Final Revision (EDITED)

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Factors Affecting CSSH Students Difficulties in Math in Mindanao State University-

GSC

2011-2012

An Undergraduate Thesis Presented to the

Department of Sociology College of

Social Sciences and Humanities

Mindanao State University

General Santos City

In Partial Fulfillment of the Requirements

For the Degree Bachelor of ArtsMajor in Sociology

By

Elena Fe L. Cahoy


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Chapter 1

INTRODUCTION

Whether in kindergarten or college, the study of math fills the minds of many

students with anxiety and fear. Other become visibly nervous or switch out in fear and

frustration. Often, this anxiety leads to stressful test taking and poor performance, as

what stated to the website source (www.ehow.com). Passing a standardized test can

mean moving to the next level of learning, getting a diploma or making it into college.

Its no wondering that math student become tense under the pressure of these test.

Sensing the importance of passing, they focus their energy on working about test, the

homework, the board solving problem activities and at the end of the day become to

stress. This fatigue and each of concentration then lead them to feel that they lack

control, understanding and will power when it comes to math.

Mathematics is originally a study of quantity and of points, lives, and figures in

space. Modern mathematics has enlarged its scope, however, to include the study of

more abstract and basic concepts. Mathematical studies undertaken with no pure

practical application is called pure mathematics (New Standard Encyclopedia v. M).

Its true that mathematics become very important part of everyday life and plays

vital role in the field of Natural Science and Medical, the peoples inventions and

discoveries. Mathematics is present in almost all field of concentration. Counting,

adding, subtracting, multiplying, statistics and even logical thinking, is all involves in day

to day real life situations.
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Mindanao State University- GSC was founded in September, 1966. It was

created six years after the establishment of the Mindanao State University Main

Campus Marawi City on September 1, 1961. It aims to help people to establish

knowledge and skills, known in providing and conducting activities for the development

of its constituents. In relation to this, the need to look into the different factor affect

student`s d. It is in the manner that this study was made possible in order to know what

are the factors affecting students difficulties in learning mathematics that will be find

prove to this study will manifest the aims of MSU. As in the past years that MSU- GSC

as one of the effective learning is producing brilliant student that having top notches in

the math related courses, it is in the manner that this study was made possible because

math difficulties among many student is also observe in the campus.

In General Santos City, Mindanao State University is one of the largest schools

that can occupy the 7 colleges. In College of Social Sciences and Humanities and

College of Natural Sciences and Mathematics is both parts of former Art and Sciences

that in the present time is already divided into two separate colleges. CSSH course is

known as the college that offer courses in the Bachelor of Arts and has six departments.

there`s one quoted that those who did well in literary, words and essay is not expect as

good in studying numbers and quantity. Usually student who chose to enroll in this

college is having lower grades in math in their SASE exam. This may explain why those

AB students have known in the campus as the students who are weaker and perform

poorly as far as the mathematics subject is concerned. This statement called for an

alarm of further explanations or at least justification if it will be proven true or not.

Regarding to this matter, the researcher will evaluate CSSH student and gather


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information and data like for example SASE results and student`s report of grade that

can prove their difficulties in math.

The researcher will gather those grades of CSSH student in her chosen

department from school year 2010- 20111. It will find out that most students got 3.00

either in Math 1 or Math 31, followed by those who got a grade of 4.00 or INC and 5.00.

they got those grade is study assumed that there are factors affecting student in terms

of their difficulty in math and become a reason for having lower grade in the said s

because of some reasons such as: teacher did not employ different techniques,

strategies and examples; they had poor study habits, not interested with their subject

and fear/ hate with understanding numbers; they had also affected with the studying

environment. Trying to find out what bring them anxiety towards math and finding it will

help student of t adjust and cope with it.

The college of Social Science and Humanities courses is known as the college

who offers course which has a lesser math subject content to its course prospectus.

The six department of CSSH has lesser math subjects that only taking Math 1 and Math

31 as their minor subject. This explain why that the College of Social Science Student

have quoted or known to the campus as the student who are weak in terms

mathematics subject is concerned. Regarding to this matter, the researcher will

evaluate either the CSSH students faces difficulties in mathematics subject. This study

assumed that there in factors affecting students regarding to their difficulties in the said

subject and try to find out what brings them anxiety towards math.


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As this topic already conducted many years ago by Ms. Kennelyn F. Lim in the

school year 1998-1999, the replication of the past study will extend not only to the

Sociology major students difficulties in math but will extend to the other departments of

the College of Social Sciences and Humanities.

