A DELVE INTO STUDENTS’ MATHEMATICS ANXIETY: A CASE STUDY

P. Maglunsod, JR. Quimay, J. Quimay, J. Carido, J. Arranchado, X. Saludares,

PJ. Bation, W. Abonitalla, J. Ladag

Abstract
The utmost motivation of this study is to unveil the
experiences, perceptions and to reveal the real emotions of grade
11 students in F. Bustamante National High School who are under
mathematics anxiety in addressing the predicament. This study digs
with qualitative case study that aimed to capture the complexity of
the object being studied; it is also to explore the phenomenon using
various variety of data source. Mathematics anxiety was found out
due to: uncongenial experiences, teachers’ aggressive approach,
public humiliation, and parental pressure. Anxiety was concluded as
a huge hindrance in any field of education which forecloses the
ability of someone to prosper. The study sought some possible
interventions that served as recommendations that follows: students
are encouraged to understand mathematics with motivation and
dedication, people around the affected person are advised to raise
awareness and may render effort to provide a friendlier and
comforting environment, spontaneous understanding and patience
may help eliminate anxiety, humiliation and pressure. The curriculum
is advised to establish an effective and active learning strategies for
students to forget anxiety. Lastly, students were recommended to
prevail anxiety instead of avoiding it to help themselves move
forward.

Keywords: Mathematics Anxiety, Case Study

Introduction educational setting, an individual can

Rationale
The Ministry of Education
Malaysia (2002 once said, mathematics
portrays an essential concept upon
building skills acquisition as well as the
infuse of good and positive value of
learning. The Development Centre
established a new set of mathematics
curriculum that enables the teachers to
accomplish and promote enjoyable,
meaningful, useful and challenging
techniques of learning environment at
the same process, the students’
progressions in acquiring mathematical
concepts and skills are highly prioritize.
Mathematics anxiety was
determined to have an impact in
experience this kind of problem as what
is cited by Luttenberger, Wimmer and
Paechter (2018), they also added that
the development in learning
mathematics would be interrupted and
the students’ journey towards
progression was dismantled. The said
researchers also conducted a test
among American citizens to prove that
Mathematics anxiety is a widespread
problem in this generation and turns out
that approximately 93% of adult US-
Americans indicated that they
experienced some level of math anxiety.
In the Philippines, as what is
cited in a research by Cabahug and
Landot (2005) the students in U.P got
the most numbers of failures in
mathematics, they stated that students’
loss of interests to perform and

