I.

INTRODUCTION

It is commonly accepted that math is difficult, obscure, and of little interest to

certain people. The study of math carries with it a stigma and people who are talented

in math are often treated as though they are quite normal. Mathematics has importance

over and above the application of basic numeracy skills. It is also the prime vehicle for

developing student’s logical thinking and higher-order cognitive skills. Mathematics

also plays a major role in a number of other scientific fields, such as physics,

engineering and statistics. In this connection, a positive attitude towards mathematics

among students is an important goal of mathematics education in many jurisdictions.

Generally, it is an alarming observation among Filipino students that they excel

in knowledge acquisition but fare considerably low in lessons requiring higher order

thinking skills. This sorry state is evident in the performance of students in national and

international surveys on Mathematics and Science competencies. Separate studies on

the mathematics performance of pre-service teachers (Philippine Daily Inquirer, as cited

by Ayap,2007) and mathematics teachers on the 2008 and 2009 Professional Board

Examination for Teachers (Ibe, as cited by Aguinaldo,2008) reveal the same dismal

picture of mathematics competencies of those who intend to teach it as well as those

who have been teaching at the elementary and secondary levels.

In the same vein, mathematics anxiety is the result of the student’s negative

attitude or embarrassing experience with their mathematics teachers in previous years.

Such an experience can leave a student believing him or her deficient in mathematics

ability. This belief results in poor performance, which serves as confirming evidence to

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the student. This phenomenon is known as the ‘’self-fulfilling prophecy’’. Mathematics

anxiety results in poor performance rather than the reverse.

From the International Mathematics Olympiad, details showed that the

Philippines ranked 79th out of 82 countries in 2010 and 80th out of 85 countries in 2011.

Based on the possible maximum points of 225, China got the highest score of 220 points,

Vietnam 126, Thailand 9, and the Philippines 16 points (DepEd, 2013). It is alarming that

Filipinos are found lacking in the ability of basic mathematics. Research studies being

done regarding the basic mathematical knowledge of teachers show their deficiency.

Gathering evidences of the problem at the national level helps administrators to

find ways to remedy the situation. But interventions can also start at the classroom

level. Teachers can also do their share of investigation and exploration of the problems

students encounter in learning mathematics. Since changing times require schools to

develop critical, creative and independent thinkers, teachers can initially identify

impediments to the attainment of these goals (Leongson,2002; and Limjap, 2002).

The study of House (2001) on the relationship between instructional activities

and mathematics achievement of adolescents in Japan found out that students tended to

show higher mathematics achievement when their teachers more frequently explained

rules and definitions. Similarly, students performed higher mathematics test scores

when their teachers more frequently solved an example related to the new topic.

In a recent large-scale study, one of the most important factors in students’

motivation and achievement was their perception of whether they had a positive

relationship with the teacher (McCombs, 2001). In another study, the value of math

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increased for middle school students when they had a teacher whom they perceived to

be high in support (Eccles, 1993).

Maurillo (1999) undertook a study on the assessment of grade five pupils’

mastery of the basic mathematics skills in the division of Tacloban city. He revealed that

the extent of mastery of the pupils in the different mathematics skills was determined

by the strategies, techniques, approaches, evaluative measures, follow-up activities, and

utilization of instructional materials employed by teachers.

The teacher’s knowledge of the subject matter and his/her ability to

communicate it are very important factors in the teaching and learning processes. The

problem is that these two factors alone will not ensure effective teaching. The learning

styles are central factors that must be included in the equation (Sims and Sims, 1996).

It cannot be denied that mathematics plays an important role in life but the

reality is majority of students find it very difficult to acquire the different mathematical

skills and processes that are useful in their everyday lives. Some students view

mathematics as their waterloo as result, students perform poorly in mathematics.

As a whole, the schools’ continuing endeavours toward a better education today

have challenged and inspired the researchers to conduct this study to identify and

analyze the problems and difficulties encountered by students towards mastering

learning competencies in mathematics. Identifying the problems commonly faced by

students is important for teachers to reduce or better eliminate them so that students

can in a large and meaningful way achieve the competencies in mathematics as

showcased in their improved performance. As other researchers have pointed out, the

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teachers are the primary cause of students’ failure in mathematics. Poor performance in

mathematics can be traced back to teachers’ failure to impart the necessary knowledge,

skills, attitudes, and values to students. According to Sin Son (2003 in Mateo,2011), the

teacher is the most critical factor in attaining quality education and the single most

potent element in the complete structure of an effective mathematical program. Does

the teacher motivate the students, create a desirable classroom climate conducive to

learning, transmit knowledge and implement effective instructional strategies? These

are the key functions for teacher that directly contributes to students’ academic

achievements. If these functions are not performed by the teacher, the students’

academic performance will suffer.

It is in this context that the present study was conceptualized, to identify and

analyze the problems and difficulties encountered by students towards mastering

learning competencies in mathematics. The problems and difficulties are categorized

into: personal problems, emotional problems, problems on teacher’s instruction,

problems in adjusting to classmates/board mates, problems with school adjustment

and problems arising from over-extended schedule/workloads for practice in different

competitions.

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 II. OBJECTIVES

The study aims to determine the problems and difficulties encountered by Grade

9 students towards learning Mathematics.

Specifically, it aims to achieve the following objectives:

1. To determine the Mathematics rating for the first and second grading period

of the Grade 9 students of Samar National School.

2. To determine the problems encountered by the respondents towards

learning mathematics based on the following areas:

a. Personal problems

b. Emotional problems

c. Problems on teacher’s instruction

3. To determine the extent of relationship of student mathematics rating and the

problems and difficulties they have encountered.