As this research topic was already conducted eleven years ago, this present

research attempt to know the factors that affecting students difficulties in mathematics

among the six department of the College of Social Sciences and Humanities and also

the coping-up strategies they employed to eliminate at least or surpass those difficulties

they are in while taking up Math 31.

Statement of the Problem

This study aims to find out the factors affecting the College of Social Science and

Humanities students of difficulties in mathematics and their coping-up strategies that

they employed to eliminate or surpass those difficulties.

As the main idea of the study will be more focusing to answer the related research

questions:

1. What are the socio-economic statuses of the respondents?

2. Are the following variables significant determinants of students Math difficulty?

a. Language

b. Gender

c. Teaching strategies

d. Students attitude in learning


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Significance of the Study

What will be the result of the study will extend its benefit to the following:

To the readers, it will help to determine about some factors that lead themselves

engaging math difficulties in math. it will help them to understand have difficulties in

math and will give them idea in how math affects students in bringing anxiety and

depression. They will have a clearer view about the factors to the said difficulty in

learning math that researcher will try to trace to the student`s learning attitudes,

language that the students and teacher use in the class (will find out how language

plays an important role in learning math). The student`s gender and teacher will to

identify the level of interest among student towards learning and as well as the teachers

teaching strategy as an important factor to consider for enhancing student`s learning

capability interest. It will also show to the readers in how teacher become an important

medium in imparting knowledge about math in effective way, for students understand

different concepts, formulas and mathematical application.

To the teacher in Math Department, as educators that they are responsible upon

brining the math subject to the students understanding. In this study, the teacher will to

have a better view why their student performed poorly in math. It will make them more in

aware to the other factors existing to the students difficulty in math that usually that they

not taking it seriously. Through this study, they will able to adjust and be challenge to

find better teaching strategy that they can be employ so that the student performances

will be improve.


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To the researcher, this researcher will deepen her understanding on why student

like her encountered difficulties in mathematics subject. It will be able to provide

information for the next researcher that will be interested to conduct study that close

related to this topic. Aside from that, in conducting this study, the researcher will

develop his skills in writing, reading and comprehension that will help her to the field she

choose. It will develop help also researcher patient.

Assumption of the Study

This study assumes that the math difficulties experienced by students can be

base to different factors and these can be traced to; environment, students, teacher

factors. Under to the first 3 mentioned major factors; the gender, the language, the other

2 other factors that greatly influence students math difficulties

Scope and Delimitation

This study first aim to know the economic profile of the respondents, then the

researcher concern about problem that will given focus to find out what are the major

factors affecting difficulties in math as perceive by the student and to their coping

strategies upon experiencing this problem. The selection of this study delimits to second

year students of CSSH that having a total population of 380. Three over the six

departments of CSSH will be chosen as samples. These are: Sociology students having

101 populations, Filipino in its 93 and English to its 52.

The basis of the researcher upon selection of departments as a respondent is

base to the greater number of there enrolled sophomore student The student who had


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already taken their Mathematics subjects, either Math 1and Math 31 and have a grade

of either 3.00, 4.00 and 5.00 is a prospect respondent of the study.

A limitation of this study lies on the fact that this is just a one-shot study and

therefore finding can no longer be validated unless other studies of the same nature will

be conducted in the future. This is not a correlational study thus there is no basis of

stating whatever relationship lie between variables. This is purely descriptive research.


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Conceptual Framework

The researcher illustrates some of the important concepts in this study.

Mathematics is originally a study of quantity an points, lines, and figures in

space. Modern mathematicians have enlarged its scope to include study of more

abstract and basic concepts. There are various types of mathematics curricula. Some

mathematics programs considered traditional in that causes stress memorization of

rules and formulas, such as the computation skills of addition and subtraction, algebraic

equations, and geometric proofs. The underlying concepts behind such learning,

traditionalist argued, need to be taught until college. (New Standard Encyclopedia v. M)

Garnets (1998) define math difficulty as the adopted term used to identify

students who have difficulty with mathematics. Math symbols represent a way to

express numerical language concepts, language skills become very important to math

achievement. Many students with learning difficulties interfere with their ability to solve

word problems. The fear of failure and low self-esteem cause students to become so

tense that their ability to solve problems and to learn or apply math concepts is

impaired. Confused thinking, disorganization, avoidance behavior and math phobia are

common results.

