TITLE:

Exploring Anxiety of BSEd 3 Students in Solving

Mathematical Word Problems at Mallig Plains Colleges, lnc.

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CHAPTER 1

THE PROBLEM: RATIONALE AND BACKGROUND

Introduction

Mathematics is one of the most difficult subject in the field of education.

Psychologists Richardson and Suinn (2012), defined math anxiety as the feelings of

tension and anxiety that interfere with the manipulation of numbers and the solving of

ordinary life and academic situations (p. 551). While these two definitions involve
 psychological and physiological characteristics, others explain mathematics anxiety

specifically as an emotion.

The study of Beilock (2002), University of Chicago, the subject

Mathematics is not the reason why students get low performance but the solving of

problems that may lead to math anxiety. According to Nordin (2008), teachers need to

be aware on how students can overcome math anxiety. They should make an effort to

lessen anxiety on these students. Teachers shall develop teaching strategies that can

help anxious students.

The researchers conduct this research to know the possible solutions to

overcome math anxiety of certain students. They also want to encourage students to

make mathematics relevant to life to deal with their anxiety.

Math anxiety is the real problem that students and teachers are facing

today. Mathematics teachers especially need to understand the ways to help overcome

it

Math anxiety hinders students' working memory (Perina, 2002). It occurs at

different ages in different people for different reasons.

General Objective

The main purpose of this research is to explore the possible ways on how to

overcome math anxiety.

 Specific objectives:

1. To understand Mathematics as a discipline rather isolated skills.

2. To learn some ways or skills of longer retention in Mathematics.

3. To explain the connections between Mathematics and

communication to overcome anxiety.

Statement of the Problem

 The purpose of the study is to know the experience or difficulty of Senior

High School students in the subject Mathematics.

Specifically, it seeks answer to the following questions:

1. Why do students lose their interest in Mathematics?

2. How can the teacher motivate the students to improve their

performance in Mathematics?

3. How can students improve their problem solving skills?

Scope and Limitation

 This study focuses on the level of student's math anxiety and its relationship to

the student’s performance in mathematics.

Researchers are aiming for ten (10) students as respondents from Batch I

Stem I of National College of Science and Technology-Senior High School.

The researchers started the subject orientation last Nov. 7, 2016. During

the first week of December, the researchers submitted the title proposal. While in the

process of waiting for the approval, researchers started gathering the materials and

other references needed. After it was being approved, the researchers continuously

read publish materials and references, since they are expected to present the research

paper on the second week of March 2017.

Hypothesis

There is no significant relationship between Math Anxiety and the

students’ performance in the classroom. The researchers establish this statements

based on the following:

· Changing the way of one’s teaching cannot help student’s anxiety.

· Mathematics itself is a hindrance to students.

· There is no significant relationship between the student's attitudes to their

academic performance in Mathematics.

 Significance of the Study

The study about overcoming math anxiety can provide the following

importance not only to the researchers but as well as to the following:

To the administration, this study will serve as basis for the future

implementations or guidelines of programs that will help the situations of students

having math anxiety.

To the students, the result may give the students the skills to know the

importance of improving their performance in mathematics subject.

 To the teachers, the findings of the research may give those techniques

and strategies on how to motivate and teach the subject matter.

To the parents, to be aware also that as a parent there is a need to

help and monitor the performance of their children in school.

To the future researcher, this may serve as a guide, to know and

to have an in-depth knowledge about Math Anxiety.

CHAPTER 2

REVIEW OF RELATED LITERATURE

Foreign Literature

According to the organization of PISA or Program for International Student

Assessment (2013), getting bad grades of students in the subject mathematics,

prospect around 30% reported feeling incapable or nervous when solving a math

problem, 33% acknowledged feeling tense when solving math homework, and 59%

reported being worried about the difficulty of math classes.

According to Hembree, 1990; Ramirez, Gunderson, Levine, and Beilock, 2013;

Mathematical achievement is strongly affected by math anxiety among young adults as

well as elementary, middle, and high school students.

According to Rameli et al. 2014; felt that anxiety towards mathematics could lead

to avoidance in doing mathematics. Students tried to avoid solving mathematics related

problems or choosing mathematics related courses.

According to Cheema and Galluzzo’s, 2013; reported that female students

demonstrated higher anxiety dealing with mathematics or science subjects

Local Literature

LITERATURE LINK :
 https://www.grin.com/document/448181

https://www.iejme.com/download/improving-students-mathematical-problem-

solving-ability-and-self-efficacy-through-guided-discovery-3966.pdf

http://www.ijsrp.org/research-paper-0218/ijsrp-p7461.pdf

Foreign Studies
 According to the organization of NCTM, 2014; emphasizing the importance of

mathematics has set forth Principles to Actions - the conditions, structures, and

policies that must exist for all students to learn mathematics. However, teaching

challenging mathematics to school students gets impeded by mathematics anxiety.

According to Colquhoun and Bourne, 2012; in 2005, only 62% of the students

who sat the fourth grade literacy and numeracy standardized examination performed

satisfactorily.

In addition, they posited that less than 40% of local students failed the

Caribbean Examination Council (CXC) math test between the years 2000 and 2009.

According to Young, Wu, & Menon, 2013; A neuroimaging study of highly math

anxious second and third-graders found increased activation in areas of the brain

associated with fear and reduced activation of areas associated with mathematical

reasoning.

According to Ramirez, Gunderson, Levine, & Beilock, 2014; well as in a task

presenting increasingly difficult math-related word problems (although only for

children with high working memory capacity).