III. REVIEW OF RELATED LITERATURE AND STUDIES

A review of related literature and studies were conducted through readings from

articles, periodicals, journals and theses in the Philippines and other countries which

gave ideas and direction or insights to this study.

Learning difficulties in Mathematics can be reduced through series of researches

in the field. In the teaching-learning processes, learning difficulties could be due to

teacher, students, and curriculum factors or environmental factors.

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 The debate surrounding the instruction of mathematics in general was

complicated in the middle of the nineteen century by moving the course from the

college level to the high school level. Although the maturity level of the students was

lowered, there was no organized adjustment in course contents. Since then, numerous

committees have addressed the need for adjustment and have offered a wide range of

recommendations with the goal of reforming geometry instruction in schools. Despite

these continual attempts to change the teaching of mathematics, in the intervening

decades there have been few fundamental changes fused into the widespread practice.

Part of this reason was lack of reform (Allendoerfer, 1968). A study done by William

(1968) revealed that Euclid’s traditional approach to the subject is considered by many

to be a significant part of man’s cultural heritage.

Macatangay (2011) indicated in his article “How to test the student’s ability in

Mathematics”, specially focused on problem solving. He said that the child must solve a

problem by applying different situations ranging from the use of illustrations to the

different equations or mathematical sentence. The child must learn the problem in his

own language; understand the relationship among the elements in the problem. He

must learn to identify the operations to be used by studying the concepts underlying its

structure and contents. For accuracy and speed, he must apply different methods of

operating numbers in solving the formulated equations. This will enable the teacher to

diagnose the pupils’ difficulties in problems solving. A pupil who consistently writes

the equation but gets incorrect answers is poor in number operation s, while the pupil

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who cannot write the correct equation of a given problem needs help in reading

comprehension and interpreting problems.

The article of Macatangay is related to the present study in the sense that the

study of suggests some strategies in diagnosing pupils’ difficulties.

Skemp (2008) believes that much human activity is goal directed and that in

order to understand people’s actions it is necessary to know their goals. He says that

intelligence is a kind of learning which leads to the achievement of goals stated in

various ways; it is a level director system that guides learning. At the first level it is the

manipulation of objects in-and out-of-school environment which provides the learners

with physical activities that forms as the basis for further learning and internalization of

ideas. Second-level actions are built in those of the first level and are mental rather than

physical processes.

Skemp also believes that in order for learning to be useful to an individual the

common properties of experiences must be brought together to form as conceptual

structure, or schema. For the teacher, this means that the structure of mathematics must

be made clear to children before they could effectively apply their knowledge to the

solution of problems. Skemp, says this is about the importance of structure. “The study

of structures themselves is an important part of mathematics; the study of the ways in

which they are built up, and which they function, is at the very core of the psychology

of learning mathematics.” He advocates a physical environment that gives children

opportunities to interact with objects during the early stages of learning a concept. They

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also need time to reflect and a chance to act on knowledge so that they can organize

their thoughts and internalize their learning.

The opinion of Skemp has some bearing with the present study in the sense that

the present study is geared towards the identification of ways and means to develop

among learners, mastery of the concepts and skills. He pointed out that the necessity to

acquire among learners concepts that are pre requisite to learning lessons in

mathematics such as the structure of the subject and some psychology of learning

mathematics. Such could either facilitate or cause some learning difficulties on the

subject. Every teacher faces the challenges of preparing children to live in an ever-

changing the world. Today’s High school students are already exposed with technology

hence anyone can predict what life would be like for them and therefore, teachers must

help them to prepare for life of continuing education, for them to be able to cope with

the unknown changes to come.

For the teacher of mathematics in high school, the challenges means that they

will need to help children acquire background of understanding and skills in

mathematics that will allow them to face the life in the future with confidence.

Several studies had been investigated in order to determine the bearing of this

study. Accordingly, Wang, et. al. (2009) investigated the factors of leading learning

difficulties in mathematics, and developing strategies for improving mathematics

learning for students with learning difficulties. Their study concluded that there are two

types of learning difficulties: (1) learner helplessness and (2) defensive attribution. In

addition they found out that students enhanced their learning in mathematics with the

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use of appropriate strategies and interventions. The said findings give bearing to this

study since it provides relevant information which becomes the base line information of

the researchers.

Likewise, the paper of Singha, et. al (2012) entitled “Study of the various

problems faced by the students and teachers in learning and teaching mathematics and

their suggestive measure” describes the problem faced by students and teacher in

learning and teaching mathematics in higher secondary school and colleges. The results

of this study pointed out that students and teachers face various problems in learning

and teaching mathematics. In fact, it has been recommended that the teachers should

develop positive relationship with the students and stress class room activities that

involve active teaching-learning process and student’s participation in the class. Hence,

schools and college should organize periodic seminars and workshops for students,

parent and teachers designed to promote positive attitudes towards mathematics.

Considering that this paper aims to investigate the underlying problems and

difficulties faced by students in mathematics, the methods employed, and theoretical

basis as well the findings provides an integral basis in the formulation of the same on

this study.

Consequently, Magkato and Andile (2006) conducted a non-experimental,

exploratory and descriptive study on the learners and educators views about the factors

that contribute to poor performance in mathematics and physical science. They found

out that these factors are: (1) factors associated to teaching strategies, content

knowledge, motivation, laboratory use, and non-completion of the syllabus in a year.

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(2) Factors associated with indirect influences attributed to role played by parents in

their children’s education, and general language usage together with its understanding

in the two subjects. These results have been utilized in this study in the formulation of

questionnaires considering the direct relationship of this study to the present study.