Language seems to play role in mathematics learning as pointed by Yong et al

(1997) that mentioned to Sam (date not mentioned), and consistent number-naming

system. It follows that any student who is trained to use this numbering system may be

able to count faster than those who not use to English as language used to define terms

in mathematics. However, one needs to master a language well enough to understand


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the mathematical concepts and skills, to understand and solve mathematical problems

that are posed in words. Learning disabilities (LD) is characterized to those students

who have problems in learning. Some LD students are particularly hampered by the

language aspects of math, resulting in confusion about terminology, difficulty following

verbal explanations, and/or weak verbal skills for monitoring the steps of complex

calculations

Teacher is one of the factors to the students difficulties in math, this involves to

the personality character of the teacher regarding knowledge of subject he is teaching,

to his teaching strategies, techniques of presenting it, the assignment he given to

student, teaching management and etc. The academic progress of the student depends

much upon the quality of instruction given by the teacher Nievera (1961).

However, the student is one of the 3 major factors to their math difficulties and it

involves to their study preferences. It was referring to the students negative attitude

towards the subject, lack interest of about the subject, do not takes time to study and

understand math subject. Students at all levels have individualized learning preferences

that greatly affect the way they concentrate on, process, internalize and retain new

difficult academic information Tenedero (2009). Students of varying the level of interest,

gender and ages have different preferences in studying math.

Gender differences, usually pertains to male and female performance in math.

Some research findings on the relationship between gender and achievement have

indicated some mixed results. For example, Heyneman (1975) as mentioned to Kaino

(1998) showed that gender was the most single important variable in explaining


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differences in achievement in schools where boys performed better than girls. School

characteristics could involve for example the type of schools (girls, boys or mixed), sex

of teacher and attitudes of both students as well as teachers in learning in school

environment.

Environment in this study is subjected to family situation of the students, reading

materials that available, the condition in the place where the student live usually not was

consumed by other activities like household chores, and the distance of school. The

mentioned causes the student difficulties in math Denoga (1968) as cited in the work of

Kim (year not mentioned). To this, students may employ some adjustment to cope to

the situation they are in.


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Chapter 2REVIEW OF RELATED LITERATURE

This study made used of the following previous studies for references that were

used by the researcher as reference supportive ideas regarding the subject of her

study. The researcher has gone through the available published materials in libraries,

websites that provide online articles and journals that post by different authors and

researchers. These materials contribute and help the researcher in pursuing the study.

The following are the readings that are related to the topic.

As stated by Mondejar (1986), mathematics has assumed dramatic significance

in the structure of modern society. It is the subject that has always been given the major

focus of attention and concern of many educators and math teachers who agreed that

the major goal of attending school should be the development of students

understanding of basic mathematical concepts and procedures. It is mentioned also that

the primacy of mathematics in the practical order has been reflected in academic world.

Mathematics and Language are two areas which enjoy privileged status in the core-

curriculum of every major field of concentration.

Betz (1987) as cited in the study of Lim (1999) its been discussed the

prevalence of mathematics anxiety in college population. He stated that 68% of the

students enrolled in mathematics classes experienced high level of mathematics anxiety

He felt that the need for the mathematics anxiety reduction programs at college and

universities was great. Mathematics anxiety does not appear to have a single cause. It

is the result of different factors, such as an inability to handle frustration, excessive


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school absences, poor self concept, parental and teacher attitudes towards

mathematics through drill without understanding.

Kaino (1998) proved that gender affects the attitudes of students attitude in

studying mathematics. It involves to the performance, enrolment and drop-out in

mathematics; interest, confidence and influencing factors to study the subject. A survey

is conducted on gender studies that come up to conclusion that the teaching of the

subject should reflect the significance of the subject involving students future careers

with regarding to the gender of the student affect their interest to Math subject. Like for

example, the Literature major students, it must consider that this student dont take

Math seriously or spend much time understanding math because in the first place their

chosen field of interest is far different to math. The subject should be taught with an

application approach to raised up interest among students; the curricula as well as

teaching of the subject are also to be gender sensitive.

The enrolment in the field such as math and science related fields such is

observe to be limited. Low enrolment in the fields can be said to result from a number of

factors affecting women especially at different levels of schooling. For example

traditional and cultural expectations from different societies in the developing world in

particular, seem to have an influence on subject choice and selection especially at

secondary level in Jone and Jones (1989).

Many studies on gender differences in math have been done in developed and

developing countries; some different views have been emerged whether the differences

were declining in those countries or not. Article review such trend with data involving


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different school performance, negative attitudes displayed by student, small enrollees

and drop out in math subjectusually find out that more females were involve. There

was mentioned also about some studies which have indicated that gender differences in

math performance existed in upper grades and that were not that important in lower

grade. It means that simple mathematical terms and problem solution is not

complicated, not until entering the algebra, probability, statistics and other higher Math It

was concluded that difference in math performances could increase as student go to

higher level of schooling. From the study of Eshinani (1983)

The findings in the studies of McCombs and Whistlers (1989) that girls needed

teacher who were patient with them and teachers who would listen to them so that they

could build up-self concept, their self-esteem and ability in understanding mathematical

terms, It could also be related to undergraduate female students who the remedy for

their frustration where gender was involve such as having math lecturers that is gender

sensitive. Lecturers that will try to understand their difficulty in the subject and help them

to perceive math to be not brain draining subject.

