FACTORS THAT AFFECTS THE LEARNINGS IN MATHEMATICS...

Chapter 1

The Problem and Its Background

Introduction

Mathematics is the study of topics such as quantity, structure, space, and change.

Mathematics needs deep comprehension to understand the different aspects and branches

of it. The power of mathematics can be seen in our daily life it is one of the main reasons

why there are infrastructure, bridges, roads, gadgets etc.

Mathematics is one of the subjects that pre-school up to college students

encounter. Most of the students consider it as the hardest subject because of the

complicated equations and long solutions that can lead to lower grades if they didn't

understand well. As the time goes by while the grade level increases the harder the

lessons that can be learned. That is why students must give more attention to understand

each lesson because indeed, mathematics is a great help in our everyday living, it is

everywhere.

In this study, the researchers will seek information on factors that affects the

learnings in mathematics subject of GAS 11 students of Our Lady of Fatima University,

Quezon City Campus. In the help of this research, we will find out the different problems

that students face in mathematics subject.

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FACTORS THAT AFFECTS THE LEARNINGS IN MATHEMATICS... 2

Purpose of the Study

The purpose of this study is to inform people and provide an essential strategies

on how to avoid of having low grades and on how to cope their weaknesses in

Mathematics Subject. By this, people will comprehend and understand the effects of it in

various aspects. They will know more about the different factors that affects the learning

of a students in Mathematics Subjec and at the same time, can be aware of themselves to

prevent having this kind of situation. This study would give encouragement for those

student who undergo problems in Mathematics . Hence, everyone will feel the enjoyment

everytime they will encounter the said subject and will change their negative perspective

that make them feel discourage.

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FACTORS THAT AFFECTS THE LEARNINGS IN MATHEMATICS... 3

Statement of the Problem

This study entitled Factors that Affects the Learnings in Mathematics Subject of

GAS 11 Students of Our Lady of Fatima University, Quezon City Campus seeks to

answer the following questions.

1. What is the demographic profile of respondents according to the following.

1.1 Age

1.2 Gender

2. What are the different aspects why students finds mathematics as a hard subject?

3. What are the roles and responsibilities that a teacher and the students should do to

understand the mathematics subject well?

4. What are the theories that can be made and discover through this study?

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FACTORS THAT AFFECTS THE LEARNINGS IN MATHEMATICS... 4

Scope and Limitations

This study is focused on the Factors that Affects the Learning of a Students in

Mathematics Subject. The researcher formulated the scope and limitations to identify the

boundaries of the study.

The scope and limitation of the study are:

 Thirty (30) Grade 11 students from GAS strand.

 The study will be conducted at Our Lady of Fatima University

 The area will be at Lagro, Quezon City campus.

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FACTORS THAT AFFECTS THE LEARNINGS IN MATHEMATICS... 5

Significance of the Study

The researchers conducted this study about the Factors that Affects the Learning

of a Students in Mathematics Subject to help the people who are experiencing or even

those people around them to overcome this kind of situation.

1. To the students, to give them knowledge on how to get a high grades and how to

cope weaknesses when it comes to Mathematics Subject.

2. To the teachers, to provide an strategies that will help them to improve their

teaching skills in motivating and encouraging students to have a willingness to

study.

3. To the family, to give them advice and knowledge on how they will going to

help and support their children.

4. To the people who are concern, to inform and give knowledge on how they will

going to handle their weaknesses in Mathematics Subject.

5. To the researchers, to give them a background of this topic that will make them

easy to do their project that is related with this and to give them an information

and idea of the different Factors that Affects the Learning of a Students in

Mathematics Subject.

Definition of Terms

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 Barriers- a circumstance or obstacle that keeps people or things apart or prevents

communication or progress.

 Constraints- a limitation or restriction.

 Deterrent- the action of discouraging an action or event through instilling doubt or

fear of the consequences.