In addition, Adolphus (2011) observed that students shy away from the study of

mathematics even though it is the bed rock of science and technology. This situation

shows the negative attitude and poor performance of students in mathematics. This

finding becomes one of the reasons that prompted the researchers into the

conceptualization of this study. Note, that this study was undertaken in order to

identify the problems and difficulties faced by the Grade 9 students in Mathematics of

Samar National School. Along with this, Adolphos research questions raised such as (1)

what factors are responsible for the difficulty in the teaching and learning geometry in

secondary schools? (2) What strategies could be adopted to enhance better teaching and

learning geometry in secondary schools? Becomes the fundamental guiding principles

in the formulation of the research problem of the researchers.

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 IV. THEORETICAL FRAMEWORK

The theoretical basis behind the problems and difficulties of student in learning

mathematics in general and algebra in specific can be characterized as an unwarranted

and far too extensive reduction of the complexity of mathematical concepts, processes

and other ideas. This seems to be done in different situations by teachers, textbook

writers and/or students in order to cope with curricula goals that are (too?) hard to

reach

Students are inclined to answer questions with a suspension of sense-making,

and often use short-cut strategies (Schoenfeld, 1991). There is pressure from students to

reduce ambiguity and risk, and to improve classroom order, by reducing the academic

demands in tasks (Doyle, 1988). In a historical perspective, McGinty et al. (1986)

analysed grade 5 arithmetic textbooks from 1924, 1944 and 1984 and found that the

number of word problems had decreased, the number of drill problems had increased,

and that word problems had also become shorter and less rich. A brief comparison

between some older calculus textbooks, for example (Courant and John, 1965), (de La

ValléePoussin, 1954) and some newer textbooks (Edwards and Penney, 2002), (Adams,

2006) indicates that the proportion of exercises that have more or less complete solution

methods provided (e.g. worked examples that are very similar to the exercises) has

risen considerably.

Vinner (1997) suggests a theoretical framework where two of the main notions

are “pseudo-conceptual” and “pseudo-analytical”. They are defined as thought

processes that are not conceptual and analytical, respectively, but might give the

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impression of being so and could even produce correct solutions. Students’ difficulties

may often be better understood if they are interpreted within this “non-cognitive”

framework than if they are seen as misconceptions within the domain of meaningful

contexts: What may be a true learning and problem-solving situation for the teacher

may not be so for the student. Because of the didactic contract (Brousseau, 1997)

students may, consciously or not, try to please the education system with behavior that,

perhaps only superficially, is considered acceptable by the system. Leron and Hazzan

(1997) emphasize additional non-cognitive means of trying to cope: attempts to guess

and to find familiar surface clues for action, and the need to meet the expectations of the

teacher or researcher.

Moreover, the following specific theories give insights in the formulation of the

conceptual framework of this study such as briefly discussed in succeeding paragraph.

Piaget Theory of Learning.The view of Piaget is that every individual learn in a

unique way through an own and dynamic construction of information in the mind of

the student. According to Piaget, this depends mainly on biological growth. Piaget was

one of the most influential people in the sphere of education, particularly in the area of

Mathematics and Science. Piaget proposed that children pass through a series of stages

of thought as they progress from infancy to adolescence. He employed the biological

thesis of adaptation, whereby through the twin process of assimilation and adaptation

the individual adapt to the environment and there is a pressure to organize structures

of thinking. These stages of thought are qualitatively different from each other, so that

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the child at one stage of thought reasons quite differently to a child at a different stage

of thinking (Piaget and Inhelder, 1971).

The above stages of a child’s development as described by Piaget have a

significant implication in the teaching and learning of mathematics in the classroom.

For example, at the Preoperational stage (at age 2 to 7) this is characterized by the child

“perceptual or intuitive thought”. In mathematics teaching and learning, it requires that

the child be given lots of free play and the use of concrete materials by the teacher.

At the concrete operational stage (at the age 7 to12) or the middle to upper

primary school when the child is able to play games with rules and sees the reversibility

of an entity. In mathematics therefore, it suggests that concrete materials begin to give

way to numerical symbols. Lastly, at the formal operational stage at age 12+ (secondary

school) when the child abstract thought, deductive reasoning and hypothesis testing are

developed. It implies that in mathematics, numerical symbols give way to mathematics

symbols, and mathematics logic as explained earlier at the formal operational stage

above (Piaget and Inhelder, 1971)

Hans Freudenthal descriptions of learning. Freudenthal is the founder of the so

called realistic mathematics education in the Netherlands. In realistic mathematics

education, realities do not only serve as an area of applying mathematical concepts but

is also the source of learning. For Freudenthal, mathematics does not only mean

mathematizing realities, meaning transforming a problem field in reality into a

mathematical problem. It is also mathematizing mathematics itself (Freudenthal, 1971).

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V. CONCEPTUAL FRAMEWORK

Improved Academic Performance of Grade 9

Students in Mathematics of Samar National School

FINDINGS AND RECOMMENDATIONS

F F

E E
Identification of Problems
E Categorized as Follows: E
ANALYSIS,
D  Personal INTERPRETATION D
 Emotional AND EVALUATION
B  Teachers’ Instruction B
 Student Adjustment
A  Others A

C C

K K

Grade 9 students of Samar

National School
Figure1. Conceptual Diagram

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In daily teaching practice, various factors contribute to good performance in the

learning mathematics concepts and process, including students being working hard,

applying effective learning skills, and being good at mathematical thinking. However,

many reasons could cause students to have learning difficulties in mathematics. Figure

1 shows the conceptual model of this study considering the different contributory

factors of the present situation of the student taking up mathematics in Samar National

VI. METHODOLOGY

Research Design

The research adopted the descriptive survey method. Data were collected

through questionnaires to establish the views of students on the problems and

difficulties encountered by Grade 9 in Mathematics of Samar National School. Results

would be analyzed using an appropriate statistical tool in conformity with the

established objectives of the study. Along with this, corresponding data interpretation,

discussion and appropriate implication be made also.

