Chapter 1

Introduction

Background of the Study

Math is everywhere, everything that surrounds us are powered by

Math. It acts as an oil for the society to run smoothly. Despite of its worth,

some students demonstrate towards it, regards it as a stuff of nightmare, and

a staple ingredient in the educational system. With this, we the Math-teenics

group, come up with the title “Fear in Math: Grade XI Students Perspectives.”

Literature Review

This section deals with the related literature gathered from different

books, periodicals, and other studies related to this study.

Mathematics is a fact that can never be avoided because on who can’t

calculate quickly and confidently will always be pitied. With this issue, this

subject becomes a staple ingredient in the educational systems. Fear of Math

is evident in 0each and every one and this fear coming from them is

inevitable. Well, not everybody fears Math, although, it’s almost impossible to

get through a day without using math in some ways, because our world is full

of numbers to handle and problems to solve. Studying the math in everyday

life provides you with the tools to make sense of it all, making life a bit easier.

Just by doing the basic essentials is dependent on your ability to do math. But

we really cannot deny the fact that there are also people who has anxiety or

fear in doing math. But what could be the reasons? The common would be it

1
is because of public embarrassment, influence of teachers, the pressure

caused by time limits on tests or in short, it is because of the environment that

surrounds them. This research aimed to know the reasons behind the fear of

math. Is it only because of the teacher? Another people’s influence? Could it

be anything else? This does not only focus on the “common” reasons, it also

aims to know the other reasons that are not usual, but to have a deep impact

to the certain issue.

In connection to the problem or issue above, Joshua A. Krisch (2015)

wrote an article entitled: “Your fear of Math is real, it might even be a phobia”.

In this article, it was stated that, “Math can be frustrating. But for some

children heading back to school, it’s less about distaste for calculus than it is

part of a legitimate phobia”, (The Journal of Neuroscience). Ruth (2016)

states that the traditional instruction may contribute to math anxiety, so too

does the culture of the classroom (Curbing Mathematics Phobia among

students). Classroom culture can be defined as the behaviors and norms that

guide classroom interactions. According to Mrs. Aduke Hassan, “Teachers

should at all times be creative with their teaching methods. But unfortunately,

many teachers promote the notion that female students cannot perform as

well as their male counterparts in the study of mathematics than the boys, and

when teachers in most cases give in and fail to put in more efforts”. So,

teachers need to give equal opportunities to male and female students to

enable them to compete on level grounds for success. They should at all

times make their lessons more interactive as this will enable students to throw

in their own ideas. Essentially, teachers must have an awareness of math

anxiety, and develop an ability to assist anxious students.

2
 This suggests that educators should approach Math anxiety like any

other phobia and they should help the children face their fears via one-on-one

Math tutoring session.

In addition, conducting a survey to the respondents of the said problem

is present in this article (Your Fear of Math is real, it might even be a phobia),

wherein researchers from Stanford University scanned the brains of 30 third

graders (using both functional and structural MRI) and the scan revealed that

some children were legitimately afraid of Math. Then, the researchers set up a

one-on-one cognitive tutoring regimen. Vinod Menon, a professor of

psychiatry at Stanford University states that, “Cognitive tutoring not only

improves performance but is also an anxiety reducing. It was surprising that

we could, in fact, get remediation of Math anxiety”. Which signifies that

cognitive tutoring is the only way to gently diminish the Math anxiety of the

students.

In line with the problem, anxiety itself is choking the students’ ability to

perform well. The seed of fear may come from many sources. Such as

teachers may be spreading their own anxieties. Cultural expectations may

also be blamed. Your genes might predispose your anxiety and you might

respond aversely in Math. Whatever its origin, the fear may grow by itself; “the

more anxious you feel, the worse you perform, the more you shy away from

math and the more you worry when you face it again.” Psychologist suggests

that it may have a serious consequence. However, they often treat anxieties

with aversion therapy such as expressive writing or also known as free

writing, it is somehow like trying to face your fear. Many studies find that

articulating your fears can loosen their hold on you while other children see

3
this as a challenge, not a threat and explaining their fear doesn’t

necessarily reflect a natural bad ability.