On the other hand, it could be argued that math students at undergraduate level

were the products of the biased math curricula at lower levels. For example the higher

rating of maths ability among male students than that of females could be traced from

lower levels (primary and secondary level) where boys rated themselves higher than

girls though in some cases girls were better than girls. It showed to the work of Kaino

the analysis of article by Soffe and Foxman (1986) that female student performed

equally well as male students and the general performance of females was better than


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that male student. Such attitude could be taken to be influence from lower levels where

in some studies it had shown that girl were unsure of their mathematical abilities.

Latu (2007) proved there was some evidence that language differentiation ability

of student. Those who know English language well and those who did not will effect

students ability to articulate their strategies in learning math, discuss ideas and

concepts critically. It affects also students ability to communicate mathemat ical

meaning which continued to be more central focus in mathematics. Mathematics

education are required to successfully achieved those purposed have put pressure on

students who do not practice well English language.

Students ability to read in the language of instruction is vital to their performance

in most academic disciplines, if a students aim is to achieve success in mathematics,

but she or he is continually tie up be reading problems, frustration and lessening or self

expectation is likely to occur. The way student s read the systematical structure of

sentences, relational statement, order of sentences and logically connections have all

been identified as potentially hindering conceptual understanding (Dale & Cuevas,

1987; Mousley & Marks, 1991, Gailigan, 1997) as cited to study of Latu.

Racelis (1996) pointed out that mathematics teaching is a profession that needs

improvements. Pupils today are noted of disliking or losing interest in mathematics;

thus, teacher need to continually research on how to improve the method of teaching.

Educational qualifications of teacher have nothing to do with the achievement in

mathematics of their students seem to point other factor such as methodology of

teaching or deeper understanding on how students learn.


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Nievera (1961) commented in one of his article, the academic progress of the

students depend much upon the quality of instruction given by the teacher. The

success of the instruction, in turn, depends on several factors, especially the following:

the personality of the teacher, his/her knowledge about the subject he is teaching, his

methods and techniques of presenting it, the assignment, and classroom management

and etcetera. It seems to point to other such as methodology of teaching or deep

understanding on how student learn.

On the other hand, Anderson (1982) suggested ten strategies to develop the

effective learning domain of the students: 1.) teach student that frustration is a normal

part of learning mathematics, 2.) choose vocabulary carefully, 3.) acknowledge test

anxiety and mathematics anxiety for the student learn to deal to it, 4.) acknowledge that

students confidence in learning mathematics is unstable and adjust teaching styles to

maintain high confidence. 5.) Used cooperative learning and group projects regulate

basis. 6.) Decrease public awareness of individual achievement. 7.) Highlight the

creative aspect of mathematics assistance area. 8.) Create a mathematical assistance

area. 9.) Make regular connection between mathematical concepts being taught and

their specific occupational use. 10.) Adopt an advertising campaign for mathematics

course. Through this strategies suggested, the student who had difficulties in

mathematics could cope their difficulties or reduces their anxiety.

The teacher is a source for learners and the facilitators for learning. As the most

important learning process in the class room, the teacher role is facilitate ultimately

teaching and learning performance (Herbert, 1987)


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Teachers have enough instructional materials, and should be updated to improve

teachers strategies in teaching. Positive attitude of students and teachers interaction is

important for the teacher. It also said that teachers in math could religiously apply the

remedial measures for minimizing difficulties in as what Bernadez (1996) stated.

Yeo (year not mentioned) find out that students who were prevented from

obtaining a correct mathematical problem solution could be: (a) lack of comprehension

of the problem posed. (c) inability to translate the

problem into mathematical form, and (d) inability to use the correct mathematics.

There are four effective instructions for student with learning difficulties in math

were the (1) systematic and explicit instruction that is referred to a detailed

instructional sequence, (2) self-instruction, through which students learn to manage

their own learning with specific prompting or solution- oriented questions, (3) peer

tutoring, an approach that involves pairing students together to learn or practice an

academic task and the last is (4) visual representation in which uses manipulative,

pictures, number lines, and graphs of function to teach mathematical concept

(Google.com).

