The impact of mathematics

to student mental health

by
Valdez, mark David, P
valdez, Gio
Diaz, kobe

An Research Proposal
presented
in partial fulfillment
of Subject methods of study in mathematics

BACHELOR OF SCIENCE IN
MATHEMATICS
Table of Contents
Chapter 1: Introduction
Background of the Study
Statement of the problem
Significance of the Study
Limitations of the Study

Chapter 2 Review of related literature and studies

Local studies
Foreign studies
Conceptual framework

Chapter 3: Research Methodology

Population and Sample
Data collection
Data analysis
references
 CHAPTER 1

Introduction

Background of the study

Mathematics plays a vital role in people’s daily lives. The citizen of the modern world could not
afford to be ignorant of Mathematics because the world is highly mathematical (Betz as cited by
Salazar, 2001).
Despite explaining the importance of Mathematics, the students of today still have that negative
attitudes toward the subject (Salazar, 2001). Most students think Mathematics is a boring subject,
and it is difficult to memorize and understand formulas (Scarpello,2007). Some students who
cannot appreciate the importance of Mathematics even say that learning the four fundamental
operations is enough, the use of graphs and formulas have no relevance to their daily living, so
there is no need for further knowing the subject (Suinn, 1998).
In an international scene, particularly in America, a study was conducted by Gallup (2005) for
determining the most difficult subject for American teenagers, surprisingly, Mathematics topped
the list. About 29% named Mathematics generally, 6% specifically mentioned Algebra, and 2%
named Geometry. Furthermore, according to the National Research Council, 75% of Americans
stop studying Mathematics before they have completed the educational requirements for their
career or job. With the basis from the statistics above, it is so unexpected fact that most Americans
specifically teenagers find Mathematics difficult, considering that America belongs to the first
class countries, a highly mathematical society because of its advanced technology.
The low performance in Mathematics at all levels is closely related to or a product of Mathematics
anxiety. Attitudes toward mathematics include student ideas relevant to their interests, their
perceptions of the usefulness of mathematics, or their interests in the logic or challenge of
mathematics (Richardson, 1980). Because of its wide influence, math anxiety is limiting and
negatively influences students’ future career choices, particularly in science, technology,
engineering, and math majors (STEM)(Scarpello, 2007).
Many researchers, like, Tobias (1978), Williams (1988), Hembree (1990), Cemen (1987), Godbey
(1997), Richardson and Suinn (1972), and Tapia and Moldavan (2007) contributed to either
the definition or measurement instruments for mathematics anxiety. Several classroom strategies
such as incorporating games and using relaxed settings to reduce mathematics anxiety have been
suggeste(Hatch, 1998). However, little has been done in the area of longterm copingstrategies. T
eachers are encouraged to use several strategies, but students are at a loss for what to do when
faced with mathematics anxiety independently. The focus of this study is to determine if the
implementation of computer-based instruction in the classroom is a long term strategy that can
effectively reduce mathematics anxiety to the students.

STATEMENT OF THE PROBLEM

The main purpose of this research proposal is to determine the impact of mathematics to students
metal health. This research proposal will also examine the possible cause of mathematics anxiety
among BS Mathematics 2nd year Students at Tarlac state University.
1. What are the possible instruments to be use in measuring the level or cause of mathematics
to student mental health?
2. What is the level of mathematics anxiety of the students?
3. What are the possible causes of math anxiety?
4. Does online classes increase the mathematics anxiety of students?

Significance of the study

This research proposal is highly significance because no study particularly in the impact of
mathematics subjects in the mental health of Tarlac State university 2nd year student has been
conducted.
significance of the study
the result of this study is very significant to the following persons:
Administration.
This study will benefit the administration for having a basis for the future implementations or
guidelines of programs that mathematics has a impact to student mental health.
Teachers.
For the teacher's to be aware that there are some situations like the impact of math to their students
for them to have an idea and understand the situations of some students.
Students.
To be inform that there are some factors to be considered in having this kind of situation.
Parents.
For parents to be aware also that as a parent they will help their sons/daughters having this kind
of situations and they can help through continuous support.