Focusing on the reasons of the students regarding this problem –

without the influence of others, Fleming (2017) stated in her article “Math

anxiety: Overcoming the Fear of Math,” that it may be due to the approach

and the negative attitude of the students towards the subject, a weak

background, and difficulty in comprehending the complexity of the subject. In

relation to this, Tillfors (2003) defined phobia as learned emotional responses

and it causes frequent severe and intense anxiety. Basically, this fear or

anxiety the students feel may actually result to phobia that may hinder them

from efficiently comprehending mathematical problems. This negative attitude

of the students, which causes themselves of this phobia, leads to subsequent

poor performance in the subject area. In connection to this, Sloan (2002)

observed the construct as related to personality characteristics, negative

attitudes towards mathematics, mathematics avoidance, poor mathematics

background, poor teaching behavior, achievement levels, lack of confidence

and negative experiences in school. So, let us say for example, while in a

lower grade, a student tended to avoid math or didn’t pay too much attention

at all, upon reaching a higher-grade level, where the subject gets difficult, he

may be feeling stressed out. Regarding the complexity of the subject, such

students who have alreadyconditioned their minds that mathematics is a

difficult subject are usually not serious in the learning ofmathematics and

therefore perform poorly in mathematics tests and examinations (Ihendinihu;

2013). A student’s fear towards this can be overcome by isolating it,

examining it and breaking it down into little parts. This will also be the same

4
thing a student has to do if encounters a formula in math that is too complex

to understand. What he learned in the past are the “little parts” or the skills

and steps that a complex formula is composed of. Going through a difficult

formula or process that may seem too complex, one can actually break it

down to parts of which the concepts that he learned from the past. After doing

so, if he is weak at some concept or skill or steps that make up one element

of the formula, he could just go back and work on his building blocks.

In order for the students to overcome it, first, they need to identify the

main problem in order for them to find the right solution to the problem.

Second, they need to practice the process daily and understand the equations

clearly. Third, they must learn from their mistakes for them to improve and to

change for a better life. Fourth, they must courageously ask questions about

the confusing concepts discussed by the teacher. Lastly, be confident and

positive in yourself and to learn about the subject, also on the other subjects.

On the other hand, Psychologist have known that confronting your fears within

a safe, supportive environment, guided by someone who is not at all afraid is

an effective way to surmount specific fears. Moreover, Psychologist have

been used to cure arachnophobia, claustrophobia, and other anxiety disorders

which suggest that Math anxiety is no different and can be faced, and likely

even cured.

In conclusion, Mathematics is a subject that became a staple ingredient

in educational systems. This subject leads to the Math anxiety of some

students that has been continually found to correlate negatively with students’

mathematics performance. Math anxiety is a fear towards Mathematics, which

is influenced from the people around you, especially in school and in home.

5
Understanding Math anxiety can make us realize things that we do in our daily

life, since it affects the lives of the students involved. Overcoming it may need

discipline in one’s self and may be of help to those students who experience

this problem. Further, Math anxiety is also a long-term problem that must be

addressed. Today, the needs of society require a greater need of

mathematics. Math must be looked upon in a positive light to reduce math

anxiety. The students’ fear or anxiety towards this subject is in need of deeper

study. There is a need to further understand the students’ reasons for this

phenomenon, for them to be able to overcome this problem, after all,

mathematics plays a significant role in an individuals’ life and to the society, it

determines individuals’ functionality in any given society, and it is an

essentialrequirement in every field of intellectual endeavor and human

development to cope with the challenges of life.

Research Questions

This research sought to determine/explore the perceptions of the

students regarding their fear in math. Specifically, this sought to answer the

following questions:

1. How would the Grade XI students describe their fear in Math subject?

1.1 What particular branch do the Grade XI students fear math

subject?

