Common Factors Influencing the Poor Mathematical Proficiency of STEM

Students: A Phenomonological Study

Babas, L.A.R.,Barcena, J.,Gabato, C.,Hingkiangco, P.M.,Manliguez, L.C., Orac,

J.D.,Payumo, M.J

Chapter 1

THE PROBLEM AND ITS SETTING

Introduction

Mathematics is one of the most important subjects even in history and the

ancient period. Mathematics proficiency in STEM students is needed because its

main boundary or one of its specialized subjects is Mathematics. Its discovery

has been at the forefront of every civilized society. It definitely does matter as an

essential part of acting a lot of support and knowledge in our daily lives, in the

workplace, science, and technologies because it is considered as the body of

knowledge. Nowadays, the students cannot neglect the significance of

Mathematics as a powerful instrument in any aspect of life. In today’s world, a lot

of students find mathematics as one of the most difficult subjects in the

curriculum.
 Many students nowadays are suffering in solving mathematical equations,

analyzing problems and generating ideas and formulas. These are the common

issues that students face when it comes to Mathematics. Suffering from poor

mathematical proficiency causes the students to be confused and feel anxious

during class time or tests. Thus, some students are suffering from this case due

to many factors that can affect or influence the student’s mathematical

proficiency. The inadequate basic knowledge about Mathematics that they ought

to obtain from the junior high school curriculum has affected the way the students

behave towards Math.

In the global level ,based on the study of Mulala(2015)from his article

entitled Factors influencing students’ attitudes towards mathematics and its

effects on performance of mathematics among secondary school level students

in Kenya a case study in Mukaa sub-county in Makueni country-Kenyathat

individuals have to deal with overwhelming knowledge produced from computers

and calculators in the current 21st century to that of regular purchase of mental

calculations, and students must become Mathematics experts. Not only do

learners need to deal with a wide range of operational skills, such as computing

decimals, but they also need to understand numerical underlying concepts to

succeed in a variety of day-to-day business and workplace situations.

Nevertheless, attitude toward mathematics and related anxiety have been known

to affect students with diverse socio-economic backgrounds; it continues to be a

concern for high school teachers and administration particularly in Kenya.

 According to Hindal (2007)from his article entitled Cognitive characteristics

of students in middle schools in the state of Kuwait, with Emphasis on High

Achievement, Ph.D. Thesis, Glasgow, University of Glasgow. Hindal's recent

work (2007) shows the devastating power of assessment in reducing nearly

everything to a measurement of recall and recognition. The concern is that

national evaluation is calculated outside of school and often the complexities of

learning conditions are not taken into account. Evaluation sometimes

emphasizes what is easy to evaluate, focusing on memorizing and recalling

information or procedures.

In the Philippinesparticularly in Luzon from a study entitled Factors That

Affect Mathematics Achievements of Students of Philippines conducted in

NormalUniversity –Isabela Campus and states that Mathematics is considered

the mother of learning and also the sciences. Mathematics has to expand more

attention to the progress of the subject and some information. Mathematics is not

just numbering but also to understand structures, solutions of real set problems.

According to Leongson (2003) from his article entitledAssessing the Mathematics

Achievement of College Freshman using Piaget's Logical Operation conducted in

Bataan Polytechnic State College, Bataan, Philippines, it may reveal that every

Filipino students excel in knowledge, but fare and low lesson to higher thinking

skills.As a student attain formal operation, they can apply the mental operation.

The Study in mathematics is not easy, and some of us experienced difficulties in

mathematics. Even the students have the potential or they have Mathematics

skills, the students need to learn and understand basic mathematical topics.
Math teachers should use effective instruction in the students so that some

students are willing to listen to their topics.

On the other hand, according toAlvaera,Bayan & Martinez(2009) from an

article entitled Teaching Approach, perceived parental involvement and

autonomy as predictors of achievement from De LaSalle University, Manila

conducted a study to evaluate whether parental involvement and independence

and teaching approach would predict the achievement of students in public

schools as measured by the researchers, overall average grades. In deciding

which parameter has an important relationship with student performance, this

showed that mother participation was closely linked to the academic

achievement of the children. Of all the researchers, predictors for achievement,

only parent engagement had predicted student achievement significantly. This

does not mean that the teaching method, involvement for daughter,

independence of father and autonomy of mother does not help to predict

achievement. It simply implies that their contribution to the students, achievement

is not as important as opposed to their contribution to the participation of the

mothers. The current study focuses on the academic achievement as calculated

by the student’s overall average grade of the previous grading period. Whether

academic achievement is affected by a specific variable is well known.