Descriptive research is concerned with ascertaining conditions which prevail in

group cases chosen for the study. It is essentially a method of quantitative description

of the general characteristics of the group. According to Adanza (1995), survey research

typically employs questionnaires and interviews and it serves the purpose of describing

current or prevailing conditions, opinions, attitudes, impressions, perceptions of a

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group of people, or variety of subjects taken from representative or problem samples for

the purpose of inferring the properties of the population.

Respondents and Sampling Procedure

The respondents of the study are the Grade 9 students enrolled in the subject

mathematics for school year 2015-2016 of Samar National School. Considering the very

large number of respondents the sample size has been determined using sloven formula

and random sampling technique has been utilized in the determination of actual

student respondents.

Data Gathering Procedure

The identified student respondents had been made to answer the designed

questionnaires of the study with the supervision of the researchers. In addition random

interview would be made in order to further validate the data gathered from the

questionnaires. Moreover, indirect observation is also undertaken as well as interaction

with the students in order to solicit additional information and data.

Likewise, documentary analysis will also be employed considering that students

records of grades are to be utilized in the analysis of data.

Instrumentation

The researcher adopted the questionnaires utilized by Ganal, et. al (2014) to

answer the formulated statement of the problems of the study. The said questionnaires

is assumed to be have been validated hence questionnaire validation has not been

undertaken on this study. The questionnaires consist of three (3) different groups of

questions categorized as: (1) personal problems; (2) Emotional Problems; (3) problems

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on teachers’ instructions. The three categorized group of question is in conformity with

the established problems of the study.

Statistical Treatment

In the analysis and interpretation of gathered data, simple mean calculation, rank

– order and percentile has been utilized. Also Sloven formula was used to determine the

sample size of the research respondents. Also, Pearson-r statistical tool would be

employed to determine the extent of relationship of the problem encountered by

students and their academic performance.

VII. RESULTS AND DISCUSSION

Table1. Profile of Grade 9 Participants on 1ST and 2ND Rating in Mathematics

For School Year 2015-2016

SECTION MEAN
RATING
A B C D (AVERAGE)
1ST quarter 86.40 85 52489 84.42 84.22
2ND quarter 89.38 87.17 81.06 86.17 85.94
AVERAGE 88 86 81 85 85

The table displays the Final Ratings of respondents (grade 9 students) in a course

subject which is mathematics for the first and second quarters, school year 2015-2016. It

shows the final ratings of whole class in every section categorized as section A (1), B (2),

C (21) and D (22). It is surprisingly to note that during first and second quarters, section

A, with an average of 88 got the high rating among the 4 sections, 86 is the rating of

section B and 85 is the rating received from section D. But one of the respondent

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sections got the minor rank with an average or rating of 81 which is the section C

because most of the respondents of its section are generally rated low in their

mathematics subject. But it shows that the total average of the general results in table 1

among four section participants from first and second grading got a rating of 85 which

is considered as above average or considered as high average.

Table2. Personal Problems encountered by Grade 9 Students towards Learning

Mathematics

SECTION MEAN
PERSONAL PROBLEMS Rank
A B C D (AVERAGE)
1. School Expenses 3.2 2.5 3.7 2.5 3.0 1
2. Lack of Interest 2.5 1.2 3.5 2.3 2.4 7
3. Negative Attribute towards the subject 2.5 2.1 2.7 1.9 2.3 8
4. Poor study habit 2.3 2.2 2.7 2.3 2.4 7
5. Being away from parents, sibling and
2.0 1.6 2.5 2.5 2.1 9
other relatives
6. Involvement in school activities 2.0 2.4 2.9 2.2 2.4 7
7. No/Lacks creativity 2.3 2.3 2.9 2.4 2.5 4
8. Poor grammar competency 2.3 2.4 2.7 2.5 2.5 4
9. No/Lacks resourcefulness 2.1 2.2 3.0 2.7 2.5 4
10. Poor problem solving competency 2.8 2.6 3.2 2.5 2.6 2
AVERAGE 2.4 2.1 3.0 2.4 2.5

Table 2 present the personal problems encountered by the respondents. As

reflected, school expenses ranks 1st or it is the most common problem with 3.0 average;

followed by poor problem solving competency with 2.6 ; no/lacks of creativity, poor

grammar competency and no/lacks of resourcefulness which ranks 4th with a 2. 5

average, lack of interest, poor study habits and involvement in school activities ranks

7th with 2.4 in average. Moving on, the 8th problems are on negative attribute towards

the subject 2.3; being away from parents, sibling and other relatives with 2.1 which rank
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9th. The table reveals that among all the problems in the personal factor, problems on

school expenses are the most common problem among the grade 9 students . Moreover

among the four section, section C with the total average of 3.0 is the most affected when

it comes to the personal factor while section B with an average of 2.1 is the less affected.

Mwamwenda (1995) found that achievement of students in a subject is

influenced by their attitudes rather than inability to study. Failures in school is not due

to inadequate instruction but by strong resistance of students (Haimowitz,1989). These

arguments imply that positive attitudes towards Mathematics should be developed to

improve performance in the subject. Also, it could be expressed that the participants

experience high anxiety level because of embarrassing experiences with their

mathematics teachers and classmates before which caused lack of interest, negative

attitude towards mathematics, and poor study habits. Finally, involving themselves in

different school activities consume much of their time from studying their lessons. Their

inabilities and inadequacies also hinder them from achieving mathematics

competencies. The result supports the idea that parents should make their children feel

they are understood, cared for and well-provided financially because being away from

the family is difficult for them.