1.2 What are the possible reasons why Grade XI students fear Math

subject?

6
 2. How would the Grade XI students overcome their fear in Math?

2.1 In what way do the Grade XI students face their fear in math?

2.2 What advices can you give to those students who also fear math?

Scopes and Delimitation

In this phenomenological study, it has gone about by interviewing the

Grade XI – students in MNHS focusing on the reason why they fear Math

subject. The participants of this study will be limited to 10 respondents (one

student per strand).

7
 Chapter II

Method

Research Design

In this research, we use phenomenological study because it is suitable

for our topic. Since the study is still in present time, most of the students are

experiencing it. By conducting this research, we intend to know the reasons

behind it but we are only focusing on the Grade XI students.

Participants/Informants

The participants in this research were all from Grade XI Department.

We chose the Grade XI students because we have observed that most of the

students were experiencing the said problem.

Research Instrument

Interviewing in a structured way was be applied. Since it is applicable

for our chosen topic. This structured interview had an in – depth

understanding on the emotions and perceptions held by anxious students.

This helped us to get the answer and information that we need for this

research.

Sampling Method

The research sampling method that was used in this study is Purposive

Sampling to obtain more specific answers that could be used to represent the

entire population. We chose this method because our participants have the

idea that we need for this research.

8
 From 10 strands, 10 students (one per strand) were the respondents of

this study.

Data Collection

Upon the collection of Data, we’ve conducted an interview with each of

our participants in a structured form. Moreover, before we started the

interview, we gave the questions ahead the time intended for the interview for

the respondents to ready their answers.

Ethical Consideration

Ethical considerations were considered as one of the important part of

the research. In this research, we had explicitly tried to protect the respondent

from the potential of harm. We gave informed consent to ensure that potential

participants fully understand what they are informed. The participants’

identities were confidentially kept unless the research will be published

together with their consent, this consent was provided to all those who were

invited to participate.

Data Analysis

Firstly, we identify our respondents for this research and we asked help

from our Math teachers to know if our respondents have weak processing

skills in Math subject. Secondly, we used coding for the confidentiality of our

respondents. Lastly, we each of the answers of the respondents and we

come up with different themes.

9
 Chapter III

Results

This research goes by interviewing ten (10) Grade XI Students of

Maragusan National High School in a structured way. This research also aims

to know the reasons behind their fear in Math.

By conducting this research, we were able to gather different insights,

perceptions, explanations, and experiences about the said problem. Some

answers may differ upon their delivery but are connected in their meaning. In

line with these, their responses lead to us to differentiate their thoughts and

have its themes.

Puzzled. The result showed that they are puzzled when they encounter Math
subject.

Informant 1 said that

For me, Math subject is very difficult, confusing and it makes me
depressed specially the teacher is terror.
(For me, Math subject is difficult, confusing and it makes me depressed
especially when the teacher is terror.)

Informant 4 said that

Maybe because I am too lazy to solve and I seldomly listen to

discussions. But I really tried to listen and understand, it’s just that I
think Math is not really for me.

Informant 8 said that

The possible reasons why the students fear in Math because of lack of
studies, lack of interest and lack of motivation and have no self-
confidence or trust.

10
Informant 7 said that

I cannot really tell you on what particular area on I fear the most. My
phobia would start during the discussion if the solution of a certain
mathematical equation is very long. I often get mental blocked when
the classroom is very noisy during the discussion.

Informant 3 said that

I fear Math because I’m not too good in analyzing problems and also
I’m such a lazy person it comes to studying mathematics.

(I fear Math because I’m not good in analyzing problems and also, I’m
lazy when it comes to studying Mathematics.)

Fear. The result showed that they have feared Math subject.

Informant 3 said that

For me, I describe my fear in Math as a part of my nightmare.

Informant 5 said that

Madiscribe nako ni siya base sa akong experience nga pagsulod sa

akong Math teacher kay mangulba na ko, mamugnaw kay maldita man
gud siya.