 Factor- a circumstance, fact, or influence that contributes to a result or outcome.

 Hostile- unfriendly; antagonistic.

 Learning- is the process of assimilating information with a resultant change in

behavior.

 Mathematical anxiety is anxiety about one's ability to do mathematics. It is a

phenomenon that is often considered when examining students' problems in

mathematics.

 Mathematics- the abstract science of number, quantity, and space.

 Problem Solving- the process of finding solutions to difficult or complex issues.

 Professional development is learning to earn or maintain professional credentials

such as academic degrees to formal coursework, conferences and informal

learning opportunities situated in practice. It has been described as intensive and

collaborative, ideally incorporating an evaluative stage.

 Teaching-learning- process is a planned interaction that promotes behavioral

change that is not a result of maturation or coincidence.

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 FACTORS THAT AFFECTS THE LEARNINGS IN MATHEMATICS... 7

CHAPTER 2

REVIEWED OF RELATED LITERATURES AND STUDIES

Foreign Literature and Studies

Banks (2000) stated that teaching is a lively process in which a person shares

information and ideas to make behavioral changes . Learning is the process of assimilating

information with a resultant change in behavior. Teaching-learning process is a planned

interaction that promotes behavioral change that is not a result of maturation or coincidence.

W. Huitt (1995) has developed a transactional model to categorize the variables that

influence classroom teaching learning process . Anderson (2005) and Hollingsworth (2003)

stated that there were evidences of students in Year 8 mathematics classrooms experience

little complex problem solving in the results from the Program for International Student

Assessment (PISA) and the Trends in International Mathematics and Science Study

(TIMSS) . Stacey (2003) pronounced the average Australian lesson as constituting “a

syndrome of shallow teaching, where students are asked to follow procedures without

reasons” in repose to the TIMSS 1999 Video Study 

Factors that inhibit or prevent people from participating in activities are referred to as

barriers, constraints, deterrents, impediments, or obstacles . Bangladesh as a developing

country is facing challenges in the way of its progress and prosperity mainly struggling with

the education sector .

Negative attitude of mathematics means having an aversion towards learning

mathematics and using it in their daily life  and discouraging students from choosing

mathematics as their major subjects. Hostile feelings and negative attitudes toward

Mathematics and science, therefore, have a great influence on general behavior and values  .

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 FACTORS THAT AFFECTS THE LEARNINGS IN MATHEMATICS... 8

These feelings and attitude that sustain a dislike of Mathematics or hamper any interest in

mathematics and are great barriers to the development of Mathematical literacy than any

lack of particular concepts, skills, or thinking abilities’ . Brown et al. (1988) mentioned

students believe that mathematics is important, difficult, and based on rules and Kenny and

Silver (1997) mentioned that one out of every two students thinks that learning mathematics

should be above all memorization as cited in . Science and mathematics were often

described as difficult subjects . Therefore students hardly choose science streams.

Many students develop fear towards Mathematics due to their misunderstanding, non-

understanding and failure during previous lessons Ma, and Kishor (1997) stated that

mathematical anxiety is developed as a result of having a poor image of mathematics due to

general lack of comfort in that someone might experience mathematical when required to

perform .Children with negative attitudes towards Mathematics have performance problems

because they develop anxiety.

Mathematics has been largely neglected in practice.The lack of connections to the use

of mathematics and relevance in daily life or in relation to other sciences fosters low

motivation and negative attitudes towards mathematics learning, and hence the feeling that

why learn if it has no use prevails among most students . Modern experts on child

development and early childhood education firmly mentioned that there are differences in

individual thinking and they advocate that learning should be related to students’ own pace  .

Mathematics must be very remarkable and interesting courses that can help the students

solve the many problems they actually have to face . If a problem is a realistic application

using mathematics, then students can see the importance of the skill involved.