1
participate the said subject had felt by
the faculty of U.P Cebu Natural Science
and Mathematics Division (NSMD).
The Central Mindanao University
Laboratory High School (CMULHS) in
Maramag, Bukidnon in year 2018
recorded the growing population of
students who took remediation for the
subject mathematics. The said school
also concluded that most of these
students had weaker foundations in
Mathematics in their early school years
ended up having anxiety in Math. As a
result, students’ difficulties towards the
subject was affected not only the grades
but also the educational advancement
as a whole.  having anxiety in Mathematics;
Mathematics anxiety has become
widely experienced problem by the
students nowadays, it is one of the most
crucial challenge faced not just by the
learners but also the faculty in general.
It is declared that these anxieties are the
reason why a lot of students gained
failing grades in the said subject, this
means that Mathematics anxiety was
one of the contributing factor for the
students to hinder the development in
learning Mathematics. In addition, it also
affects the overall performance
considering the process of learning
requires commitment, focus, courage
and patience. If students will continue to
foster Mathematics anxiety, they will
remain dependent with their associates
Neale (1969).
Furthermore, Mathematics anxiety
was found exceeded in F. Bustamante
National High School based on the
previous quantitative research
supervised by the student researchers
which proves that the learners in grade-
11 curriculum were engaged into low
self-efficacy and lead them to have a
Mathematics anxiety. Thus, the
researchers were stimulated to conduct
a qualitative case study in F.
Bustamante National High School
Tibungco, Davao City to help the
students determine their difficult
2
experiences in perceiving Mathematics
anxiety.
Statement of the Problem
The general aim of this study is to
examine the experiences of the students
who suffered from anxiety in
Mathematics. Specifically, it sought
answers to compensate the following
objectives:
1. To delve into the perceptions,
understandings and feelings of those
students who are under the agony of
2. To trail down the participants’
experiences that triggers their
anxiety in Mathematics;
3. To excavate the factors that greatly
contribute to participants in having
anxiety in Mathematics;
4. To unveil the solutions established
by the students who suffered from
Mathematics anxiety.
Theoretical Framework
This study is anchored to the
concepts of Richardson and Suin (1970)
and Ashcraft MH, Moore AM (2009).
The theory of Anxiety in Mathematics
(1970) of both Richardson and Suin
directly unveils the effects to every
person who instilled anxiety in
Mathematics. The theory of
Mathematics Anxiety and the Affective
Drop in Performance directly tales
immediate effect of anxiety in math
related situations such as examinations
or in classroom, educational outcome
variables such as performance learning
behaviors, or choices are influenced by
mathematics anxiety Ashcraft MH,
Moore AM (2009).
Review of Related Literature
 This portion of the study
highlights the information that supports
the research. The presented information
was cited and accredited from the
authors for a valid, reliable and accurate
data.
Mathematics anxiety is a aimed to increase a person’s own
negative reaction to mathematics. It is a
feeling of confused and tensions that
students encounter in manipulation of
numbers and solving problems in every
academic situation. Anxiety brings out
the experience of emotional reactions,
from mild states apprehension or dislike
to genuine fear (McLeod, 1994;
Richardson & Suin, 1972).
In addition, Beilock (2008) cited
that if the student is placed in a stressful
environment, then he/she can
accumulate pressure due to educational
demand the more chances of having
anxiety or fear towards the subject.
Moreover, an individual can
characterized a strong tendency to
avoid mathematics if he/she are highly
math anxious with this, the math
competence forecloses import career
path are eventually weakened.
Mathematics anxiety disrupts existential
progress by compromising the
continuous action that functions the
mind. The causes of math anxiety are
unavailability of some teaching
strategies that implicates as risk factors.
Researchers should investigate the
origin of Mathematics anxiety and the
mind functioning, to examine both its
cognition and emotional state (Aschraft,
2002). According to Sherman and
Fenma (1998) the lack of sufficient
background in Mathematics to do some
mathematical activities can also
reinforce Mathematics anxiety.
Furner and Gonzales-DeHass
(2011) stresses that Mathematics
anxiety is not just the only reason why
students mostly gained failing grades
but it is also about critical academic
problems that the educators should
know as well as of its solution.
3
Nina Palvin-Bernardić, Daria
Rovan and Jurana Pavlović (2016) said
that the secondary school students’
reportedly cheating in mathematics
using the two type of cheating were
examined; “active cheating” which
success and the other one is the
“second-party cheating”, aims to help
other students achieve success.
Students with anxieties and are into
these kind of activities have a more
chances of depending with their
associates which is severely wrong.
Scope and Delimitation
The research was limited for the
grade 11 students of Francisco
Bustamante National High School who
had anxiety in Mathematics. This study
was more particular in students’ problem
and misconceptions in the given subject.
Matters about their personal lives were
excluded upon conducting the study.
There were a total of three participants
for this study, comprises of one (1)
female and two (2) male all experienced
anxiety in mathematics and under the
grade 11 curriculum. The study
established boundaries to the
participants, and only the themes arise
from the answers of the informants were
analyzed, the identity and the language
used remain ensconce for the
informants’ safety and confidentiality.
Significance of the Study
This study on Mathematics anxiety
is a contribution to the institution where
this study is intended to truly determine
the root causes why students contain