(I can describe my fear based on my experience like from when the

teacher enters the room I immediately feel nervous, I suddenly feel
cold because she’s terror.)

Informant 6 said that

I am really afraid to answer because I think that my answer is wrong. I

am also afraid to be bully by my classmates.

Informant 7 said that

For me, I think the possible reasons why I fear Math if the discussion
if/or the teacher is strict or terror.

11
Informant 10 said that

I’ve been frighten by math ever since I pop in this level. The fearless
math in Junior are different what I encounter.

(I’ve been frightened by Math ever since I popped in this level. The
fearless I was back in Junior became different because of what I have
encountered.)

Perseverance. The result showed that they have perseverance even if they
are puzzled and feared Math subject.
Informant 1 said that

I overcome my fear in Math are to study hard at home, if I don’t

understand I will ask my teacher or even my classmates.

Informant 2 said that

Study hard and listen to the teacher and answer what the teacher give
a task to me.

Informant 8 said that

Para sa akoa, I will practice solving all the difficult problems to make
me better in solving Math subject.

(For me, I will practice solving all the difficult problems to make me
better in solving Math subject.)

Informant 6 said that

The advices that I can give, they need to encourage their selves to
know and learn Math subject. Also, they need to study in every lesson
everyday so that they can avoid their fear.

Informant 7 said that

Face it fiercely. Never hesitate to seek help when confused and to ask
God for strength and guidance.

12
 Chapter IV

Discussion

PUZZLED

Some students defined Math as a difficult subject. They cannot easily

understand and get the correct answer for the given problem. Meanwhile

some studentsare hopeless to learn and accomplish the task given. A student

cannot really identify in which branch of Mathematics is he/she is having a

difficulty. The students, as how they define it are not really interested during

class discussions due to some factors. While others are too lazy to solve and

listen.Due to the difficulty of the subject, students tend to hate Math more and

more as time passes by. Respondents who experience this anxiety have the

lacking of parents’ support, lacking of faith and trust, lacking of self-

confidence, and lacking of teachers’ understanding toward the feelings of the

students, including the respondents.

FEAR

The students are afraid to face and to be judged by others. Moreover,

they are afraid to do their best and to answer in front of his or her classmate.

Some students describe their fear in Math is just like watching a scary movie

and riding a roller coaster. Mainly, teachers do really affect the terror of the

students due to their strict practices in the classroom.

PERSEVERANCE

Students are diligently doing their responsibilities to finish their study,

they did their best to have a good future. It is shown in students who have the

determination or courage to pursue their studies to improve themselves.

13
Having strong trust in God of the involved students that they will overcome the

problem. The insight that good things will happen to them if they will have a

positive mind.

Conclusion

In General, the reasons why Grade XI – Students fears Math subject is

because of the subject itself, as well as the teachers and classmates. Some

students cannot easily solve the problems given by their teachers. On the

other hand, some are afraid because their teachers are terror during class

discussions while some of his or her classmates do bully them when they

cannot answer and solve the problem.

Recommendations

In order to overcome the Fear in Math, the teachers should make an

S.I.M. (Strategic Intervention Material), a Cognitive or one-on-one tutoring so

that the students will understand the lesson much easier than before and also,

they will enjoy their journey in answering certain problems in Mathematics.

To the bullies, instead of bullying those students who fear Math, they

should encourage them to do their best during class discussions.

And lastly, to those students who fear Math, they should try their best

to do more and strive hard for a better future.