. According to Davis (2013) from his article entitled Mathematics

Proficiency, Attitude, and Performance of Grade 9 Students in Private High

Schools in Bukidnon, Philippines, states that students' expertise or proficiency in

mathematics can be identifying through the result of their quizzes, exam, and
performance. The students in Valencia City, Bukidnon direct to set out the level

of performance in mathematics. The respondents in this study, the purpose of the

assessment was to determine the performance of students. It also found out that

occupation and education attainment of parents are the variables that best

predict the student's mathematics achievement. Students’ performance in

mathematics needs to improve but it needs to start in the attitude of the students

on how they look at the overview or look towards the subject. To settle different

mathematic teaching approaches that are some students of mathematician

STEM students are enhance to improve the rate of the mathematics major. Other

variables that affect the mathematical version of student and modified

mathematics instructions are identified also investigated.

A study by Cañete (2002) from his article entitled Factors affecting

problem solving skills among grade VI pupils of Linamon District, School of

Graduate Studies, lligan City. The study determined the factors of teacher and

pupil that influence mathematical problem-solving difficulties. It concluded that

pupils had good performance in the test of basic skills and an equal attitude

towards mathematics but low performance in the test of positive problem-solving.

There was a significant relationship between the problem-solving skills of pupils

in mathematics and some instructor variables, namely, academic qualification,

and master unit/degree ownership, specialized training, success score, and math

teaching strategies. There was not enough evidence to show a significant

relationship between the abilities of pupils in mathematics and the influences of

pupils, the educational achievement of parents, and annual family income.

Purpose of the Study

The purpose of this phenomenological research is to know and

understand the effects of the various factors of the influence of poor

mathematical proficiency of STEM students at Holy Child College of Davao, At

this stage of this research these effects will be generally defined as the result of

the poor mathematical proficiency as it helps and hinders the students

‘attainment.

Research Objectives

The objective of this study is to identify the common factors affecting

STEM students’ poor Mathematical proficiency. Particularly, it aims to:

• To determine and to identify the different reasons resulting STEM

student’s poor proficiency in Mathematics

• Elaborate how do these factors affect on student’s academic

performance in Mathematics

Research Questions

This research question is a guide to know the factors that affect the student’s

mathematical performance and proficiency. The questions are the following:

1. What are the common factors for having poor mathematical proficiency of

STEM students?
2. How does these factors directly affect on students’ academic performance

towards Mathematics?

3. Does this poor mathematical proficiency affects students’ academic success?

 Chapter 2

According to Acharya (2017) from the article entitled Factors Affecting

Difficulties in Learning Mathematics by Mathematics Learners conducted in

Tribhuvan University, Kathmandu, Nepal. This article explores the struggles

faced by public school students in learning mathematics in their leaning context.

The main purpose of this study was to explore the causes of learning difficulties

in mathematics. The design of the study was qualitative. They observed the

classrooms and perform practices of three schools of Arghakhanchi district and

interview taken to the research participants to achieve the research objective. It

discussed the different data texts from the potential participants. From the

analysis and interpretation of data, it concluded that students, teachers and

parents have to play an important role as keyand provider of sound environment

for improvement of pass rate respectively. Teachers lack the connection between

new mathematical concepts and previously learned mathematical structure,

mathematical insecurity, negative mathematical feeling, economic condition and

educational backgrounds, school management system, lack of school facilities

and lack of regular school evaluation system are the main causes of learning

mathematics difficulties.

According to Aguinaldo (2016), from the article entitled Investigating

Mathematics Anxiety and Performance of grade 8 students in the province of

Isabela. This study sought to investigate the causes why grade 8 students

experience mathematics anxiety in relation to their academic performance. The

respondents were randomly selected from public and private junior high schools
in the province of Isabela. To gather the need date, personal data and grading

sheets, a validated mathematics anxiety scale (MAS) and observation were

utilized. Results revealed that the students are low to moderately anxious about

mathematics especially taking a test and listening to lectures in mathematics

class. Among the varied groups, boys, older ones and public school students are

more significantly anxious than their counterparts. Respondents with higher level

of parent’s educational background have lower anxieties. Moreover, the fairly

satisfactory performance of the students has no connection to their mathematics

anxiety. It is recommended that the MAS be used to diagnose students with high

levels of anxiety to give teachers and parents a better understanding to their

behavior and in what aspects do they need to help.