Limitation of the study

This study is limited only on how the mathematics affects the mental health of BS
mathematics 2nd year students at Tarlac State University. And finally, this research proposal will
not be taken general as the study only focused in one area.

CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This section presents the different ideas, precepts and concepts of the different authors that are
relevant to this study
Math anxiety is quite varied, in both its symptoms and some of its hypothesized causes. Often the
symptoms when encountering math are physiological, such as sweaty palms, nausea, heart
palpitations, a hot tingling feeling, stomach aches or stomach cramps, and/or tightening muscles
(Perry, 2004). Sometimes the symptoms are more psychological, such as paralysis of thought,
extreme nervousness, an inability to hear the teacher, a tendency to become upset by noises, an
inability to concentrate or loss of concentration, attention to or even preoccupation with intrusive
thoughts and worry, negative self-talk, and/or a general sense of uneasiness (Ashcraft & Kirk,
2001)
Clawson (2006) provides evidence that those students who fall behind because of math anxiety
could experience extreme difficulty in trying to catch up to their expected level of performance.
He also observes that middle school and early high school students are extremely vulnerable to
math anxiety: He further infers that most students have negative experiences with math between
the seventh and tenth grades; some of these students
Hence, it is believed that majority of students feel tiresome to learn mathematics. Thus, it a big
responsibility of the teachers to earn couple of solutions in coping these problems in the
classroom. One of these, the teacher must incorporate cooperative learning in the class. Hence, it
is important for teachers to be sensitive to students’ understanding and misconceptions and
determine their learning gaps in mathematics. Principles and Standards for School Mathematics
of NCTM (2000) acknowledge that there are significant challenges in meeting the vision
for enhancing mathematics education. The vision calls for involvement of teachers, school
administrators, institutions of higher learning, professional organizations, parents, students and
other stakeholders. The combined efforts of the groups might result to brighter hope in the
fulfillment of the vision and developing shared commitment in terms of improvement of
mathematics instruction in the Philippines.
Moreover, Horario, as cited by Andamon (2015), that mathematics is the second most
difficult subject in both elementary and high school level. Thus, Senator Angara, chairman of the
Senate Committee on Education, Arts and Culture stressed the insufficiency of competence and
skills in mathematics, science and technology which are the major causes of the country’s
poverty and distress

Local
According to Nambatac, (2011), among the 41 participant countries, Filipinos performed poorly
in Mathematics. Moreover, it is reported that Filipino students have poor performance in Science
and Mathematics subjects. In fact, the National Mean Percentage Score in Math on 2012 was only
48.90 which is described as below the national standard and the it is among the lowest in the five
subjects in the National Achievement Test (NETRC, 2012). Furthermore, in Magpet National High
School in North Cotabato, it gained the following MPS in National Achievement Test (NAT)
which is administered nationwide yearly: in SY: 2012- 2013- 61.56, SY: 2013- 2014- 55.26,
SY: 2014- 2015- 45.65. Hence, the MPS for Mathematics in 2015 is only 50.55. As observed in
the statistics, the MPS for the past years of the school were diminishing. The result is below the
passing percentage which is 75% and this means that students had difficulty in dealing the subject
which is alarming and recurring situations. Moreover, the study of (Pagtulon- an and Tan, 2018)
states that students perform poorly in mathematics as reflected in their scores. Additionally, its
findings are expected due to insufficient basic foundation or they don’t have a strong foundation
of the concepts.
Foreign
Many researchers, like, Tobias (1978), Williams (1988), Hembree (1990), Cemen(1987), Godbey
(1997), Richardson and Suinn (1972), and Tapia and Moldavan(2007) contributed to either
the definition or measurement instruments formathematics anxiety. Several classroom strategies
such as incorporating games andusing relaxed settings to reduce mathematics anxiety have been
suggested (Hatch, 1998). However, little has been done in the area of long-
term copingstrategies. Teachers are encouraged to use several strategies, but students are at aloss
for what to do when faced with mathematics anxiety independently. The focus ofthis study is to
determine if the implementation of computer-based instruction in theclassroom is a long term
strategy that can effectively reduce mathematics anxiety to thestudents.
According to Bursal & Paznokas (2006), mathematics anxiety as “ state of discomfort that occurs
in response to situations involving mathematical tasks that are threatening to self-esteem “ and
“the panic, helplessness, paralysis, and mental disorganization arising among some people when
they are required to solve a mathematical problem “. Oxford & Vordick ( 2006 ) added that
mathematics anxiety as a disabling condition when students struggle with mathematics. This
condition is a specific and real fear of mathematics that causes students to have obsessive urge to
avoid mathematics completely. The declining performance in Mathematics of students in all levels
has gained increasing attention over the past three decades. This has been the concern of Math
educators worldwide. They complain of students’ problem ranging from poor arithmetic and
algebraic manipulation skills to lack of valuable geometric evaluation. In educational setting, Math
ranks very close to the lowest among the eight subject areas in the college curriculum. Many
students have even chosen their college major on the basis of how little Math is required for the
degree (Stubblefield, 2006).
Several researchers point out that mathematics anxiety is related to poor performance (Furner &
Duffy, 2002). Wittman et al. (2000) concluded that mathematics anxiety is caused by a failure to
learn or an inadequate preparation in the mastery of fundamental skills. Dodd (2001) stated that
mathematics anxiety is due to poor instructional methods which affect cognition. For example
using a traditional way of teaching mathematics which focuses only in lecture and remembering
of algorithms. Thus, cognitive failures among the learners due to lack of foundation and/or poor
instruction can lead to math anxiety.