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 Table3. Emotional Problems encountered by Grade 9 Students towards Learning
Mathematics

SECTION MEAN
EMOTIONAL PROBLEMS RANK
A B C D (AVERAGE)
1. Excessive stress in doing academic tasks 2.9 2.8 3.2 2.7 2.9 1
2. Low self-esteem or not believing on one's
2.6 2.3 2.5 2.2 2.4 3.5
capabilities
3. Undesirable development of a relationship
between the teacher and student such as 2.0 2.1 3.1 2 2.3 6.5
attention and affection with each other
4. Feelings of insecurity 1.8 2.2 2.2 2.7 2.2 9
5. High anxiety in working so hard at
winning the teachers belief on good 2.1 2.5 3.2 2.3 2.5 2
impression
6. Feeling of immaturity 2.0 2.6 2.7 2.3 2.4 3.5
7. Feeling of timidity 2.2 2.2 2.5 2.5 2.3 6.5
8. Difficulty in establishing desirable
2.0 1.9 3.2 2.2 2.3 6.5
relationship with parents and siblings
9. Frustration over ones inadequacies 2.4 2.2 2.4 2.8 2.1 10
10. Difficulty in establishing desirable
relationship with classmates, board mates, 2.0 2.0 2.7 2.4 2.3 6.5
and other school personnel
AVERAGE 2.2 2.3 2.8 2.4 2.4

The data reveals that most of the respondents are excessively stress in doing

academic tasks, have low self-esteem or not believing on their capabilities with a total

average of 2.9 which ranks 1st or the most common among the given problems when it

comes to the emotional factor. The second common problem is having a high anxiety in

working so hard at winning the teachers belief on good impression which obtains an

average of 2.5. The problem which places 3rd is the feelings of immaturity and low self-

esteem or not believing on one's capabilities with 2.4 in average. Undesirable

development of a relationship between the teacher and student such as attention and

affection with each other, feeling of timidity, difficulty in establishing desirable

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 relationship with parents and siblings and difficulty in establishing desirable

relationship with classmates, board mates, and other school personnel are under the 4th

common problems which obtain an average of 2.3. Next to it is the feelings of insecurity

and lastly frustration over ones inadequacies which is 2.1 in average.

It is notable that the respondents have inevitably experienced a variety of

emotions ranging from too much stress, having high anxiety in working so hard at

winning the teachers belief on good impression, the feeling of immaturity and low self-

esteem, undesirable development of a relationship between the teacher and student,

timidity. It is in this context that emotions directly influence undesirably the

respondents’ ability and interest in achieving mathematics competencies because of

differences in personality, cognitive level, and development.

Table4. Problems on Teachers Instruction encountered by Grade 9 Students towards

Learning Mathematics

SECTION MEAN
PROBLEMS ON TEACHER’S INSTRUCTION Rank
A B C D (AVERAGE)
1. Lacks of ability to give clear directions and logical
2.4 2.1 3.0 2.3 2.4 8.5
explanations
2. No effective motivation and introduction 2.2 2.2 2.9 2.1 2.3 14.5
3. Not creative enough to adapt his/her method to the
2.2 1.9 3.0 1.9 2.2
learners capability
4.Lacks the ability to encourage critical and creative
2.0 2.5 3.1 2.7 2.6 2
thought
5. No visual aids and other examples were used to
1.9 2.2 2.6 2.4 2.3 14.5
illustrate the lesson
6. No sufficient and concrete examples to create
2.1 2.1 2.5 2.2 2.2
meaningful learning experiences
7.Not asking appropriate and different types of questions
2.1 2.3 2.7 2.4 2.4 8.5
that direct students thinking
8. One approach, method and strategy in teaching is used 1.9 2.4 3.1 1.8 2.4 8.5
9. questions not properly distributed to all learners 2.4 3.2 2.8 2.3 2.7 1

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10. Method is not suited to the needs and capabilities of
1.9 2.4 3.4 2.1 2.4 8.5
learners
11. Inability to relate lessons to actual life situations 2.2 2.2 2.9 2.4 2.4 8.5
12. Not recognizing the value of lifelong learning 2.1 2.3 2.7 2.3 2.3 14.5
13. No effective use of formative test after teaching 2.1 2.1 3.0 1.9 2.3 14.5
14. Overlooks to link learning with prior experiences 2.1 2.4 2.8 2.5 2.5 3.5
15. Overlooks to provide students with practical
2.3 2.5 3.0 2.2 2.5 3.5
applications of content learned
16. Not demonstrating in depth knowledge of the subject
2.2 2.0 2.8 2.5 2.4 8.5
matter
17. Constructed evaluation tools and measures are not
2.0 2.3 3.1 2.3 2.4 8.5
valid
18. No provision of varied learning tasks 2.2 2.3 2.7 2.5 2.4 8.5
AVERAGE: 2.1 2.3 2.9 2.3 2.4

Table 4 shows the data regarding problems on professor’s instruction. It is

evident that most of the respondents have problems on the professors which does not

properly distribute the questions to all learners which is 2.7 in average and which rank

1st. The 2nd problem is lacks of the ability of the professor to encourage critical and

creative thought, obtain 2.6 in average. Overlooks to link learning with prior

experiences and overlooks to provide students with practical applications of content

learned are the 3rd problems among the respondents, obtaining an average of 2.5.