In S. Afr. j. educ. vol.35 n.3 Pretoria Aug. 2015 (South African Journal

Education)“Factors affecting Mathematics achievement of first-year secondary

school students in Central Uganda” It states that, the factors that commonly

affects students Mathematical Achievements are: Students Characteristic- The

characteristic of the students will be a factor for their academic outcome and their

perspective towards mathematics.

Classroom variables- the classroom contribution and mechanism is an avenue of

the students achievement

School variables- the environment of the school is a factor because as an

example, some parents has a full time job and with that, they can sustained

students need and can send them into good schools with more funds to support

student’s achievement.
 According to Silao (2018) from the article entitled Factors Affecting the

Mathematics Problem Solving Skills of Filipino Pupils a Study Conducted in

Kiamba Central School SPED Center, Kiamba, Sarangani states that relevance

between mathematical attitude and mathematical achievement is in relation. The

students’ attitude, behavior, beliefs and emotion are generally the main

adjectives of the effective sphere in mathematics education.

Parental Involvement- Family status/involvement have a large and strong

influence of the success to their children achievement and life. Studies found out

that parental involvement is one of the factors why they are students who are

suffering in their mathematical achievement. It can be a matter of attention and

support towards the student.

According to Galia (2015) from her article entitled “Journal of Teaching

and Education”, in Mindanao State University, Philippines this study determined

the effectiveness of cross age peer tutoring among cultural minority students at

Mindanao State University, General Santos City and states those who are having

learning difficulties in mathematics. Cultural minority students consisting of

Blaans, Maguinadanaoans, Tbolis, Maranaos, Tedurays, Samals, Tausugs,

Tagakaolos, Manobos, and Mandayas came from different parts of Mindanao,

Philippine Island. These students, being members of the cultural ethnic groups

and being economically disadvantaged, were granted admission to the University

even though they did not pass the admission test. This is in line with the

University's vision of working for the improvement and integration of cultural

minorities in Mindanao with the mainstream society. However, poor academic

background has made it difficult for these first-year students to teach academic

subjects, particularly mathematics. This study focused on cross age peer tutoring

as a first year cultural minority student intervention. The tutoring is provided free

of charge by senior university students. Two groups of cultural minority students

were tested to assess their efficacy with one group attending peer tutoring

classes and the other group not attending peer tutoring classes, thus for both

classes, Pre-test and Post-test scores were evaluated to assess their success in

mathematics. Interviews to determine students' understanding, and appreciation

of peer tutoring were also conducted. Results of the research showed that

students of the cultural minority have academically and socially benefited from

peer tutoring. Mean benefit scores were considerably higher among those who

attended. Cultural minority students performed better in Mathematics and

enjoyed the tutorial attendance experience. It is therefore proposed that MSU,

General Santos encourage and support cross age peer tutoring to become a

regular part of the University student organizations' activities, and that this be

given free not only to students of the cultural minority but also to other regular

students with learning difficulties in mathematics.

According to Schereiber (2000) from his article entitled “The factors

Affecting Mathematics Performance of Laboratory” which conducted at Laguna

State Polytechnic University and states that those who have positive attitudes

towards mathematics have a better performance in the class. That many

students’ studies have examined thinking about their attitude toward

mathematics and it will make changes if the students’ engage their selves in
mathematics with hard work, confidence and ability to overcome their difficulties

in math.

According to Njeru and Orodho(2003) from their article entitled The

Assessment of factors affecting students’ performance in mathematics At

K.C.S.E Level in Secondary schools in Kakamega country of Kenya. That

identified sufficiency of resources both human and physical to determine

performance in national examinations to improve the rendition claim

improvement in the qualification of teaching and learning resources to be

consequence the achievement of students, to make learning more efficient

methods. The experiences of absorb learning activities during mathematics, they

harshly prepared incorporating learning activities regards mathematics.

According to Lucero (1999) from his article entitled The Factors Affecting

the mathematics problem solving skills of Filipino pupils from Kiamba, Sarangani.

That Parental affect was important enough to be noticed, correlated with both

pupils who could affect their mathematics accomplishment and attitudes. The

cross for mathematics is that some of the sub-process specifically basic facts

school in academic. Mathematics was to measure the basic skills and problem

solving skills of the pupil.

According to Beilock and Maloney (2015)from the article entitled Math

anxiety: A factor in math achievement not to be ignored conducted in United

States, states that the United States does not produce enough students in the

fields of science, technology, engineering, and math (STEM) to meet the

demands of a technology-dependent society. While there are many efforts in

place to improve STEM education in the U.S., most notably President Obama's

Educate to Innovate campaign, these efforts focus primarily on innovating math

content teaching, and less on the role of affective factors in math achievement.