14
REFERENCES:

 7 Reasons behind Math Anxiety and How to Prevent It . Home School

Math Home Page. Retrieved January 16, 2018 from
http://www.homeschoolmath.net/teaching/motivate.php
 Das S. (2017, January 12). How to remove fear of Mathematics. Writm
Home Page. Retrieved January 16, 2018 from
http://writm.com/suprabhat/how-to-remove-fear-of-mathematics/
 Fleming, G. (2017, March 17). Math Anxiety. Overcoming the Fear of
Math. Retrieved January 15, 2017 from
https://www.thoughtco.com/math-anxiety-1857215
 Gbolagade, A.M., Wahead, A.A. &Sangoniyi, S.O. (2013). Demystifying
Mathematics phobia in schools for transforming Nigeria in
attaining Vision 20:2020. International Journal of Academic
Research in Business and Social Studies 3(2) 188-196.
 Gierl, M.J. &Bisanz, J. (1995). Anxiety and attitude related to
Mathematics in grade 3 and 6. The Journal of Experimental
Education 63(2), 139-158.
 Good articles on Math Fear (2013, October) Retrieved January 16,
2018 from
http://mathematigal.com/home/2013/10/28/good-articles-on-
math-fear
 Ihendinihu, U.C. (2013). Enhancing mathematics achievement of
secondary school students using mastery learning approach.
Journal of Emerging Trends in Educational Research Policy
Studies (JETERAPS) 4(6), 848-854.
 Krisch J. (2015, September 12). Your Fear of Math is real, it might
even be a Phobia. Retrieved January 12, 2018 from
http://www.TheWeek.com/articles/576282/fear-math-real-
might-even-phobia
 Kumar, P. (2013, April 25).Magical Methods Home page.
RetrieveJanuary 7, 2018 from
http://magicalmethods.com/home/free-resources-
teachers/85-general/306-why-do-students-fear-mathematics

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 Mathematical anxiety. Wikipedia Home Page. Retrieved January 16,
2018from
https://en.m.wikipedia.org/wiki/Mathematics_anxiety
 Orlin, B. (2013, April 29). Slate Home Page. What it feels like to be
bad at Math. Retrieved January 16, 2018 from
www.slate.com
 Robson, D. (2015, June 19). Do you have ‘math anxiety’? Retrieved
January 8, 2018 from
www.bbc.com/future/story/20150619-do-you-have-maths-
anxiety
 Ruth, A. (2016, February 25). Curbing Mathematics Phobia among
Students.
Retrieved January 13, 2018 from
htts://www.o.freebasics.com/https/m.guardian.ng/news/curbi
ng- mathematics-phobia-among-students/
 Solan, T. (2002). Mathematics anxiety and learning styles: What is
the relationship in elementary pre-service teachers? School
Science Mathematics, 102, 84-87.
 The Fear of Mathematics (2014, November). Target Study Home
Page.
Retrieved from https://targetstudy.com/articles/the-fear-of-
mathematics.html
 Tillfors, M.(2003). Why do some individuals develop social phobia?
A review with emphasis on the neurobiological influences.
Nord Journal of Psychiatry (Taylor & Francis) 58(4),
 Tobias, S. &Weissbrod, C. (1980). Anxiety and Mathematics: an
update. Havard Educational Review, 50(1), 63-70.

16
 ANNEXES

TABULATION

1. How would the Grade XI students describe their fear in Math subject?

IDISTDNTFM #0001 – For me, Math subject is very difficult,

confusing and it makes me depressed specially the teacher
is terror.

IDISTDNTFM #0002 – I fear to answer in the board even in

oral.

IDISTDNTFM #0003 – For me, I describe my fear in Math as

a part of my nightmare.

IDISTDNTFM #0004 – I can describe my fear in Math like a

hopeless person that cannot accomplish a certain thing that I
want to achieve.

IDISTDNTFM #0005 – Madiscribe nako ni siya basi sa

akong experience nga pagsulod sa akong Math teacher kay
mangulba na ko, mamugnaw kay maldita man gud siya.

IDISTDNTFM #0006 – I am really afraid to answer because I

think that my answer is wrong. I am also afraid to be bully by
my classmates.

IDISTDNTFM #0007 – I can describe my fear in Math

subject is subject just like watching a horror movie. Through
only addition, subtraction, division, and multiplication are the
only applications in real life, but why is there X’s and Y’s?
Numbers combined with letters are so frustrating.