Another problems encountered was the lacks of the professors ability to give

clear directions and logical explanations, not asking appropriate and different types of

questions that direct students thinking, one approach, method and strategy in teaching

is used, method is not suited to the needs and capabilities of learners, inability to relate

lessons to actual life situations, not demonstrating in depth knowledge of the subject

matter, constructed evaluation tools and measures are not valid and no provision of

varied learning tasks, with an average of 2. No effective motivation and introduction,

22 | P a g e
no visual aids and other examples were used to illustrate the lesson, not recognizing the

value of lifelong learning, and no effective use of formative test after teaching with total

average of 2.3. A few of the respondents encountered problems on no sufficient and

concrete examples to create meaningful learning experiences and not creative enough to

adapt teachers method to the learners capability, 2.2 in average.

It can be concluded that the professor’s inadequacies in the classroom create

problems and difficulties to students. The present findings support Mateo’s (2011),

Carabbacan’s (2003), and Maurillo’s (1999) conclusions, that good teaching strategies,

approaches and techniques; and effective evaluative measures, follow-up activities and

utilization of instructional materials make students more motivated, achieve mastery of

content, develop more positive attitude, productive discipline and higher performance

in mathematics. Teachers as a whole need to know and understand that differences and

uniqueness among learners exist and are widespread. They should endeavor to make

the necessary and appropriate adjustments to the general capabilities, needs and

interests of students to produce better learning outcomes. Anything the teacher does

and fails to do in the classroom redound to the learners understanding and application

of the different principles.

The results of this study may spur the curriculum implementers to design and

organize realistic, appropriate and meaningful programs, activities and projects that

would improve and increase further the competencies and effectiveness of teachers.

This may likewise demand them to conduct regular and objective monitoring,

23 | P a g e
supervising and evaluating teachers at work to measure their effectiveness and

efficiency to improve learning outcomes. This study may make teachers revisit existing

competencies in mathematics and do appropriate and urgent revision and modification

to make it more relevant to the present needs, interests and situations of learners and to

the conditions and demands of the society as a whole. This may pave the way to reflect

further and benefit of the reflection as regards of their most crucial roles and functions

as developers and providers of accurate, useful, and relevant concepts, principles and

theories in mathematics. This may commit them to deliver quality instruction that will

redound to students’ improved attitudes and performance in mathematics.

TABLE 5

Summary of Problems encountered by Grade 9 Students towards Learning

Mathematics

SECTION MEAN
PROBLEMS
A B C D (AVERAGE)
Personal 2.4 2.2 3.0 2.4 2.5
Emotional 2.2 2.3 2.8 2.4 2.4
Problem’s on Teacher’s Instruction 2.1 2.3 2.9 2.3 2.4
AVERAGE 2.3 2.2 2.9 2.4 2.4

The table reveals that among the three problems, personal problem has the great

impact towards learning in mathematics among the respondents. Among the four

sections, respondents from section C encountered most of the problems obtaining a

total average of 2.9 that relates also to their average grades. Next to it are respondents

from section D obtaining with an average of 2.4. Respondents from section A rank 3 and

24 | P a g e
 lastly the respondents in section B which are less affected among the three factors that

are presented.

TABLE 6
Extent of Relationship of Student Mathematics Rating
And the Identified Problems

Computed r –value
No Total
PROBLEMS A B C D
N= 122
Relationship
. (n=45) (n=39) (n=23) (n=15)
negative low
1 Personal Problems -0.05 -0.07 0.10 -0.13 -0.15 significance
relationship
positive low
2 Emotional Problems 0.03 0.14 0.14 -0.02 0.29 significance
relationship
positive low
Problems on
3 -0.1 -0.14 0.53 -0.01 0.3 significance
Teachers Instruction relationship

Legend: Degree of Relationship

+0.5—1.0 = positive high significance relationship

+0.1—0.49 = positive low significance relationship
-0—-0.50 = negative low significance relationship
-0.59—-1.0negative low significance relationship

Table 8 shows the influence of the different problems in the academic

performance of Grade 9 students. The table indicates that a personal problem has a

negative correlation to the achievement of grade students in mathematics with a

computed R-value of -0.15. This result indicates that this problem does not directly

affect the mathematics performance of the grade students.

Moreover, the emotional and problems on teacher instruction has a computed R-

value of 0.29 and 0.3 respectively which indicates a positive correlational towards the

25 | P a g e
academic performance of the students. These results indicate that these problems affect

the performance level of grade 9 students in mathematics. However, considering that

the said results are below 0.5 hence, it can be deduced that though the effect is very

minimal. In other words emotional and teacher instructional problems might be

contributory factors in learning performance of students in mathematics.

VIII. CONCLUSION/ RECOMMENDATION

CONCLUSION

The study shows that grade 9 students had an above average rating in

mathematics subject as reflected on the profile of rating for two rating period. This

profile of the students rating indicates that the said student does not indicate problems

in learning mathematics. Further, the study affirms that the identified problems -

personal, emotional and the teacher instruction, does not bear positive high significant

relationship towards learning mathematics. However, results indicates that emotional

and teachers instruction problems indicates positive low significant relationship in the

mathematical performance of the student but the computed r-value of 0.29 and 0.3

respectively indicates minimal influence in their mathematical performance.

26 | P a g e
 RECOMMENDATION

From the foregoing findings and conclusions drawn, the following

recommendations are offered:

The mathematics professor should prepare instructional materials, make lesson

plan and strategies that can fulfill the needs of the students towards learning and

mastering the subject specifically mathematics. Also, the students must learn or know to

interact or control their emotions in order to improve learning in mathematics subject.

Teachers must teach in a higher order thinking skills so that students became an

effective one. There must be a continuous study of what might be the factors that can

affect the low achievers in learning mathematics.

27 | P a g e
IX. REFERENCES

Aguinaldo, Clemente M. (2001). The Academic Performance of Students, their

Attitudes Towards Mathematics Courses and their Teacher. REL Journal Vol.2 (1),1-10

Aguinaldo, Rebelyn P. (2008). Non-Intellective Factors Affecting the Performance of

Students in Mathematics in all Public High School of Santiago City in the National

Achievement Test (NAT). A Research Report.