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 FACTORS THAT AFFECTS THE LEARNINGS IN MATHEMATICS... 9

Often gender difference in attitudes about mathematics have been referred as one

factor that has contributed to lower enrolments and less success of girls in compare to boys

in mathematics courses. A number of scholars (Burton 1979; Fennema, 1974; Fennema and

Sherman 1976; Fox 1981; Jacobson, 1985) have noted that Mathematics is perceived as a

male domain in various countries as cited in Gavin (1997) showed women are clustered in

the life-sciences with far fewer in physical sciences, mathematics, and engineering and

computer science as cited in Girls described parents who boasted about their daughters’

studies in science because of the status of science and mathematics as ‘difficult subjects’ ].

Accoring to Goodrum, D., Hackling, M., and Rennie, L (2001), teachers are the most

important factors to improve students’ learning; therefore, teachers may play a vital role in

helping their students’ understanding. Teachers must have access to continuous professional

development through in-service programs, short term seminars and workshops  but in

Bangladesh low percentage of teachers received training . It is hard to look forward to

motivated and creative teacher who is forced to join teaching profession unwillingly  . The

problem of shortage of teachers has also been identified as the major problems in effective

teaching learning . It may affect number of issues especially in students’ enrollment,

students’ performance and graduate output in the discipline of

science and mathematics 

Private coaching centers, some involving satellite branches around the country and

franchises, have proliferated so much that they are regarded as “parallel school system”  .

The poor working conditions, low salary, low social acceptance of the profession by the

society and other additional factors are forcing qualified and competent teachers to leave the

teaching profession and look for other occupations, which is contributing to the steady

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 FACTORS THAT AFFECTS THE LEARNINGS IN MATHEMATICS... 10

decline of the quality of education . The rest lives on private tuition. Teachers get substantial

extra income from these activities . The report describe also that it is indispensable to take

extra help from classroom teachers, even the best student on a private fee basis outside

school hours to pass the SSC and HSC examination.

Mathematics textbooks do not satisfy the requirements of the students and the teachers of

different levels; as a result, the inevitable consequence is that students go for collecting the

guidebooks, just for cramming the solutions. Even the best teachers feel challenge as there

are an excessive number of specified learning outcomes and the textbooks contain a

maximum amount of information . The content of text books emphasizes rote memorization

of factual information. The shortage of relevant, low-cost books for use inside and outside

the school continues to create challenges to provide quality education for all .

Many studies (Finn and Voekl, 1992; Glass, Cahen, Smith and Filby, 1982; Robinson,

1990) indicate that reduced class sizes have a great impact in the progress of student

achievement as cited in Overcrowding in classroom has pernicious effect on the quality of

teaching learning achievements . Though education policy recommended to maintain

teacher student ratio into 1:30 in 2010 , often classes are crammed with 100 or more

students. Large class affects the interaction between the teacher and the students.

All students learn at different paces, and particularly among young people, it takes

time and practice for formal Math procedures to make practical sense  . Lack of motivation

in mathematics has been proven as great barrier in high schools of United States  . Studies

(Kasten & Howe, 1988 and Thomas, 2000) have shown a strong correlation between the

lack of motivation and rising number of at risk students in mathematics as cited in  . Since

students in a class differ in different perspective such as level of mastery, economic

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 FACTORS THAT AFFECTS THE LEARNINGS IN MATHEMATICS... 11

background, cultural background etc, and each student should be treated according to their

individual need.

