.

Teachers are the one who disseminates information from the book to the mind of the

young readers and plays a big role in the provision of meaningful learning of the

students. The student learning depends on how the teacher discussed the topics.

Participants utter that teachers should explained it step by step or in other words not

too fast in supplementing ideas. Others also say that it is better to practice entertaining

way of teaching because it can catch the attention of the listeners. According to the
participants boring discussion happens when the teacher is too fast in explaining the

lessons . In the other hand, positive attitude of teachers also help in motivating the

students in learning Mathematics .Students are afraid to participate in the class if the

teacher is moody or not interacting with them.

Scarcity of Learning Materials. Another factor that affects student achievement

is the scarcity of learning materials in the school. Learning materials is beneficial to the

students to further scan the discussed lessons and practice advance study and self-

learning . Participants admit that the lack of learning materials especially books and

calculators is the determining factors of their low performance and achievement in

Mathematics. For them book is necessary so that they can review the steps in solving

problems while scientific calculators helps in solving higher Mathematics or problems

that are not manually solved. Thus, providing enough learning materials is beneficial to

the students in improving their performance in Mathematics.

Lack of Parental Involvement and Literacy. Lack of parents support and

assessment is one of the angles that were determined that can cause high fail rate in

Mathematics achievement. Without their involvement, students are unmotivated to

achieve more knowledge in Mathematics. Participants said that they try to express all

thei difficulties but their parents also struggle in this field . They all think that parents

encouragement and concerned is important in developing their performance in

Mathematics. Meanwhile, parents literacy in Mathematics can also affect the learnings

of their children. The range of knowledge and learnings of the parents in Mathematics

are all important in their childrens learning because they all encounter all these lessons
in their previous studies that are also experienced by their children nowadays. With that,

they are not able to act as teachers in their home.

Coping Mechanisms of the Students to Minimize Mathematics Difficulties

Another objective of this study was to determine the coping mechanisms of the

students to lessen the difficulties they experience-. The perceptions of the students on

their coping mechanism were determined through an in-depth interview. Data revealed

that there are (3)major themes were being extracted, to wit: (a) peer tutoring, (b)

utilizing learning strategies, and (c) developing positive attitude.. Table 2 shows the

emerging themes and significant statements of the research participants.

Emerging
Significant Statements
Themes
Whenever I have difficulties, I always ask help to my
classmates and teachers because they are the one who
knows the process in understanding our lesson.(IDI-
001/Makmak)
Though some of my classmates are self -centered in
Peer Tutoring terms of learning Mathematics, I still ask help from
those knowledgeable about our topic like my friends and
teachers.(IDI-002/Monmon)
The most simple way to lessen our difficulties is to ask
assessment and assistance from the teachers and
students.(IDI-005/Makmak/IDI-006/Xyrella)
I try reading books and surfing in the internet whenever I
have some difficulties or simply when I am mentally
Utilizing absent.(IDI-001/Makmak)
Learning I manage my difficulties through listening and
Strategies participating to our teachers discussion and scanning
previous notes for coping up with this challenges.(IDI-
005/Maria)
Developing I don’t like Mathematics but I need to change my
Positive perception to gain more interest in learning it.(IDI-
 Attitude 001/Makmak).
You will appreciate Mathematics if you listen well and
realize its importance in this world.(IDI-003/Adrian)

Peer Tutoring. Peer tutoring is one of the most important and simple way of

coping up with the Mathematics learning difficulties of the students. Most of the students

prefer to ask help from more approachable persons like their classmates and mentors

whenever they have difficulties. They ask for assessment and assistance from them to

lessen the difficulties they experience.

Utilizing Learning Strategies. Students achievement depends on how he/she

utilize her/his learning strategies like reading and listening with much appreciation and

comprehension. Students try to read some books and previous notes to cope up with

difficulties and some manage it through listening and participating in discussion. Thus, it

is helpful for the students not just to develop their creative and analytical thinking but

also their self-esteem.

Developing positive Attitude. One of the way of the students in striving

difficulties is through developing positive attitude towards Mathematics. Setting an

optimistic mind before and after Mathematics classes is a great aid in establishing

strong foundation in Mathematics and study habits. Participants confess that changing

perception about Mathematics is a great remedy to gain more interest in learning it. In

addition, good performance and achievement is possible with burning interest and

seriousness in terms of studying Mathematics.

Solutions and Interventions to improve Mathematics Learning Experiences

 One important objective of this study was to determine the solutions and

interventions to improve Mathematics performance of the students. The perceptions of

the participants in suggesting interventions to improve the Mathematics performance of

the high school students were determined through a Focus Group Discussion. Data

revealed that there are (6) major themes were being extracted, to wit: (a) __application

of cooperative learning strategies, (b) improving parental involvement, (c) meaningful

teaching and learning , (d) provision of enough learning materials, (e) considering the

capacity of the students, and (f) providing qualified teachers. Table 3 shows the

emerging themes and significant statements of the research participants.