Ayap, Liezl S. (2007). Factors Affecting Mathematics Performance of Students of

Cabarroguis National School of Arts and Trades. Master’s Thesis. Philippine Normal

University, Isabela.

Contreras, Josephine. (1980). Factors Affecting the Teaching of Mathematics Subject in

the Non-government Institution of Iriga City. Unpublished Master’s Thesis, University

of North-eastern Philippines, Iriga City.

DepEd (2003). Highlights of Results from TIMSS. Dep Ed Bulletin

Eccles, J. (1993). School and Family Effects on the Ontogeny of Children’s Interests, self-

perception and Activity Choice. Nebraska symposium on motivation. Lincoln

University of Nebraska Press.

Farooq, M.S., Chaudry, A.H. Shafiq, M. and Berhanu, G. (2011). Factors Affecting

Students’ Quality of Academic Performance: A Case of Secondary School Level. Journal

of Quality and Technology Management. Vol. 7 (2).

28 | P a g e
Guevarra, Fortunato G. (1984). Factor Associated with the Academic Performance in

Mathematics of Grade Six pupils in School of Jones, North Central Region. Unpublished

Master’s Thesis, Isabela State University, Echague, Isabela.

Guimaray. Imelda B. (1994). Mathematical Difficulties of freshmen High School

Students in St. Michael College Cantillan Surigao Del Sur, School Year 1993-1994.

Unpublished Master’s Thesis, Mindanao State University, General Santos City.

Haimowitz, M.L. (1989). Human Development. New York: Thomas Y. Crowell.

House, D. (2001). Relationship between Instructional Activities and Mathematics

Achievement of Adolescent Students in Japan. Finding from the Third International

Mathematics and Science Study (TIMSS). International Journal of Instructional Media,

New York, 28 (1).

Lardizabal, A. (1995). Principles and Methods of Teaching. Quezon City: Phoenix

Publishing House. [13] Leongson, J. A. (2002). Assessing the Mathematics Achievement

of College Freshmen using Piaget’s Logical Operations. Competencies in Mathematics.

Unpublished Master’s Thesis. Bataan Polytechnic State College, Bataan, Philippines.

Limjap, A. A. (2002). Issues on problem solving: Drawing implications for a

Technomathematics Curriculum at the Collegiate Level. Tanglaw., 8, 55-85.

Mabalo, Luco. (1990). Difficulties in Solving Verbal Problems in College Algebra of the

First Year Engineering Students at the Western university. Unpublished Master’s

Thesis, Western Mindanao State University Zamboanga City.

29 | P a g e
Maurillo, A. (1999). An Assessment of Grade Five Pupils on the Mastery of Basic

Mathematical Skills in the Division of Tacloban City. Proposed measures for

Mathematics Teaching. A Research Report. Vol. 1 (2), 2-9

Mateo,A. (2011). Teachers’ Strategies and Social Support: Their Influence on

Achievement, Attitudes and Social Behavior of Students. Master’s Thesis. Cavite:

Adventist University.

Mwamwenda, T.S. (1995).Educational Psychology: An African Perspective.

London:Heinemann ButerworthPublishers Ltd.

Nario, Leticia T..(1993). Mathematical Difficulties of second year High School students

in the Vocational Schools In the First district of Isabela. Unpublished Seminar Paper.

Isabela State University, Echague, Isabela.

Pascua, Rodrigo. (1987). Problems Encountered by Teachers in Teaching Algebra in the

La Salette High Schools of Isabela. Unpublished Seminar Paper. Isabela State

University, Echague, Isabela.

Philippine Daily Inquirer (1988).

Sevilla, C. G. et al. (1998). General Psychology with Values Development Lessons. Rex

Book Store, Manila, Philippines.

30 | P a g e
APPENDICES

31 | P a g e
 Appendix A

Problems
Republic of the Philippines
Samar State University
COLLEGE OF EDUCATION
Catbalogan City, Samar

Name of Student: Age:

Name of School: Year & Section:

The following questions deals on the different problems and difficulties faced by students in
understanding Mathematics in specific and mathematics in general in order to explore and
determine the different factors that greatly affects their academic performance along on the said
subject.

Part I. Problems Associated in Learning Mathematics

Direction: Please encircle the corresponding scale which best describes the level or extent of the
following problem statement as you experience it in real life situation.

SCALE DESCRIPTION
5 A very serious problem
4 A serious Problem
3 A Moderate Problem
2 A minor problem
1 Not at all a Problem

PERSONAL PROBLEMS RATE

1 School Expenses 5 4 3 2 1
2 Lack of Interest 5 4 3 2 1
3 Negative attitude towards the subject 5 4 3 2 1
4 Poor study habit 5 4 3 2 1
5 Being away from parents, siblings and other relatives 5 4 3 2 1
6 Involvement in school activities 5 4 3 2 1
7 No/Lacks creativity 5 4 3 2 1
8 Poor grammar competency 5 4 3 2 1
9 No/Lacks resourcefulness 5 4 3 2 1
10 Poor problem solving competency 5 4 3 2 1

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EMOTIONAL PROBLEMS RATE
1 Excessive stress in doing academic tasks 5 4 3 2 1
2 Low self-esteem or not believing on one’s capabilities 5 4 3 2 1
Undesirable development of a relationship between the
3 teacher and student such as attention and affection with each 5 4 3 2 1
other
4 Feeling of insecurity 5 4 3 2 1
High anxiety in working so hard at winning the teacher’s
5 5 4 3 2 1
belief on good impression
6 Feeling of immaturity 5 4 3 2 1
7 Feeling of timidity 5 4 3 2 1
Difficulty in establishing desirable relationship with parents
8 5 4 3 2 1
and siblings
9 Frustration over one’s inadequacies 5 4 3 2 1
Difficulty in establishing desirable relationship with
10 5 4 3 2 1
classmates, board mates, and other school personnel