“Education is the sum of influences a man gets throughout his life from his environment

(natural, family, ecological, social and cultural) (Education as interaction), especially during

childhood and adolescence, educators (parents, teachers or other factors of systematic

education).” (Kroustalakis )

Psychology and Sociology are sciences that actively contribute to the developing evaluation

of Pedagogy, based on the fact that the influence of a social group by external factors is an

issue of study by Social Psychology. “In the last two or three decades the idea that learning,

as a procedure as well as content (knowledge), is not an individual subject, as Psychology

stated, but socially defined, is getting widely acceptable. The establishment and the function

of the institutions that produce and teach knowledge are socially defined. The acceptance of

the above aspects turned the attention of pedagogues towards Sociology, which became in

this way the second science, after Psychology, that affects and forms pedagogical

discussions.” (Matsaggouras)

Local Literature and Studies

Attitudes and School Grades

Nicolaidou and Philippou showed that negative attitudes are the result of frequent and

repeated failures or problems when dealing with mathematical tasks and these negative

attitudes may become relatively permanent. According to these authors when children

first go to school they usually have positive attitudes towards mathematics. However, as

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they progress their attitudes become less positive and frequently become negative at high

school. Köğce et al. found significant differences between younger and older students’

attitudes towards mathematics with 8th graders having lower attitudes than 6th graders.

There are a number of factors which can explain why attitudes towards mathematics

become more negative with the school grade, such as the pressure to perform well, over

demanding tasks, uninteresting lessons and less than positive attitudes on the part of

teachers.

Gender and Attitudes towards Math

Gender differences are a recurrent theme throughout the literature in academic studies in

general and in math studies in particular. Math is often considered to be a domain in

which boys are higher achievers, both in terms of attitudes and self-concept. Contrary to

this, findings show that math school achievement and grades do not differ significantly

between boys and girls (e.g). This similarity in performance between males and females

is clear in the meta-analysis conducted by Lindberg et al. with data from 242 studies

representing 1.286.350 people, indicating no gender differences () and nearly equal male

and female variances.

There are, however, noticeable differences in the beliefs held by boys and girls. Research

has consistently shown that girls have lower math self-concept than boys (e.g., ). Results

concerning gender differences in attitudes are less consistent than those in self-concept.

Some studies have reported significant differences when we compare girls and boys

attitudes towards mathematics, nevertheless there are a number of studies where these

differences are not identified . A meta-analysis conducted by Etsey and Snetzler taking

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FACTORS THAT AFFECTS THE LEARNINGS IN MATHEMATICS... 13

into consideration 96 studies () concluded that gender differences in student attitudes

toward mathematics do exist but are small. The results indicate that males show more

positive attitude. However in elementary school studies the effect size was about .20 in

favor of females and for grades 9 to 12 the effect size was similar, .23, but in favor of

males. Also Hyde et al. in their meta-analysis confirm small gender effects, which

increase among older students (high school and college), with females holding more

negative attitudes. Although these meta-analyses were developed in the 1990s, there is

recent research which confirms these results and attempts to provide a justification for it.

Asante states that, when compared with boys, “girls lacked confidence, had debilitating

causal attribution patterns, perceived mathematics as a male domain, and were anxious

about mathematics” . The research carried out by this author in Ghana, showed that boys

had more positive attitudes towards mathematics than girls. Also Sanchez et al. in a study

with North American students found significant gender differences in eighth grade

students’ attitudes towards math. American boys showed more interest in math than girls,

but girls perceived math as more important than boys. Girls also presented higher scores

on items with regard to difficulties with math. According to Asante school environment,

developmental changes in gender identity, and teacher and parent attitudes and beliefs

towards mathematics are factors that may contribute to the differences identified between

boys and girls in their attitudes towards mathematics.

Nonetheless there is research which concludes that gender does not affect attitudes

towards mathematics . The meta-analysis conducted by Ma and Kishor which looks at

113 studies (), when studying the effects of gender, concludes that this variable did not

have a significant effect on the relationships between attitudes and performance in

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mathematics because separate analysis by gender demonstrated similar significant effect

sizes. Georgiou et al. showed that there was no difference either in math achievement or

in math attitudes between boys and girls. However, high achieving boys and girls, despite

both considering math as an attractive subject, differed in the explanations they gave for

their performance. Since the ability attributions of boys were higher, they believed that

their grades were due to their intelligence more consistently than girls did.