Mathematics anxiety. This study would
also provide explanations of the coping
mechanism of students as well as their
insights from the contributing causes of
anxiety in Mathematics. It is also to help
excavate the factors in having anxieties
in mathematics experienced by the
grade 11 students in F. Bustamante
National High School. This study is vital
because it is not just about the learning
but the emotional state is also involved,
students characterized this anxiety
which leads a strong tendency of
avoiding the subject (Ashcraft, 2002).
Methodology
Research Design
This study unveils the qualitative
case study design. According to Stake
(1995) a qualitative case study is an
investigation and analysis of a single or
collective case intended to capture the
complexity of an object of the study. It
allowed the researchers to delve into the
perceptions, understandings and
feelings of those people who lived and
experience the presented problem. This
research also engaged in qualitative
case study about students’ mathematics
anxiety, the study also shows
investigations and acquiring data that
could trail down the main and roots
causes of mathematics anxiety. The
overall essence of a qualitative case
study is to facilitate an exploration of a
particular phenomenon within its
contexts using a various variety of data
sources to establish possible
interventions.
Sampling Design
Sampling techniques were used to
allow researchers to derive information
about a particular problem to find its
causes and the possible solutions. In
this study, it dealt with purposeful
sampling technique. This strategy is also
known as purposive or selective
sampling technique that researchers
used to gain participants who can
provide in-depth interview and detailed
information about the phenomenon
under investigation. The study made
4
used of this technique to generate the
qualifying criteria a participant must
meet to be considered for the said
research. Traits are considered upon
choosing participants for this qualitative
case study, the qualified informants are
those who failed and gained lower
grades in mathematics based in their
early school years, participants must
have or had an experience of being
anxious or fear during mathematics
classes or sessions.
Data Source
The sources of the researchers’
data approach were from the recorded
data that interviewers recovered from
responses of comprehensive interview
from the informants. Aside from the in
depth interview, they also looked on the
observations gained from their non-
verbal cues. The non-verbal cues of the
informants are the most important
source of the data collection because it
is a highly strong evidence for their
answers well-founded. Immersion was
also conducted to truly observed the
behavior of each participant in dealing
with their mathematics classes. The
write down data also considered as the
passage concepts in themes that the
researchers got from the informant’s
response.
Data Gathering Procedure
In collecting facts, the researchers
contrived questions that were used in
conducting the face to face interview.
Secondly, the established questions
were submitted afterwards to the
research adviser for further
confirmation. Later on, the examiners
set an appointment to the selected
informants. In conducting the personal
discussion, the researchers explained
the subject first for clarification then
started eventually. The researchers
were able to immerse with the
participants to truly observe the
behavior and mannerisms of the secured from leaking, pledged to be
participants upon dealing with their kept only by the researchers.
anxieties in the said subject. Lastly, after
the interview and the immersion Results and Discussion
researchers transcribed and analyzed
the interpreted answers of the This portion of the study directly
participants that fueled this study to shows the discussions and the
arise and establish themes. interpretation of the gathered
information. From the three (3)
interviewed participants, the answers
were obtained to established themes for
this study.
Data Analysis
Table 1 Grades in Mathematics
P1 P2 P3
In analyzing the data, the Grade 1 79 77 75
researchers distinguished first the Grade 2 77 72 77
answers of the participants in the audit Grade 3 78 77 78
Grade 4 75 75 76
trail. After that, they listed down all the
Grade 5 74 79 76
important details and categorized it Grade 6 76 75 76
together with the concepts derived from Grade 7 ALS 75 76
the informants' answer and place it in an Grade 8 ALS 75 75
Grade 9 ALS 75 68
audit trail. After the one-on-one Grade 10 75 78 78
interview, the researchers transcribed
the specified answers of the informants. Legend:
Participant 1: Participant2: Participant 3:
Out of those answers, the
conductors were able to extract themes
The table directly shows the
after the data was analyzed and
breakdown of grades in mathematics for
discussed. While interpreting the data,
the study’s participants from grade 1 up
searched or browsed theories portrays a
to grade 10. This data is to showed the
vital role to come up with ideas. Finally,
qualification of each participants in the
the conductors manifested themes that
conducted study, aside from that it also
suits their answers and serve as the
unveils or served as the summary of the
interpretation of this study.
effect of their declared mathematics
anxiety. Furthermore, the participants
were also asked to rate on a scale of
Ethical Consideration
one (1) would be the lowest and ten (10)
is the highest for the fear or anxiety they
The ethical consideration of this
felt in dealing with mathematics
study was given utmost importance. The
sessions or class and in this study, it is
researchers guaranteed the informants
labeled as mathematics anxiety.
are well oriented about why this study
was conducted and what was it all
Table 2 Level of Fear
about. The consideration of participants’
privacy is also prioritized in these study,
Person W/ Anxiety Level of Anxiety
the usage of codenames was
implemented to make their identity Participant 1 10
anonymous. The availability and
willingness of each participant are Participant 2 8
considered to avoid violation of human
rights. Moreover, the informant’s Participant 3 10
answers and information are safe and