PROBLEMS ON TEACHERS’ INSTRUCTION RATE

Lacks ability to give clear directions and logical
1 5 4 3 2 1
explanations
2 No effective motivation and introduction 5 4 3 2 1
Not creative enough to adapt his/her method to the learner’s
3 5 4 3 2 1
capability
4 Lacks the ability to encourage critical and creative thought 5 4 3 2 1
No visual aids and other examples were used to illustrate the
5 5 4 3 2 1
lesson
No sufficient and concrete examples to create meaningful
6 5 4 3 2 1
learning experiences
Not asking appropriate and different types of questions that
7 5 4 3 2 1
direct students’ thinking
8 One approach, method and strategy in teaching is used 5 4 3 2 1
9 Questions not properly distributed to all learners 5 4 3 2 1
10 Method is not suited to the needs and capabilities of learners 5 4 3 2 1
11 Inability to relate lessons to actual life situations 5 4 3 2 1
12 Not recognizing the value of lifelong learning 5 4 3 2 1
13 No effective use of formative test after teaching 5 4 3 2 1
14 Overlooks to link learning with prior experiences 5 4 3 2 1
Overlooks to provide students with practical applications of
15 5 4 3 2 1
content learned
16 Not demonstrating in-depth knowledge of the subject matter 5 4 3 2 1
17 Constructed evaluation tools and measures are not valid 5 4 3 2 1
18 No provision of varied learning tasks 5 4 3 2 1

33 | P a g e
 APPENDIX B

Section 1
Class Record – Grade 9
Samar National High School
(S.Y. 2015-2016)
SECTION 1 QUARTER
No. 1st 2nd 38 86 91
1 80 91
39 85 91
2 82 92
40 91 95
3 91 94
41 88 92
4 81 80
42 85 89
5 90 92
43 93 95
6 80 89
44 85 91
7 84 89
45 91 94
8 86 86
9 81 92 46 87 89
10 90 91 47 82 87
11 93 89 TOTAL: 4061 4201
12 79 80 POPULATION: 47 47
13 87 91
14 89 93
15 86 93
16 85 90
17 85 86
18 75 75
19 86 90
20 87 87
21 87 91
22 89 89
23 86 86
24 89 91
25 89 92
26 87 88
27 88 92
28 88 88
29 87 90
30 84 87
31 82 83
32 91 94
33 89 93
34 85 75
35 92 94
36 88 91
37 90 93

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 APPENDIX C

Section 2
Class Record – Grade 9
Samar National High School
(S.Y. 2015-2016)

SECTION 2 QUARTER 38 87 88
No. 1st 2nd 39 90 92
1 86 92 40 78 83
2 83 90 41 85 86
3 86 91 TOTAL: 3485 3574
4 89 95 POPULATION: 41 41
5 87 75
6 88 93
7 75 87
8 87 94
9 83 87
10 84 89
11 87 89
12 84 90
13 83 86
14 89 90
15 94 95
16 96 96
17 82 82
18 84 83
19 91 92
20 84 87
21 84 82
22 90 93
23 91 92
24 86 82
25 79 77
26 85 91
27 81 95
28 89 88
29 82 83
30 86 85
31 85 80
32 81 86
33 85 88
34 81 80
35 86 88
36 77 77
37 75 75

35 | P a g e
 APPENDIX D

Section 21
Class Record – Grade 9
Samar National High School
(S.Y. 2015-2016)
SECTION 21 QUARTER
No. 1st 2nd
1 75 75
2 75 75
3 83 83
4 75 75
5 86 86
6 75 75
7 75 75
8 82 82
9 92 92
10 75 75
11 75 75
12 85 85
13 85 85
14 86 86
15 81 81
16 78 78
17 84 84
18 85 85
19 75 75
20 86 86
21 75 75
22 87 87
23 83 83
24 75 75
25 89 89
26 89 89
27 89 89
28 95 95
29 79 79
30 75 75
31 75 75
32 75 75
33 82 82
34 75 75
TOTAL: 2756 2756
POPULATION: 34 34

36 | P a g e
 APPENDIX E

Section 22
Class Record – Grade 9
Samar National High School
(S.Y. 2015-2016)

SECTION 22 QUARTER
No. 1st 2nd
1 84 85
2 78 80
3 86 85
4 86 86
5 88 89
6 85 87
7 90 89
8 83 80
9 79 81
10 75 82
11 80 86
12 83 87
13 80 87
14 81 85
15 89 90
16 87 86
17 87 88
18 76 82
19 78 87
20 89 88
21 89 90
22 86 87
23 90 88
24 87 85
25 92 93
26 88 88
27 78 83
28 77 79
29 83 85
30 86 87
31 86 86
32 89 89
33 90 91
34 85 87
35 84 86
36 85 88
TOTAL: 3039 3102
POPULATION: 36 36

37 | P a g e
 APPENDIX F

SUMMARY
Class Record – Grade 9
Samar National High School
(S.Y. 2015-2016)

1ST- QUARTER
section P T1 T1/P
1 47 4061 86.40425532
2 41 3485 85
21 34 2756 81.05882353
22 36 3039 84.41666667

2nd - QUARTER
section P T2 T2/P
1 47 4201 89.38297872
2 41 3574 87.17073171
21 34 2756 81.05882353
22 36 3102 86.16666667

38 | P a g e