Here we discuss a phenomenon known as math anxiety (i.e. negative feelings of

tension and fear experienced by many people when engaging in mathematics),

and the implications of math anxiety for math success and STEM engagement.

We begin by highlighting the latest findings from research on math anxiety in

psychology, education and neuroscience. They then address the implications of

mathematical anxiety, as well as possible causes and potential solutions. They

propose that existing efforts to increase STEM engagement and achievement will

benefit from educating current and future teachers, parents, and even students

about math anxiety, its causes, effects, and development opportunities.

According to Flores (2019) from the article entitled Correlates of

Mathematics Performance in Public Secondary Schools in the Division of

Batangas, Philippines: Basis for Mathematics Intervention Program conducted in

Batangas, Philippines. The study identified the similarities influencing the

mathematics performance of junior high students in selected public secondary

schools in the Batangas District, Philippines, which served as the basis for the

proposed Mathematics intervention programs to improve student performance in

mathematics. It looked at the scholastic standing of the students as shown in

their elementary mathematics and geometry grade. It also calculated the

magnitude of the influence of the four factors that included: study patterns,
attitude towards mathematics, fear and anxiety, and parental involvement in the

students’ success in mathematics. In addition, it also defined which of the above

correlations dictated their efficiency. There were 379 students who took part in

the study. Result of the study revealed that most students are reaching the level

of proficiency relative to their grade in elementary mathematics, and in geometry

at the beginning level. It was also discovered that all four correlations greatly

affected students’ success in mathematics. In addition, it was revealed that their

elementary success in mathematics and geometry was influenced by study

habits, fear/anxiety level, and parental involvement. The mathematics training

services are believed to help teach the right attitude and study habits to do well in

developing mathematics learning, in the light of the forgotten.

According to Nicolaido and Philippou (2003) from the article entitled

Attitudes towards mathematics, self-efficacy, and achievement in problem-

solving conducted in the country of Europe and states that attitudes study, as a

factor related to the difficulties students face in mathematics, and especially in

solving problems. Recently, many related topics such as mathematics principles

and beliefs and learning, motivation and self-regulation, self-concept, self-

esteem, and self-efficacy have been studied. The common assumption is that

people are not just cognitive.

Literature refers to an individual's attitude as an acquired predisposition or

propensity to respond positively or negatively to some event, circumstance, idea

or other entity.
This positive or negative feeling is of moderate intensity and rational stability; it's

highly resistant to change at times in the different meanings of attitudes to

mathematics.
 CHAPTER 2

Data Collection

This gathering was obtained around the Holy Child College of Davao Jacinto

Campus, particularly in Grade 11 Stem Students who encounter some difficulties

in Mathematics. The study was fully participated and gathers through recording

and videos by interviewing the respondents in which it is important to use so that

we could prove that the study was not been manipulated and also we uses

questioners to evaluate what is the view of the respondents about the particular

topic . The sampling or method that our colleagues have been agreed in

selecting the participants to answer our questions is Availability Sampling under

Non-Probability Sampling because of the geographic setting, and it is a logical

advantage to use this kind of method to collect the data that our study needed.

The sampling that we use is an important process or way to collect the full

information and to prove the effectiveness about the poor mathematical

proficiency of grade 11 Stem students. Thus, it is easy to communicate and gain

their thoughts and feelings because it is their willingness to be involved in our

study.

There is only seven (7) participants who volunteer to be our respondents, and to

obtain or have available time to communicate them is only every 4o’clock in the

afternoon which is their dismissal. And also in gaining some of our data to

support our study we visit Google to collect theories and sources to support our

research.
Research Design

The qualitative research that our group made is a Phenomenology study which

means it is the occurrence of life or experiences of the world and it is centralized

with the students of the Holy Child College of Davao, Grade 11 Stem Students.

Phenomenology is a method to use to gain the sources through making out

conversation of the respondents and to absorb what the respondents feel about

the topic, or also to give empathy with their feelings and thoughts in life

particularly in encountering difficulties with the Mathematics subject.

Phenomenology study was established by Edmund Husserl (1859–1938) and it

relevant to our study because we about to gain our information through people

with an intimacy to be applied.

Role of the researcher

We researcher is the one who study the issue and prove its existence through

gathering data and personal aspects of the people who are the one centralized

with the topic. The role that we obtain in conducting the study is Emic a role that

we as researchers need to participate to complete and prove the study on its full

facts.