Achievement in Mathematics

Several studies have been undertaken to try to reach an understanding of the relationship

between student attitudes towards mathematics and academic achievement. In Ma and

Kishor meta-analysis only weak correlations between these variables were identified and

these relationships were dependent on several variables (e.g., grade, sample size, ethnic

background). With regard to grade, these associations become stronger among older

students (7th to 12th grade).

However, more recent studies point to a positive correlation between student attitudes

towards mathematics and student academic achievement. Along these lines are the results

obtained by Nicolaidou and Philippou [which reveal significant correlations between

attitudes and performance. Students having positive attitudes achieved better. Mato and

De La Torre in a study with secondary school students also showed that those with better

academic performance have more positive attitudes regarding math than those with

poorer academic performance. These results were confirmed in wider research,

concerning math study attitudes among the secondary school students of nine countries,

developed by Sanchez et al.

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Lipnevich et al. in a study developed with USA and BieloRussian middle school students

highlighted the importance of attitudes in predicting academic achievement, when it

showed that mathematics attitudes explained a variance of 25% to 32% in mathematics

achievement, with much of the explained variance independent of ability in math.

Nevertheless, Georgiou et al. showed that high achievement could serve to predict a

positive attitude towards math, but such an attitude could not predict stronger

achievement. However, these authors emphasize the role of teachers and schools in

changing attitudes stating that, math achievement could be improved by, for example,

better teaching methods, more motivated teachers or better course books, which has as its

corollary the improvement of attitudes towards math.

Mathematics Learning Environments

Akey’s work showed that several aspects of school context (e.g., teacher support,

student-to-student interaction, and the academic and behavior expectations of the teacher)

were significantly related to student attitudes and behaviors. Akey concluded that the

class environment where teachers who students see as supportive promote student

feelings of control and confidence in their ability to succeed. The way students perceive

teacher characteristics will affect their attitudes towards mathematics . Maat and Zakaria

and Vaughan identified a significant relationship between learning environment and

attitude towards mathematics. Students with a higher perception of the learning

environment and a more positive perception of their teachers have more positive attitudes

towards mathematics . Rawnsley and Fisher also found that students had more positive

attitudes toward mathematics when their teacher was perceived to be highly supportive.

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Research Paradigm

In this study, the figure 1 shows the questions, process on how the researchers

will answer the questions and the possible answers that the researchers might get.

INPUT PROCESS

1. What is the demographic profile of • Survey Questionnaire.

respondents according to the following.

• Statistical tools to input the collected

1.1 Age data.

1.2 Gender
OUTPUT

2. What are the different aspects why

.• At the end of this study, the
students finds mathematics as a hard
researchers are hoping to identify
subject?
factors that affects the learnings in

3. What are the roles and responsibilities Mathematics subject of GAS 11

that a teacher and the students should do students of Our Lady of Fatima

to understand the mathematics subject University, Quezon City Campus

well? • The researchers can provide a possible

solutions on how they will going to help

4. What are the theories that can be
the students to get higher grades in
made and discover through this study?
Mathematics.

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FACTORS THAT AFFECTS THE LEARNINGS IN MATHEMATICS... 17

Chapter 3

Methodology of the Study

Participants

The participants in this study included 30 persons who undergo through answering a

survey-questionnaire prepared by the researchers. The participants included Grade 11

GAS students divided into three sections of Our Lady of Fatima University Quezon City.

Materials

The researchers used survey to know what are the aspects that affects the GAS students

from understanding and learning the Mathematics subject. In this kind of instrument the

researchers can have informations or data that can help them to know what are the

aspects that affects the learners to understand the Mathematics subject.

Procedure

The researchers chose 30 respondents from Grade 11 GAS Strand that is divided into

three sections. With this survey, the researchers will know the aspects that affects them

and after that the researchers will have conclusion and will give the learners and the

instructor on how will the learners are going to cope up in understanding the Mathematics

subject. And also with the help of this survey, the researchers can conclude a solution

that can give them a strategy to learn and understand the Mathematics subject more

clearly and easily.