IDISTDNTFM #0008 – Para sa akoa lisod jud ang Math kay

computation labi na ug dagko na number klase-klaseng mga
formula sundon naay mga X and Y.

17
 IDISTDNTFM #0009 – It is like riding a roller coaster,
exciting but scary.

IDISTDNTFM #0010 – I’ve been frighten by math ever since

I pop in this level. The fearless math in Junior are different
what I encounter.

1.1 What particular branch do the Grade XI students fear math subject?

IDISTDNTFM #0001 – Particularly in Geometry

IDISTDNTFM #0002 – In Statistics

IDISTDNTFM #0003 – Trigonometry, Calculus, Statistics

IDISTDNTFM #0004 – I think Trigonometry, Algebra’s kinda

okay but I still find it confusing. Everything that has relation
to X pisses me big time.

IDISTDNTFM #0005 – Geometry

IDISTDNTFM #0006 – The particular branch that I fear Math

subject are General Mathematics and Statistics.

IDISTDNTFM #0007 – I cannot really tell you on what

particular area on I fear the most. My phobia would start
during the discussion if the solution of a certain
mathematical equation is very long. I often get mental
blocked when the classroom is very noisy during the
discussion.

IDISTDNTFM #0008 – Particular branch in steps in finding

the variance and standard deviation.

IDISTDNTFM #0009 – In Statistics

IDISTDNTFM #0010 – Statistic

18
1.2 What are the possible reasons why Grade XI students fear
Math subject?

IDISTDNTFM #0001 – The possible reasons what I am

afraid of Math subject are sometimes I don’t understand
easily and my mind turn into like a kettle boiling.

IDISTDNTFM #0002 – Because sometimes I don’t listen to

the teacher in front.

IDISTDNTFM #0003 – I fear Math because I’m not too good

in analyzing problems and also I’m such a lazy person it
comes to studying mathematics.

IDISTDNTFM #0004 – Maybe because I am too lazy to solve

and I seldomly listen to discussions. But I really tried to listen
and understand, its just that I think Math is not really for me.

IDISTDNTFM #0005 – Ang hinungdan kay tungod sa ka isog

sa usa ka teacher kay dili na man gud ka focus kay imbis
maminaw ka mangulba na nuon ka.

IDISTDNTFM #0006 – The possible reasons why I fear Math

subject, it’s because I don’t know how to solve the problems
given, and also I really hate Math subject since when I was
elementary.

IDISTDNTFM #0007 – For me, I think the possible reasons

why I fear Math if the discussion if/or the teacher is strict or
terror.

IDISTDNTFM #0008 – The possible reasons why the

students fear in Math because of lack of studies, lack of
interest and lack of motivation and have no self confidence
or trust.

IDISTDNTFM #0009 – My possible reasons why many

students fear Math subject it is difficult to solve the problem
and solutions.

19
 IDISTDNTFM #0010 – The problems are not easy to solve.

2. How would the Grade XI students overcome their fear in Math?

IDISTDNTFM #0001 – I overcome my fear in Math are to

study hard at home, if I don’t understand I will ask my
teacher or even my classmates.

IDISTDNTFM #0002 – Study hard and listen to the teacher

and answer what the teacher give a task to me.

IDISTDNTFM #0003 – I will put away the fear in mind that I

can’t do it, and try my best to study more about this subject.

IDISTDNTFM #0004 – Well, I think if I start listening

seriously and understand it maybe I can process all the
formula and how to solve it.

IDISTDNTFM #0005 – Pray lang kay God

nganaasiyaytaongagamiton para tabangan ka.

IDISTDNTFM #0006 – I overcome my fear in Math through

pushing myself to learn and to listen the teacher’s
discussions.

IDISTDNTFM #0007 – By listening well and to actively

participate in class.