5

The study was fueled by the
participants’ answers to come up with
an authentic theme for this research.
The Agony
Participants was asked for the
reasons behind those fear, nervousness
and apprehension they’ve felt during
mathematics classes. One of the
participant answered the question with
and evident agony in his face, the
informant stresses that fear,
nervousness and paleness is the very
common reaction he gained whenever
he's into mathematics class. The
participant also labeled the situation as
an agony and hindrance in education
because it can disrupt the learning or
progress of an individual. Due to these
anxieties a participant admitted that he
stopped a year of his studies because of
severe fear in mathematics. Anxious
forecloses the learning process because
instead of utilizing working memory, the
process learnings the space is being
taken by the anxiety, which prevents the
development to occur (Eysenck et al,
2007).
Public Humiliation
Humiliation have also become a
factor to cause mathematics anxiety for
the participants. All of the participants
shyly admitted that they were once
severely humiliated which triggered
them to instilled mathematics anxiety
and fear towards the subject, humiliation
has a potentially devastating effect on
people. Torres and Bergner (2010)
indicate that whoever experience public
humiliation can affect to them that leads
to hopelessness, helplessness and
anxiety. (Sfard & Prusack, 2005). She
explained that humiliating can loss
interest to face and disrupt in front of
others that cause shame and
humiliation. Ingleton and O'Regan
(2002) also stresses that educational
settings are one of the areas where
6
humiliation is recognized and
addressed, specifically in mathematics.
Uncongenial Experiences
Past experiences are truly vitals
to consider in dealing with the present,
the things build and planted from the
past will definitely affect its whole future.
The presented idea was derived from
the informants’ responds they were able
to give their fair share of past
experiences that could help us trail
down the origin these anxieties.
Participant 1 and 2 acknowledge the
same answers where teachers
aggressive approach and attitude
towards students were caused them to
fear the subject. According to Sherman
& Elizabeth Fenma (1998) the lack of
sufficient background in Mathematics to
do some mathematical activities can
also reinforce Mathematics anxiety.
Furthermore, participant 3 answered
dolefully,
“Nahadlok kog math kay nag
sugod ni atong gina pressure na
ko nga answeran ang mga dili
nako kaya, ginapugos ko
sakong mama nga buhaton ang
butang nga lapas na sakong
makaya.”
This leaded the researcher to
establish an idea that “Pressure” could
also render hatred and fear towards
something, in this case it is called
“Mathematics Anxiety”. It is defined as
having a fear of feelings of
apprehension about performing
mathematics. These feeling might be
the reason to delay the development in
the said subject, which may lead to
lower mathematics competence in
students (Lyons& Beilock 2012). In
addition, Beilock (2008) cited that if the
student is placed in a stressful
environment, then he/she can
accumulate pressure due to educational
demand the more chances of having
anxiety or fear towards the subject.

