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ANALYSIS OF DIFFICULTIES OF STUDENTS IN LEARNING CALCULUS

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Sci.Int.(Lahore),34(6),1-4,2022 ISSN 1013-5316; CODEN: SINTE 8 1
ANALYSIS OF DIFFICULTIES OF STUDENTS IN LEARNING CALCULUS
Christian S. Domondon1*, Corazon G. Pardo2, Elmarie T. Rin3
1,2,3 University of Northern Philippines, Vigan City, Philippines

*For Correspondence; Tel. +639067248285, Email: [email protected]

ABSTRACT: Calculus has been crucial to developing many scientific advancements, particularly in physics and engineering.
This quantitative-qualitative study analyzed the difficulties in Basic Calculus of the Grade 12 Science, Technology,
Engineering, and Mathematics students in Senior High School. The instrument used consisted of Multiple Choice and
problem-solving questions. The study used frequency, percentages, and mean to analyze the data. Results revealed that the
SHS students have satisfactory performance in Basic Calculus. Students have difficulty solving Basic Calculus problems,
specifically in the general integral of functions. Some of the difficulties experienced by the students were on lack of
knowledge of the concepts, poor application, complicated formulas and processes, and confusion in understanding
mathematical problems. The study recommends that qualitative analysis of the errors committed by students in Basic
Calculus should be conducted.
Keywords: performance, mathematics, problem-solving, learning, education

1. INTRODUCTION mathematics problems that were underrepresented and the least

Educators have repeatedly emphasized the importance of difficult that was overrepresented [16]. Moreover, calculus is a
mathematical learning. Mathematics equips learners with difficult subject among mathematics students, who often
powerful tools to understand and change the world. These misunderstand the notion of function [17].
tools include logical reasoning, problem-solving skills, and Despite the wide field applications in other disciplines and
the ability to think in abstract ways. The Department of their constitution as a part of the curriculum, most secondary
Education (DepEd) did many revisions and innovations to students face serious problems in understanding Basic Calculus
improve learners' performance in Mathematics, but it is still concepts [18]. Recent efforts to reform the understanding of
one of the most difficult subjects in Basic Education. Basic Calculus using graphics calculator was conducted [19,
The DepEd implemented the K-12 curriculum because of the 20]. The study developed descriptions of calculus learners'
poor quality of the Philippine Basic Education with the hope understandings of functions and limits to explore the
that it will help learners face the real world [1]. It is interrelationships among their knowledge of these conceptual
evidenced by the low achievement scores of Filipino learners areas and to determine instances where there is proof that the
in the National Achievement Test (NAT) and the student's understanding has been influenced by technological
international test known as the Third International availability.
Mathematics and Science Study (TIMSS) in 2003. The Basic Calculus prepares students who will be future scientists,
Philippines placed 34th out of 38 countries in High School engineers, and physicians. This subject requires students
mathematics and 43rd out of 46 in High School Science. The to determine the limit of a function, differentiate and integrate
quality of mathematics and science subjects was slightly algebraic, exponential, logarithmic, and trigonometric
better in higher education. The country ranked 67th of 140 functions in one variable, and formulate and solve problems
countries in 2015-2016 and 79th of 138 in 2016-2017 in the involving continuity, extreme values, related rates, population
World Economic Forum's Global Competitiveness Report. models, and areas of plane regions. Calculus has generally
Weaknesses were also reported in these areas in the National been crucial to developing many scientific advancements,
Achievement Test (NAT) mean percentage score (MPS) for particularly in physics and engineering [21].
high school in 2012-2013 was 51.41% or 23.59% away from The inclusion of the Basic Calculus for Science, Technology,
the target. The MPS in science was 41.35%, and 46.83% in Engineering, and Mathematics (STEM) strand of the academic
mathematics [2]. track of the Senior High School in the K-12 Basic Education
Mathematics is one of the subjects that is taken very seriously Program prompted another challenge in teaching and learning.
in the school system, irrespective of country or level of As a new subject, teachers are expected to adjust and be well-
education [3]. Several related studies in learning Mathematics prepared for the content and standards of Basic Calculus, so
were conducted. Findings revealed that learners’ performance their students understand its concepts and processes.
developed from the individuals' perspective [4] and was While several studies have been conducted about students'
influenced by teacher factors [5]. They met problems and problems or difficulties in mathematics, very few of these are
difficulties for several reasons, such as the complex nature of related to Basic Calculus. This study analyzed the difficulties
Math [6] and the complexity of using symbols and of Senior High School students in learning Basic Calculus. It
computations [7]. Some of these were the lack of abilities in helps Mathematics teachers understand their students' situation
basic skills and algebraic manipulation, recalling knowledge and help them cope with problems and difficulties. Also, this
facts, coordinating multiple procedures, and answering non- serves as an eye opener for the curriculum planners and
routine questions [8] are problems met. Their previous Mathematics educators to be aware of and consider the needs
experiences [9], attitude [10, 11], personality [12], disposition of the students in teaching Basic Calculus.
[13], learning behavior and learning styles [8], and self-
efficacy and anxiety [14, 15], also contributed to their
difficulties. Learners face more difficulty with the