IDISTDNTFM #0008 – Para saakoa, I will practice solving all

the difficult problems to make me better in solving Math
subject.

IDISTDNTFM #0009 – Study and work hard to overcome my

fear in Math subject.

IDISTDNTFM #0010 – Study for the goodness of self.

20
2.1 In what way do the Grade XI students face their fear in math?

IDISTDNTFM #0001 – The way I face my fear in Math I

imagine that is easy like the other core subjects that is
simple for me and I always remember that is for my future.

IDISTDNTFM #0002 – Face it by listening in my teacher,

and study the topic that I don’t understand.

IDISTDNTFM #0003 – By putting much effort in studying and

trusting my capability in dealing with Mathematics.

IDISTDNTFM #0004 – When answering problems on the

board on the spot without any preparations and knowledge
about it.

IDISTDNTFM #0005 – Go lang ng go, hunahunaon lang

nimo kung unsa ang imong goal sa kinabuhi hilabi na ang
imong inspirasyon sa kinabuhi.

IDISTDNTFM #0006 – I face my fear in Math through

trusting and believing myself that I have an ability to solve all
the problems in Math subject.

IDISTDNTFM #0007 – By facing Mathematics positively and

happily. By understanding it little by little, one after the other.

IDISTDNTFM #0008 - I will face my fear in Math subject in

studying hard and specially listen for my teachers during the
discussion.

IDISTDNTFM #0009 – I face my fear by trying to solve the

problems for the teacher.

IDISTDNTFM #0010 – Expanding the ability of thinking

continuously.

21
2.2 What advices can you give to those students who also fear math?

IDISTDNTFM #0001 – My advice to those students who

have fear in Math that always pray to God, and every difficult
subjects is like a journey in our lives. We must try our best
and never surrender what ever happened til you’ll reach the
edge of success.

IDISTDNTFM #0002 – Love the subject, study hard, don’t

hate your teacher just listen to her/him.

IDISTDNTFM #0003 – That they should put away the fear in

their mind about solving numbers or solving problem is
difficult rather than they should think that it is a fascinating
and challenging subject for them.

IDISTDNTFM #0004 – All I can say is start listening to the

discussion and try to understand it or get help from your
brainy classmates.

IDISTDNTFM #0005 – Atubangon lang nimo ang imong

kahadlok kay tanan mang problema nay kasulbaran ug
mangayo pud kog tabang sa Ginoo kay andam man ang
Amahan nga motabang kanato.

IDISTDNTFM #0006 – The advices that I can give, they

need to encourage their selves to know and learn Math
subject. Also, they need to study in every lessons everyday
so that they can avoid their fear.

IDISTDNTFM #0007 – Face it fiercely. Never hesitate to

seek help when confused and to ask God for strength and
guidance.

IDISTDNTFM #0008 – My advice to those who also fear

Math is trust yourself that you can get the correct answer
and be attentive during the teachers discussing the lessons
for you to succeed.

22
 IDISTDNTFM #0009 – My advices to those students who
also have fear in Math subject they need study.

IDISTDNTFM #0010 – Evade your fears and maximize the

ability to seek.

LEGEND:

PUZZLED

FEAR

PERSEVERANCE

23
CURRICULUM VITAE

24
 MARVIN D. BATICAN

Prk. Kurigsaw, Poblacion, Maragusan, Compostela Valley

BaticanMarvin@gmail.com

PERSONAL DATA

Birthdate: September 2, 1999 Sex: Male

Age: 18

Height: 159 cm Weight: 50 kg.

Birthplace: Prk. Kurigsaw, Pob., Maragusan, Compostela Valley

Father’s Name: Argones M. Batican

Mother’s Name: Sidra D. Batican

EDUCATIONAL BACKGROUND

Senior High School: Maragusan National High School (2017-2018)

Junior High School: Maragusan National High School (2016-2017)

Elementary: Maragusan Central Elementary School (2012-2013)

Motto: “Be Brave and Do Exquisite Things Fastidiously”

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 JAN MAE D. BISNAR

Prk. Tambis, Poblacion, Maragusan, Compostela Valley

bisnarjanmae24@gmail.com

PERSONAL DATA

Birthdate: January 24, 2001 Sex: Female

Age: 17

Height: 152 cm Weight: 45 kg.