Absenteeism Due to Abomination
Some of the participants admitted
that absenteeism is their intervention to
ease the fear, shaking, paling and the
feeling of embarrassment. The strong
urge to avoid the subject in a form of
absenteeism made them gain failing
grades that were presented in the
previous chapter. Moreover, an
individual can characterized a strong
tendency to avoid mathematics if he/she
are highly math anxious with this, the
math competence forecloses import
career path are eventually weakened.
Mathematics anxiety disrupts existential
progress by compromising the
continuous action that functions the
mind. The causes of math anxiety are
unavailability of some teaching
strategies that implicates as risk factors.
Moreover, an individual can
characterized a strong tendency to
avoid mathematics if he/she are highly
math anxious with this, the math
competence forecloses import career
path are eventually weakened.
Mathematics anxiety disrupts existential
progress by compromising the
continuous action that functions the
mind. The causes of math anxiety are
unavailability of some teaching
strategies that implicates as risk factors
Ashcraft (2002).
The Alternatives
Participants were able to found
alternative solutions to alleviate
anxieties and somehow surpass the
subject mathematics every year. Two of
the participants confessed that they are
involved in active cheating, the wrongful
behavior was admitted by the two
because it was their only perceived
solution to pass. Nina Palvin-Bernardić,
Daria Rovan & Jurana Pavlović (2016)
said that the secondary school students’
reportedly cheating in mathematics
using the two type of cheating were
examined; “active cheating” which
aimed to increase a person’s own
7
success and the other one is the
“second-party cheating”, aims to help
other students achieve success.
Students with anxieties and are into
these kind of activities have a more
chances of depending with their
associates which is severely wrong. On
the other hand, the remaining participant
admitted that he stopped in school right
after he graduated in elementary after a
year he pursued Alternative Learning
System (ALS) with the idea of it would
be easier than being a regular student.
ALS is a technical vocational program
that offer skills in any technical
vocational field.
Conclusions and Recommendations
Conclusions
Based on the results and
discussions in the previous chapter, the
informants’ answers were used to raise
conclusions that follows:
1. Students were found hindered and
agonized in achieving development in
mathematics due to anxieties.
2. Uncongenial experiences, teachers’
aggressive approach and parental
pressure were factors that
contributed the students’ anxiety.
3. Public humiliation and pressure are
the specific reasons for their anxiety.
4. Students were engaged in cheating
and enrolling in ALS program are
possible interventions to deal with
anxiety.
5. Students with mathematics anxiety
are engaged in absenteeism due to
severe fear in mathematics.
Recommendations
Out of the results and
discussions of the said study, some of
the recommendations are listed below:
1. Students are encouraged to
understand math with motivation and
dedication to eliminate such
anxieties.
2. The affected person may involve into
an active learning system and
strategies like the Ministry of
Education Malaysia established.
3. Students were recommended to
prevail the fear in mathematics
instead of avoiding it
4. Teachers, parents and people around
the affected person are advised to
raise awareness and may render
effort to provide a friendlier and
comforting environment.
5. Society may render spontaneous
understanding and patience which
help those students to eliminate
anxiety, humiliation and pressure.
References
Ashcraft, MH. (2002). Math Anxiety:
Personal, Education and
Cognitive Consequences.
Ashcraft, MH and Moore AM. (2009).
Mathematics Anxiety and the
Affective Drop in Performance.
Beilock (2008). Mathematics
Performance in Stessfull
Situations.
Cabahug and Landot, (2005). Math
Anxiety and Academic
Performance.
Central Mindanao University Laboratory
High School. (2018).
Mathematics Anxiety of
Students in a Flipped
Classroom.
Eysenk, Coombes S., Higgins T., et al
(2007). Attetional Control
Theory:
Anxiety, Emotion and Motor
Planning.
Furner & Gonzales-DeHass (2012).
How
Do Students’ Mastery and
Performance Relate to
Mathematics Anxiety.
Luttenberger, Wimmer, & Paechter
(2018). Spotlight On
Mathematics Anxiety.
Lyons & Beilock (2012). When
Mathematics Hurts Math Anxiety
Predicts Pain Network Activation
In Anticipation of Doing Math.
Mcleod, 1994; Richardson & Suin
(1972).
Investigating Pre-Service
Teachers Mathematics Anxiety
Using the Revised Mathematics
Anxiety Scale. (RMARS).
Neale, D.C. (1969). The role of attitudes
in Learning Mathematics
Arithmetic Teacher, 16, 631-640.
Palvin-Bernadic N., Rovan D., Pavlovic
J.
(2016). Academic Cheating in
Mathematics Classes.
Richardson and Suinn, (1970). Journal
for Research in Mathematics
Education. Vol.15, No.1, pp 50-
58.
Sfard & Prusack (2005). Telling
Identities
In Search of an Analytic Tool For
Investigating Learning as a
Culturally Shaped Activity.
Sherman & Fenma E. (1998). Study of
Mathematics Anxiety In High
School Students and Its
Relationship with Self Esteem
and Teachers Personality
Characteristics.
Stake (1995). The Art Of Case Study
Research.
The Ministry of Education Malaysia.
(2002). Investigating Malaysian
School Mathematics Teachers.
Torres & Bergner (2010). Humiliation Its
Nature And Consequences.