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2. METHODS The student knew how to solve the limits of the given algebraic
This study used the quantitative-qualitative research design. function but failed to get the square of a number. Instead of 9,
The Grade 12 STEM students of the University of Northern he answered 6 to 32 , confusion evidence about the square of a
Philippines were chosen as participants. The students who number which led to a wrong answer.
joined in the focus group discussions were purposively
selected from the low scorers, comprising eight students who Students also claimed that some basic concepts are confusing,
were willing to participate in the study. The instrument especially in their application. It is also a wrong notion for
consisted of multiple choice and problem-solving tests. It was them to multiply 2 when it comes to the square of a number.
subjected for validation and had a reliability index of 0.87 and Students did not master the prerequisites and struggled with
an average difficulty index of 0.40. The study adequately basic mathematical operations [24], and lacked conceptual
observed the research ethics protocol. The study used understanding of the given problem, leading to poor skills in
frequency, percentages, and mean to analyze the data. manipulating expressions, calculation mistakes, and technical
errors [25].
3. RESULTS AND DISCUSSION
The researchers analyzed the test results given to the Item 4: What is the limit of the function y= 1 as x approaches 0?
respondents based on the topics in Basic Calculus. The results sin 
of the analysis of the test results in Basic Calculus given to
the respondents are presented below.
Table 1. Performance of students in Basic Calculus
Type of Topics Mean DR
Test Percentage
Score
Multiple Concepts on Basic 45.61 S
Choice Calculus Figure 2: Failed to Do the Limit of Trigonometric Function
Limits 69.65 VS Even though the student followed the correct procedure, the
Problem Derivatives 49.30 S final answer was erroneous, because one divided by zero
Solving Integral 1.17 P should be undefined, leading to an infinite answer.
Overall Problem Solving 44.45 S A student mentioned, "I had a poor mathematical foundation."
Overall 45.03 S This is the reason for the incorrect answer, aside from a lack of
Overall, the students have "Satisfactory" performance in knowledge and confusion about the problems. Some errors and
Basic Calculus (MPS=45.03). They performed highest along misconceptions were due to a lack of conceptual and
limits (MPS=69.65) and poorest along integral (MPS=1.17). procedural understanding [26].
This implies that the students have a difficult understanding
of the integration of functions due to more complicated and Item 5: Find the derivative of the function with
confusing formulas and processes used on integrals. respect to x?
This is true with the findings that students have satisfactory
performance in Mathematics [22]. It is contradictory,
however, to the TIMSS 2019 that the Philippines was ranked
lowest out of 55 countries [2]. Also, another study found that
Grade 11 STEM students have poor to very poor overall
concept image in functions [23].
Results of the FGD supported the low performance of many Figure 3: Failed to Derive Algebraic Function
students in their claim that Basic Calculus is difficult due to a A student correctly subtracted 1 in the exponent but failed to
lack of knowledge and poor foundation in Basic multiply the exponent by the numerical coefficient, which is a
Mathematics, confusing and complicated, which made them violation of the Power Rule. Students emphasized that lack of
fear it and not confident in solving the problems. knowledge contributed most to their mistakes. Other students
Item 1: With the function y= x 2  4 x  1 , find the limit of the mentioned that they have a lack of interest in the subject
function as x approaches 3. because of their thinking that math is complicated.
The power rule is the most commonly used in derivatives [27].
Focusing on procedural rather than conceptual understanding
contributes to learners' difficulties in calculus problems [28].

Figure 1: Failed to Find the Limit of Algebraic Function

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Sci.Int.(Lahore),34(6),1-4,2022 ISSN 1013-5316; CODEN: SINTE 8 3
Item 8: Compute for the derivative of y4 2x exponential function and hate solving exponents and fractions.
Exponential functions are pivotal mathematical concepts that
give students serious difficulty [33].
4. CONCLUSIONS AND RECOMMENDATIONS
The students perform satisfactorily in Basic Calculus. They
find Basic Calculus difficult, especially along Integrals.
Moreover, some of the difficulties experienced by the students
were on lack of knowledge of the concepts, poor application,
Figure 4: Failed to Derive Exponential Function complicated formulas and processes, and confusion in
The student failed to use the appropriate procedure to solve understanding the problem. A qualitative analysis of the errors
the exponential function's derivative. This is due to a lack of committed by students in Basic Calculus should be undertaken.
understanding of the concept of the exponential function. The
student used the Power Rule instead of another process Acknowledgments
appropriate to the given problem. Hence, the answer was The researchers are grateful to the UNP Administration
wrong. headed by Dr. Erwin F. Cadorna through the University
Students said that mathematics has many processes to follow, Research & Development Office headed by Dr. Edelyn A.
which confused them in applying those processes. Cadorna for their approval and support to conduct this study.
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