Trustworthiness of the study

The trustworthiness of the study, “common factor influencing poor mathematical

proficiency to the stem students”. The researchers make sure to based on our
theoretical framework that includes the academic performances, knowledge and
attitude towards mathematics. The gathered data and analysis were assured to
be sufficient information to give a general idea to the readers. Thus, to reassure
the study, the researchers make sure that the objective were present and
extremely attentive to our respondents and surroundings.

how did you make sure that all your gathered data are all credible? what steps did you
make?

This research ensure the credibility of the study, the accumulate data used in the
study will be taken from the selected STEM students of the Holy Child College of
Davao, Jacinto Campus. The researchers gathered data was based on academic
performances, knowledge and attitude towards mathematics.

how did you make sure that all responses of your participants follows the objective
(IDI AND FGD)

To reassure the conformability of this study, the researchers kindly approach the
respondents and introduced them to our study. During the IDI and FGD, the
respondents were attentive to answer the questions.

how can you make sure that the results of your research is beneficial to others?

The results of the research is beneficial to others, the researcher ensures that
the study will be success and efficient so that it will be knowledgeable to the
readers. One of our objective is to make sure that this study will be beneficial to
all the readers.

how did you make an assurance that you are all dependable with the participants
confidentiality?

DEPENDABILITY

We researchers assure that our respondents are trustworthy because the data
from the IDI and FGD, the respondents’ comments were certain. Some of the
respondents have the same perspective about mathematics.
Canal

1.) How seldom do you participate in mathematics during class? Why?

- (I never participate in mathematics during class)

- (Kanang I just don’t like it)

- I never participate in mathematics during class because I just don’t like

it.

2.) What are the difficulties that you encounter in mathematics?

- (Ahhh kuan, ahhh formulas mga rules sa math kanang maka-affect sa

akong understanding about the process.)

- Lacking focus of math in math and I easily forgot the lesson

3.)

- (Siguro akong habits, computer games)

- I think my hobbies like computer games

4.)

- (Ahhh kuan study kung nay time)

- I study when I have a vacant time.

B.)
Francis Criador

1.

(During classes, I barely participate in uhhhh Mathematics. Uhhhh mainly

because uhhh uhhh maybe I’m scared that my answer or my ideas are not

correct. That’s all.)

2.

(Uhhhh Mathematics isn’t really , really a problem to me but sometimes it causes

uhhh stress because not always you can be uhhh correct in solving Math

problems but uhhh simple numbers can make your answer in correct so uhhh

that really uhhhh following the formulas or memorizing the formulas particularly

has been quite hard for me)

3.

(Uhhh it’s probably because of other major subjects or other subjects. Uhhhh you

can’t really be focused in one subject uhhhh school, so time–management is a

really big factor and uhhh other activities such as basketball and hobbies that I

have.)

4.

(Uhhhhhm like for example computer games , uhhhh mostly because of

basketball, I play basketball all the time and uhhhhh partly computer games and

other hobbies such as uhhhh uhhhh instruments. I played guitar, I have a band ,

even at weekends. I always go home late during Friday’s and Saturday’s. I go to

parties, uuhhhh so that’s basically it. )

5.

(Ever since uhhh first year high school up until now, I always make sure that my

grade in Mathematics is always in the line of 9 and so far I have only failed uhhh

making my grades in Math line of 9 uhhh once or twice during high school and

now.)

6.

(Uhhhm if I miss classes in Math, I just ask uhhhh a fellow classmate on what are

the lessons about. I’m quite a fast learner uhhhh if I have classmates who know

or a person like even my parents, I asked them uhhhhh about Math and about
particular topic. The internet is always uhhh a helpful part in learning

Mathematics.)

7.

(Yes!! Uhhhm because I have uhhhm I have and I think most of the students in

STEM have poor time-management, since time is really short for us students

because we have research and uhmmm other activities in other subjects and

uhhhh this problems uhhh managing time has been nearly uhhhmm has been

nearly heavy for the students.)

8.

(Math uhhh has been nearly the biggest part for me in school because uhhh it

has been a stereotype if you are smart. If you are in, if you are good in Math

you’re intelligent student and uhhh Math I think is one the most stressful subject

that uhhh students face and when it comes to my academic achievements

eyaaaa math has been really really hard for me.)

9.

(Uhhhh same thing, Mathematics is not eyyyy really hard when your lacking time

and uhhh Math does not uhhhm does not mainly uhhh hinder me from uhhh

getting scholarships but I think it will really, it will really be a big , uhhhh uhhh I

won’t say burden, but uhhh really a big responsibility that a student will face.)

Prince- Thankyouuuu!!!