Conceptual framework
In this section, we will show the conceptual paradigm to present the figure of the study.
IV DV

THE IMPACT OF TO STUDENT’S MENTAL

MATHEMATICS HEALTH

FIGURE 1. The conceptual framework for the impact of mathematics to student mental health
This figure shows the concept of this research entitle “The impact of mathematics to student mental
health” the independent variable is the impact of mathematics to student mental health. The
independent variable is the student’s mental health refers to Mental health problems can affect
a student's energy level, concentration, dependability, mental ability, and optimism, hindering
performance. 2. Research suggests that depression is associated with lower grade point averages,
and that co-occurring depression and anxiety can increase this association.

CHAPTER 3

Research Methodology

The research method chosen and best suited to this study is descriptive qualitative research (leedy
1993) explain that qualitative research is based on the belief that first-hand experience provide the
most meaningful data. Their subjective perception formed as the core of the study, thus it need the
method that would deal with the topic in descriptive manner. Qualitative research is used in the
study to know the relationship among with the variables included the study.

Population and sample

The respondents of this study will be taken from THE COLLEGE OF SCINCE 2ND YEAR BS
MATHEMTICS DEPARTMENT SECTION A. AT TARLAC STATE UNIVERSITY (TSU).
Currently, 2ND YEAR BS MATHEMATICS SECTION A has 37 enrolled students. The sample
of this study will only consist of 10 students. The number of sample is determined by using
purposive sampling, A purposive sample, also referred to as a judgmental or expert sample, is a
type of nonprobability sample. The main objective of a purposive sample is to produce a sample
that can be logically assumed to be representative of the population. This is often accomplished by
applying expert knowledge of the population to select in a nonrandom manner a sample of
elements that represents a cross-section of the population.

Data Collection
The proposed method for data collection is online interviews which will be using gadget like
android phone and laptop to maintain accurate accounts of information given.
Data Analysis
The researcher will propose to use screening or telephone interview data analysis approach
following the transcription of audio recorded information.

References
Tobias, S. (1978). Overcoming Math anxiety. USA: Norton paperback.
Furner , J.M and Duffy, M.L.(2002) Equality for All Students in the New Millennium:
Disabling Math Anxiety. Intervention in school and clinic, 38, 67-74
Dodd, A. (1992). Insight form a Math phobic.Mathematics Teaxchwe, 85 289-298
Clawson, D. (2006 ). Acknowledging Math Anxiety: Techniques for Teachers, Parents,and
Students
. Retrieved from http://teachers.sduhsd.net/jastorino/thesis.htm