Birthplace: Prk. Lawaan B, Maragusan, Compostela Valley

Father’s Name: Edgar B. Bisnar

Mother’s Name: Janet D. Bisnar

EDUCATIONAL BACKGROUND

Senior High School: Maragusan National High School (2017-2018)

Junior High School: Maragusan National High School (2016-2017)

Elementary: Saint Vincent Academy of Maragusan (2012-2013)

Motto: “Let your dreams be bigger than your fear”

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 CYREL ASHLEY H. FLORETO
Prk. Camansiles, Poblacion, Maragusan, Compostela Valley
Ashleyfloreto@gmail.com

PERSONAL DATA

Birthdate: May 29, 2001 Sex: Female

Age: 16

Height: 150 cm Weight: 40 kg.

Birthplace: EAMC, Quezon City

Father’s Name: John Rex U. Floreto

Mother’s Name: Rosellie H. Floreto

EDUCATIONAL BACKGROUND

Senior High School: Maragusan National High School (2017-2018)

Junior High School: Maragusan National High School (2016-2017)

: Fr. Urios Institute of Technology of Ampayon, Inc.

(2013-2015)

Elementary: Taguibo Elementary School (2012-2013)

: Maragusan Central Elementary School (2011-2012)

: Cubao Elementary School (2007-2011)

Motto: “Trials are not meant to pull you down; instead it’s always present
for you to lift yourself up.”

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 PRECIOUS APRIL T. LASCUÑA
Prk. Calantas, MagcagongMaragusan, Compostela Valley
preciouslascuna@gmail.com

PERSONAL DATA

Birthdate: April 24, 2000 Sex: Female

Age: 17

Height: 163 cm Weight: 68 kg.

Birthplace: Davao City

Father’s Name: Pedrito L. Lascuña Jr.

Mother’s Name: Paulina T. Lascuña

EDUCATIONAL BACKGROUND

Senior High School: Maragusan National High School (2017-2018)

Junior High School: Maragusan National High School (2016-2017)

Elementary: Magcagong Elementary School (2012-2013)

: General Baptist Bible College (2007-2012)

Motto: “There are no pains, without gains.”

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 ABIGAIL B. LOPIO

Prk. Tambis, Poblacion, Maragusan, Compostela Valley

lopioa119@gmail.com

PERSONAL DATA

Birthdate: July 9, 2000 Sex: Female

Age: 17

Height: 163 cm Weight: 54 kg.

Birthplace: BJRMH, Tagum City

Father’s Name: Rogelio O. Lopio

Mother’s Name: Lilia B. Lopio

EDUCATIONAL BACKGROUND

Senior High School: Maragusan National High School (2017-2018)

Junior High School: Maragusan National High School (2016-2017)

Elementary: Maragusan Central Elementary School (2012-2013)

Motto: “Success is the ability to go from one failure to another with no

loss of enthusiasm.”

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 EDWIN L. SEBUYAN

Prk. Calantas, Magcagong, Maragusan, Compostela Valley

Edwinsebuyan@gmail.com

PERSONAL DATA

Birthdate: October 12, 2000 Sex: Male

Age: 17

Height: 158 cm Weight: 49 kg.

Birthplace: Maragusan, Compostela Valley

Father’s Name: Eugenio T. Sebuyan

Mother’s Name: Felicitas L. Sebuyan

EDUCATIONAL BACKGROUND

Senior High School: Maragusan National High School (2017-2018)

Junior High School: Maragusan National High School (2016-2017)

Elementary: Maragusan Central Elementary School (2012-2013)

Motto: “In life be a Warrior, not a Worrier”

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