However, professional development that focuses to teacher understanding of

mathematics and teaching is essential, particularly for those students who do not have

an extensive background in mathematics and mathematics education. It focus will be on

the student must understand on their own, at least great degree of effort at first. If the

lecturer teach their mathematical understanding in meaningful ways, then the teacher

must understand and it himself/ herself. Imparting knowledge to student is more

effective if the lecturer master to what he is teaching. The teacher must posses all three


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levels of understanding for mathematical concepts, skills and standard of teaching

concrete, representation or semi concrete and abstract. A multi-level basis of

understanding on teachers part is essentially if they are going to effectively work with

student who performed poorly in math. Depending on the level of understanding of

student lecturers must need to provide learning experience with the level of

concepts or skills learning. In the doing so, they will

provide students a solid foundation for building their conceptual understanding of the

mathematics that the lecturer able to teach. Possessing such understanding on the

teachers part will open up multitude of possibilities for both teachers ( instructionally)

and for the student (learning). The better the teacher understand the different

mathematical concepts/ skill they and able to apply to real life situation s, the more they

are able to effectively provide their students with meaningful mathematics learning

experience Carpenter (1989).

Alsopp (1999; 2005) give an emphasis has began to impact mathematics

instruction at a general level; the impact for the student who has special needs in

learning mathematics has been nonexistent. Compare to other areas such reading,

mathematics give an emphasis as it relates to teaching student to learn math in

effective manner. Research in the area of mathematics and student with special needs

is greatly limited in comparison to research in reading. Making meaning from text is

obviously important. Similarly, making from both symbol of mathematics and the

meaning of mathematics is also important to those students who performed poorly than

those students who performed well.


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There are varieties of reasons for the lack of emphasis on the mathematics

institutional variety of barriers that result in low performance outcomes for the student.

According to Evan (1994) this reason include of: curriculum pacing guides that prevent

students learning mathematical concept and skill; instructional practices and curriculum

that do not meet students learning needs; learning mathematics difficulty. Some of the

barriers are ones which teacher can address. However, there are other barriers that the

teacher and other educator can directly address to make the mathematics learning both

more emphasized in schools and more successful experience for student with needing

special attention in learning math.

According to Sam (date not mentioned), although there are not yet enough

studies to make a substantial claim that indeed English language fluently may affect

students performance in math. Perhaps, language can be consider as factors that give

rise to different way of teaching and learning approach towards mathematics, and

consequently might have resulted in differences in mathematical performance and

student achievement.

Acquirement of learning requires much from student. It requires good study

habits and positive attitude as well as good contextual reinforce and influences. Many

educators have noted that learning in dynamic and that does not occurring vacuum.

Learning happens due to various factors and influences Acedo (1990).

many intellectually capable students avoid taking mathematics courses. Some students


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believe that mathematics is difficulty of unpleasant and accept that being in

mathematics is a mark of good taste in failure.

Willey and Andrew (1995), attributed the major reasons of poor scholastic work

to (1.) poor habits, (2.) lack of availability of materials such textbooks, (3.) lack of

interest, (4.) illness or poor physical health, (5.) poor academic background or

preparation, (6.) emotional maladjustment and (7.) concern over home or personal

problems.

CHAPTER THREE


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This chapter in includes the research design, variables of the study, respondent of the

study, and method of data analysis that is used in the study.

RESERCH DESIGN

This study is descriptive in nature. Hence, it will describe the socio- economic

profile of the respondents, the reason that caused them to find math difficult and the

strategies they employed to cope with that difficulties.

Variables of the study

The study will focus on the CSSH second year students who have difficulties in

mathematics whose have taken already this subject either Math 1 or Math. The

researcher will base the grades of the second years who got a grade of 3.00, 4.00 or

INC and 5.00 that will identify as respondent to the study. In getting their grades that the

researcher will be request to have the copy from the registrars office through the help of

the Sociology Department Chairperson.

Research Instrument

The structured questionnaire will be use in the study that based on the past study

that have been conducted as well as the questionnaires is been approved. This

constituted the close and open ended type of questions. The question will be dividing

into two parts that will cater the questions about respondents socio- economic profile

and factors affecting their difficulties in Math.


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FLOW CHART

Figure 2

Title: FACTORS AFFECTING CSSH STUDENT`S DIFFICULTIES IN MATH IN MINDANAO

STATE UNIVERSITY- GSC, 2011-2012

Research Methodology

Research Design

Descriptive- Survey

Variables of the Study

Socio Economic Profile of the Respondents

Factors Affecting Math Difficulties

Population of the Study

Sample Random Sampling

Instrumentation

Questionnaire

Validation

Informal Validation

Sociology Faculty

Data Gathering

Questionnaire

Data Analysis

Tabulation

Frequency

Percentage


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Teachers teaching

Strategies

Students Interest

DIFFICULTIES IN

MATHEMATICS

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