Emerging
Significant Statements
Themes
I suggest to have more group activities because it is
more enjoyable than the traditional way of teaching .
Students can exchange their ideas and help each other
with this kind of activities.(FGDS-001/Ricah/FGDS-
Application
004/Jay)
of
Cooperative Mathematics Club is also more interesting. This serve as
Learning club for teaching Mathematics topics , sharing of
Strategies experiences and difficulties upon learning it and this club
will generate further activities to strengthen their
learnings in Mathematics.(FGDS-005/Cams/FGDS-
003/Chelle?FGdS-002/Marie)
Parents should encourage their children in learning
Improving Mathematics because they play a big role in the
Parental development of their children.(FGDS-005/Cams)
Involvement Parents should show concern of their children’s
achievement in school and not rely on the capacity of a
teacher. Parents must encourage their children to study
at home since study time in school is limited. Therefore,
parents supplementation is necessary.(FGDT-001/Sim)

Personally, when I was in high school my problem is

really Mathematics subject but eventually I was able to
Meaningful realize the importance of this subject. Subject makes
 Teaching and better if a student has a goal that this subject is helpful in
Learning the future so, in teaching it is significant to have an
engaging and motivative learning .(FGDT-001/Sim)
We can understand the concepts of Mathematics when
we practice meaningful listening and reading , when we
have copies, when we love and appreciate it and if we
put more effort and courage to do it.(FGDS-001-002-003-
004-005/Ricah-Marie- Chelle-Jay-Cams)
Grade 9 has enough books for Mathematics but the rest
Provision of suffer on the shortage of learning materials. With books
Enough we have access on information ant it is better to have
Learning this for the learning of the students.(FGDT-001/Ricah)
Materials It is better to have enough learning materials for as to
practice advance study.(FGDS-005/Cams)
There are many methods in teaching Mathematics in the
Cosidering students but for me it is better to consider the nature or
the capacity the capacity of a student. If the student is a visual learner
of the you should provide more visual aid in your discussion but
students if a student prefer to have purely discussion you should
prepare more problem base because with that they will
easily learn their topics.(FGDT-001/Sim)
Providing It is better that a Mathematics teacher teaches
Qualified Mathematics because it is their field and it is easy for
Teachers them to absorb all the concepts because the teacher
personally encounter all those topics.(FGDS-001-
002/Ricah- Blessa)

Application of Cooperative Learning Strategies. Students with high and low

level of performance in Mathematics suggested that a cooperative way of learning

activities is more enjoyable than any other approaches. It is better for a student to

express and share his thoughts with the large number of person who also experienced

all his experiences. Many studies proved that students will develop their confidence

through exchanging way and ideas on how to improve their learning experiences .
establishing Mathematics club is also compulsive and will serve as the alternative way

of of strengthening the foundation in studying Mathematics.

Meaningful Teaching and Learning. Meaningful teaching and learning is one of

the most suggested solutions to amend the rate of students having difficulties in

understanding Mathematics. Meaningful teaching means the teacher is able to teach

well the topics and the students in return is able to answer and explained a certain topic

without looking any references . Learning makes better if a student has courage and

will to understand the lessons though it is difficult. Hence, motivative teaching and

meaningful learning can improved the experiences of the students if applied both on

teachers and students.

Provision of Enough Learning Materials. Providing enough learning materials

can enhance the students capability in absorbing new topics each day. Several

researchers identified lack of instructional materials affect the students Mathematics

learning and therefore provision of enough learning materials is one of the key to fix this

continuous phenomena . Students can access information and can advance study if

learning materials is available.

Considering the Capacity of the Students .Before a teacher start a discussion,

he must first consider the nature of his learners. There are students which likes of more

visual aid so that they understand the matter well but there are some also which prefer

to have more problem base in learning . We can’t deny the fact that there are

intelligents and weaker one in Mathematics . Intelligent are fast learners and the weak

ones may have many difficulties to run on.

 Providing Qualified Mathematics Teachers. In improving the Mathematics

learning experiences students proposed qualified Mathematics teachers can also help

the students. Teachers can easily explain a topic if it is her major or forte.

Conclusions

Based on the analysis and interpretation of the data, there are numerous factor

that could affect and cause to low performance of the students in Mathematics.

Mathematics anxiety, peer perception and influence, teachers attitude and pedagogy,

scarcity of learning materials, and lack of parental involvement and literacy are the

major factors revealed in this study. In addition, the students way of getting out these

difficulties is through the (1) peers help or asking assistance from fellow students,

teachers and any knowledgeable persons, (3) utilizing learning strategies and (3) lastly

developing positive attitude to gain interest in learning all the mathematical concepts.

These factors influencing Mathematics performance should be eliminated so that

learning Mathematics is more enjoyable and interesting.

Implications of the Study

The findings of this study is beneficial in the school administration, teachers,

parents, and students and therefore a group discussion is possible to spread the

findings of this study. School administration may ask help from the government or to the

Department of Education (DepEd) to provide more learning materials needed by the

students and filing the shortage of qualified Mathematics teachers. Teachers can

propagate new approaches and strategies in teaching so that it is more captivating for

the students, and parents may be aware of the importance of their involvement in the
progress of their children. And lastly, students may be conscious that meaningful

learning is one of the ingredients to make their learning experiences better if not the

best.

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