8
 Audit Trail

Q1. Have you experience mathematics anxiety?

-O
-NAA
-O TE

Q2. Is there any experiences that could tell it was your origin of mathematics anxiety?
-OO NAA KATONG NI AGING KUAN YEAR
KATO, MAINGON JUD NAKO NGA
MAHADLOK JUD KO UG MATH TUNGOD
KAU DILI KAYKO KABALO MO SOLVE
TAPOS PANAN AW NAKO KANANG MO
ADTO SA ATUBANGAN OR MALI
AKOANG ANSWER OR PAGKA SOLVE
MAULAWAN TAPOS USAHAY PUD KAY
NABULLY KO MGA ING ANA BA.
-NAKA EXPERIENCE KO ANA GRADE 7
NAULAWAN KO KAY NAA MAN TOY NA
INGON AKONG TEACHER ATO, WALA
KOY ASSIGNMENT ATO HUMAN
GIPATINDOG KOS ATUBANGAN. MAO TO
NAULAWAN KO KAY GI KATAW AN KOS
AKONG MGA CLASSMATES DIDTO SAD
NAKO NA EXPERIENCE ANG BULLYING.
GI YAGA YAGAAN KO ATO GI INGNAN
KOG BULOK SAKONG MGA
CLASSMATES. ATO SANG GRADE 9 KAY
GIPA TINDOG SAD KOS ATUBANGAN NI
SIR ***** KAY WALA KO KA ANSWER SA
IYANG TUBAG. GI KATAW AN KO NILA
-NAHADLOK KOG MATH KAY NAGSUGOD NI
ATONG GINAPRESSURE NA KO NGA
ANSWERAN ANG MGA DILI NAKO KAYA,
GINAPUGOS KO SAKONG MAMA NAG
BUHATON ANG BUTANG NGA LAPAS NA
SAKONG MAKAYA.

Q3. HOW DID YOU COPE WITH YOUR MATHEMATICS ANXIETY?

AKO NALAY NANINGKAMOT PARAS
FUTURE

9
 NAA PUD KOY KA AGI SA UNA NGA
MAKA INGON JUD KOG NAULAWAN KO
KAY NAA MIY GI ANSWERAN ATO UNYA
GIPA SOLVE KOS ATUBANGAN UNYA
WALA KO KA ANSWER HUMAN NAA TOY
GI INGON AKONG MAESTRA NGA
KANANG NAKALIMOT KO BASTA AKONG
NA HINUMDUMAN ATO KAY GIPA FEEL
NIYA SAKO UNSA KO KA BUGO. GRABE
KAAYO AKONG KA ULAW ATO SAKONG
MGA CLASSMATES KAY NAA JUD KOS
ATUBANGAN ATO, NAKA EXPERIENCE
PUD KOG BULLYING TUNGOD ATO
AKOA NALANG GINA PASAGDAAN
AKONG KAHADLOK TAPOS USAHAY KAY
DILI KAYKO GANAHAN JUD MO SULOD
UG MATH NGA KLASE.