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FACTORS THAT AFFECTS THE LEARNINGS IN MATHEMATICS...

18

Chapter 4

Prensentation, Analysis and Interpretation of Data

This chapter will show the presentation, interpretations, and the data analysis of

the researchers on the survey they conducted.

Demographic Profile of the Respondents

Table No. 1

Age of the Repondents

Age Frequency Percentage
16 9 30%
17 16 54%
18 5 16%
Total 30 100%

The Table No1 . represents the age of 30 respondents. It shows that there is a

great number of 17 years old respondents it has 16 or 54%, while in 16 years old there is

9 or 30% of respondents and in 18 years old there is 5 or 16% of respondents.

Table No. 2

Gender of the Respondents

Gender Frequency Percentage
Female 29 97%

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FACTORS THAT AFFECTS THE LEARNINGS IN MATHEMATICS...

Male 1 3% 19
Total 30 100%

The Table No. 2 represents the gender of respondents. There's a great number of

female respondents than the male. There are 29 or 97% of female respondents and 1 or

3% of male respondents.

Graph No. 1

Multiple Intelligence: Musical

30
25
20
15
10
5
0
Greatly Affects Affects Don't Affects

The Graph No. 1 illustrate the number of respondents that excellence in music can

affect the learning in mathematics. There are 21 respondents or 70% answered that it

doesn't affect, then 9 or 30% that it affects and 0 or 0% answered that it greatly affects.

20

Graph No. 2

Multiple Intelligence: Mathematical and Logical

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FACTORS THAT AFFECTS THE LEARNINGS IN MATHEMATICS...

30
25
20
15
10
5
0
Greatly Affects Affects Don't Affects

The Graph No. 2 represent the numbef of respondents that ability in solving

mathematical problem and logic can affect the learning in mathematics. There are 11 or

36.67% answered that it greatly affects, 10 or 33.33% in affects and 9 or 30% in it doesn't

affects.

Graph No. 3

Multiple Intelligence: Verbal Linguistique

30
25
20
15
10
5
0
Greatly Affects Affects Don't Affects

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FACTORS THAT AFFECTS THE LEARNINGS IN MATHEMATICS...

The Graph No. 3 illustrate the number of respondents that verbal linguistic can

affect the learning in mathematics. There are 14 or 46% of respondents in it greatly

affects, 9 or 30% in doesn't affect and 7 or 23.33% in it affects. 21

Graph No. 4

Multiple Intelligence: Bodily Kinesthetic

30
25
20
15
10
5
0
Greatly Affects Affects Don't Affects

The Graph No. 4 represent the number of respondents that bodily kinesthetic can

affect learning in mathematics. There are 2 or 6.67% in it greatly affects, 4 or 6.67% in it

affects and 24 or 80% in it doesn't affects.

Graph No. 5

Multiple Intelligence: Visual Spatial

30
25
20
15
10
5
0
Greatly Affects Affects Don't Affects

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FACTORS THAT AFFECTS THE LEARNINGS IN MATHEMATICS...

The Graph No. 5 illustrate the number of respondents that visual spatial can affect

the learning in mathematics. There are 6 or 20% respondents answered it greatly affects,

14 or 46.67% in it affects and 10 or 33.33% in it doesn't affects. 22

Graph No. 6

Multiple Intelligence: Intrapersonal

30
25
20
15
10
5
0
Greatly Affects Affects Don't Affects

The Graph No. 6 represent the number of respondents that intrapersonal can affect

the learning in mathematics. There are 6 or 23.33% respondents answered it can greatly

affects, 14 or 43.33% in it can affects and 10 or 33.33% in it doesn't affects.

Graph No. 7

Multiple Intelligence: Interpersonal

30
25
20
15
10
5
0
Greatly Affects Affects Don't Affects

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FACTORS THAT AFFECTS THE LEARNINGS IN MATHEMATICS...