 Local Studies

According to Chua, 2015; “Nobody is born with fear. For some students, their fear of

math started with the multiplication table, or algebra,”. Nearly all of them can be traced

back to a dreadful, often traumatic encounter with numbers.

Chua, 2015; “The thing with math is, the only way to overcome the fear is for you to

succeed. There is no other way,”

Chua, 2015; “There’s no such thing as a math genius. It’s not genetic. No one is born

with math genes. Math is all about mentoring. So you can begin by raising a problem

solver. The heart of mathematics is problem-solving—and that’s what we don’t have as

a country. That’s why we don’t like math

According to Chua, 2015; the algebra is a harder lesson but don’t give up. “It is a

difficult subject that is why many teachers also can’t teach it well.” The teachers should

not tell to his students “bobo” or “You can’t do it.”

“But that’s it—you cannot give up! Yes, algebra is harder because it is abstract. It is a

difficult subject, but many teachers also don’t teach it well. Never say ‘bobo,’ or ‘You

could not do it.’ Don’t be a teacher if you’re like that,” she said.

There are two kinds of math anxiety: one that is caused by a lousy teacher or parent or

tutor; and one that is societal, the learned helplessness (“Namana ko sa tatay ko eh,”

“We’re Filipinos. Everybody knows we’re bad at math”).

 “Don’t ever say you cannot apply math in real life,” Chua said. “You need math to

figure out a tip, or a discount, or interest rates, computing your credit card bill and

Inflation rates.” In life, Chua said, we don’t always need exact answers. But in problem

solving, we need to know when and if our estimates are reasonable.

CHAPTER 3

METHODOLOGY

Research Design
 This study is done according to the designs of qualitative research.

The Sample

The researchers used Quota sampling whereas the researchers tend to

choose sample members processing or indicating the characteristic of the target

population.

Research Instruments

The researchers used semi-structured questionnaires to be use for

gathering necessary data from the students of STEM Strand about how to overcome

Math Anxiety.

Data Gathering Procedure

This part involves the interview as the method of gathering the essential

information for the subjects of the study. The researchers will ask for the approval

letter to Mr. Ronaldo S. Padilla, MM and to Ms. Carolina P. Baylen, MBA, after the

approval the researchers will begin the interview.

 In order to conduct the research, the researcher/s will have to meet the

respondents at a certain place where the interview will happen. Naturally, if the

researcher/s met the respondents for the first time, first, the researcher will relaxed the

mood for the both of them. If the researcher/s will meet in the respondent’s house, the

researcher/s will have to show appreciation and respect for the chosen interview. In

the second step, this is where the researcher/s will give the respondents an idea of the

interview will be conduct, what’s its purpose, importance, scope, and so on. To start

the interview, the respondents must talk about himself or herself, including his or her

age, family, current activities, and other things you think appear special or interesting

to him or her. Following these self-introduction questions are questions on the

subject’s thoughts, attitude, or performance of his or her job or any current work.

The researcher/s will list down on a piece of paper all questions they plan to ask

the respondents. This will help the researcher/s construct or phrase the researchers’

questions properly. In asking questions, the researchers will stick to the main point of

their study, to the proper phrasing of questions, and to the sufficient time allotted for

answering each questions. In giving signs of ending the interview, the researchers will

use words expressing their decisions, wish, or attempt to ask the very last questions

serves as a clue for the respondent to think that the interview is nearing its end. Lastly,

the researcher/s will give the respondent a chance to ask questions about the

interview and let him or her have an idea about what will happen next to the interview

results.
 CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Table 01. Reasons of losing interest in Mathematics Subject

Question Answer

Interpretation

CHAPTER 5
 SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

Summary of Findings

Summary of finding summarizes the results based on Chapter 4. If there are

four specific research questions stated in Chapter 1 and answered in Chapter 4,

there are only results summarized in this section and no presentation of tables
and

graphs.

Sometimes, there are specific questions with subquestions.

Conclusions

Conclusions should dovetail with the findings of the study. If there are four

summarized results in the findings, there are also four conclusions.

Likewise, conclusions are arranged as it appears in the findings. Rejection

and acceptance of hypotheses are explained in this section.

Recommendations

Recommendations are based on the conclusions. This is arranged as they

appear in the findings and conclusions. In addition, recommendations must

include

further research of the study. If there are four research questions in Chapter 1
and

answered these four questions in Chapter 4, summarized the four findings and

conclusions in Chapter 5, there are five recommendations because the fifth

 recommendation is for further research.

Data Analysis

The researcher has to choose the most appropriate descriptive research

design presents of the study. The descriptive and experimental designs differ on the

subtopics in this Chapter. For descriptive design are as follows:

1. Research Design

2. The Sample

3. Research Instruments

4. Data Gathering Procedure

5. Data Analysis

BIBLIOGRAPHY

Bibliography is third to the last of a research paper. This is a listing of source

materials used in the study which the researcher has to read or quoted brief

statements and acknowledged. The surname of authors are arranged in

alphabetical

order.

CURRICULUM VITAE
 The curriculum vitae of a proponent is required to determine his
competency in

conducting a study. The proponent must be honest in stating the information on

his

curriculum vitae especially if he applies for a thesis grant. Curriculum vitae

should

contain the following information:

1. Personal Data

1.1 Name
1.2 Birth date
1.3 Birthplace
1.4 Civil Status
1.5 Parents

2. Educational Qualifications

2.1 Year completed

2.2 Course
2.3 School

3. Honors/Awards Received

3.1 Honors
3.2 Local/Regional Awards
3.3 National Awards

4. Seminars/Workshops/Training Attended

B. Profile of the Respondents