Q4. WHEN CAN YOU SAY THAT THERE IS MATHEMATICS ANXIETY?

SIGURO KANANG KUAN KANANG KUAN
MAKA INGON KOG KUAN UNSA TO?
ANXIETY SA MATH? KAY KANANG
MUADTO KOG ATUBANGAN NGA
MAULAW, MANGURO UG UNSA PA
ANSWERON ANA MAO NANG MAKA
INGON JUD KOG NAA KOY ANXIETY SA
MATH.
MANGUROG UG MAMUGNAW KO.
KANANG FEELING NGA MAKULBAAN KO
PERMI BASTA MAG ATUBANG MIG
AKONG MATH NAG TEACHER.

Q5. HOW DID YOUR MATHEMATICS ANXIETY AFFECT YOU?

NAGA CUTTING KO KUG MATH NA SA
UNA KAY DIKO GANAHAN MAKULBAAN.
PARA SA UBAN KAY PARA SA AKOA
LISOD JUD ANG MATH LABI NAS UBAN
KAY ANG UBAN MAKA INGON NA UY
LISOD MAN KAAOY ANG MATH NA
KANANG MAS GANAHAN PA PA KO DILI
MO SULOD TUNGOD SA MATH KAY
MAHADLOK KO UG MAHADLOK SAD KO
PA ANSWERON.
USAHAY MAKA INGON JUD KO NGA DILI
KO GANAHAN MAG ANSWER MAONG MA
ZERO KO TAS MABAGSAK NGA ANA.

Q6. WHAT ARE YOUR INTERVENTIONS IN TERMS OF YOUR MATHEMATICS

ANXIETY?
MANUNDOG NALANG KO.
KATO NING SKWELA NALANG KOG
ALS PAG GRADUATE NAKOG
ELEMENTARY KAY PANAN AW NAKO
MAS SAYON ANG ALS.

10
 NING SKWELA GIHAPON KO TAS PARA
MO PASAR KO AY MANUDOG NALANG.

Q7. IN YOUR OWN OPINION DO YOU PERCIEVE MATH AS A PROBLEM IN YOUR

STUDY?
PROBLEMA NA SYA KAY USAHAY DILI
KO MAKA SULOD SA KLASE KAY
MABAGSAK KO TUNGOD ANANG
MAKULBAAN KO TAS DILI NAKO GAHAN
SA SUBJECT MAO POY MAHITABBO
SAKONG GANA SA PAGSULOD ATO NGA
SUBJECT.
SA UNA PROBLEMA JUD KAAYO NAKO
NA KAY MAO NA ANG RASON NGANOG
MABAGSAK KO KAY DILI MAN KO
GANAHAN MO SULOD UG MATH UNYA
USAHAY SA TANAN NAPUD NA NGA
SUBJECT PERO KARON KAY DILI NAKAY
AKO GINA HUNA HUNA SAKONG
KAKULBA PARA DILI NAKO MAG
CUTTING TAPOS MAMINAW NALANG
KO.PARA DILI NAKO MAG CUTTING
TAPOS MAMINAW NALANG KO.
PROBLEMA NA SAKOA KAY DI NAMAN
KO GANAHAN MO ANSWER MAONG MA
ZERO KO HUMAN MABAGSAK.

Q8.
WHAT CAN YOU ADVICE OR WOULD
ACT YOU WOULD DO AN ACT?
OO UM SIGURO BUHATON NLANG
JUD NIY ANG TANAN PARA
MAKABALO KAY KATONG TANAN
IYANG GIBATI O KAHADLOK
MAWALA RAJUD NA. DEPENDE
RAPUD NA SA KUNG UNSA SYA KA
PURSIGIDO NGA MALAGPASAN TO
NGA PROBLEMA.
MANINGKAMOT KO SA MATH.
PADAYUN LANG GIHAPUN BISAG
NAA KAY ING ANA NGA FEELING
AYAW PASAGDIHI NGA MAKA
UNDANG KA TUNGOD ANA.

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