The Graph No. 7 illustrate the number of respondents interpersonal can affect the

learning in mathematics. There are 3 or 10% in it can greatly affects, 19 or 63.33% in it

doesn't affects and 9 or 30% in it affects.

23

Graph No. 8

Multiple Intelligence: Naturalist

30
25
20
15
10
5
0
Greatly Affects Affects Don't Affects

The Graph No. 8 represent the number of respondents that naturalist can affect the

learning in mathematics. There are 8 or 26.67% in it can greatly affects, 12 or 40% in it

affects and 10 or 33.33% in it doesn't affects.

Graph No. 9

Individual Differences: Learning Style

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FACTORS THAT AFFECTS THE LEARNINGS IN MATHEMATICS...

30
25
20
15
10
5
0
Greatly Affects Affects Don't Affects

The Graph No. 9 represent the number of respondents that learning style can

affect the learning in mathematics. There are 7 or 23.33% in it can greatly affects, 14 or

46.67% in it can affects and 9 or 30% in it doesn't affects. 24

Graph No. 10

Individual Differences: Aptitude

30

25

20

15

10

0
Greatly affects Affects Don't Affects

The Graph No. 10 illustrate the number of respondents that aptitude can affect the

learning in mathematics. There are same number of respondents that answered it can

affects and it doesn't affects it has 13 or 43.33% and in it can greatly affects has 4 or 10%

Graph No. 11

Individual Differences : Personality

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FACTORS THAT AFFECTS THE LEARNINGS IN MATHEMATICS...

30

25

20

15

10

0
Greatly Affects Affects Don't Affects
25

The Graph No. 11 represent the number of respondents that personality can affect
the learning in mathematics. There are 3 or 10% in it can greatly affects, 13 or 43.33% in
it affects and 14 or 46.67 in it doesn't affects. 25

Graph No. 12

Individual Differences: Emotional Intelligence

30

25

20

15

10

0
Greatly Affects Affects Don't Affects

The Graph No. 12 illustrate the number of respondents that emotional intelligence

can affect the learning in mathematics. There are 7 or 23.33% in it can greatly affects, 8

or 26.67% in it affects and 15 or 50% in it doesn't affects.

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26

Chapter 5

Conclusion and Recommendation

The primary goal of this research is to give solution to the problems and to

produce a theory that will help to solve the problems that affects the understanding of the

GAS students in the Mathematics subject.

Conclusion

The researchers conclude that mostly from the GAS students answered that the

Mathematical & Logical, Verbal Linguistic, Visual Spatial, being Naturalist greatly

affects their understanding in the Mathematics subject. And also Intrapersonal and the

Learning Style affects their understanding in the Mathematics subject.

Recommendation

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FACTORS THAT AFFECTS THE LEARNINGS IN MATHEMATICS...

The researchers recommend this study entitled “Factors that Affects the Learnings in

Mathematics Subject of GAS 11 Students of Our Lady of Fatima University, Quezon

City Campus “ to the following:

 Teachers – The teachers has a big part to the learning of the students through

guiding and teaching them using the effective strategies that will help the students

to understand well the Mathematics subject. The teachers should give their
27

attention to their students so that they will understand the complicated lessons in

Mathematics subject.

 Students - Do well in studying Mathematics subject, not only in this subject but

also in onther subjects. The students should give importance and listen attentive to

the teachers when they are teaching. The students should study hard for them to

understand the topics or lessons that they don’t understand.

 Researchers – The researchers recommend this to their selves for them to conduct

a profound study and give awareness about the problems surrounding the students

in understanding Mathematics subject.

 Future Researchers - The researchers recommend this to future researchers for

them to gain knowledge about this and to help them to have informations that can

help them in their research study in the future.

OUR LADY OF FATIMA UNIVERSITY GAS