DIFFICULTIES IN LEARNING MATHEMATICS AMONG BSED

ENGLISH MAJOR STUDENTS

A Thesis
Presented to the Faculty
of College of Teacher Education of
University of Cebu
Cebu City

In Partial Fulfillment
of the Requirements for the Degree of
Bachelor of Secondary Education Major in Mathematics

by:
REGAN LIGARAY
CHARLENE VILLAMOR
HANNA LYN PAHULAS
VICTOR SURATOS JR.
JEAN AUBREY MADREDIÑOS
 iii

TABLE OF CONTENTS
Page
Title Page i

Table of contents ii

Chapter

1 THE PROBLEM AND ITS SCOPE 1

INTRODUCTION 1

Rationale of the Study 1

Theoretical Background 7

THE PROBLEM

Statement of the Problem 16

Statement of Null Hypothesis 17

Significance of the Study 17

RESEARCH METHODOLOGY

Research Design 19

Research Environment 20

Research Respondents 21

Research Instrument 22

Research Procedures 23
 iii

Gathering of Data 23

Treatment of Data 23

DEFINITION OF TERMS 25

REFERENCES

APPENDICES

Appendix A – Transmittal Letters 26

Appendix B – Research Questionnaire 28

Appendix C – Location Map 31

CURRICULUM VITAE 32

REFERENCES 42
 1

CHAPTER 1
THE PROBLEM AND ITS SCOPE
INTRODUCTION

Rationale of the Study

In the current generation, mathematics is a vital tool. The application

of mathematics can use in all kinds of daily chores, such as counting money

or simply watching the time, by just gazing at a clock to ensure one has

enough change, dividing up food, purchasing items, and many other things.

Since ancient, mathematics has been a required component of the core

curriculum in schools.

In mathematics at Visayas State University (VSU), the failure rate in

mathematics is primarily influenced by five factors. First, 51% of students

had difficulties studying math and failed math courses. Negative learning

attitudes came in second (22.5%), followed by the social environment at

roughly 13.9%. The emotional issue could potentially hamper their

mathematical studies (7.3). Finally, 5.3% of their financial problems will

also impact their ability to master math (Casinillo, 2019).

Gafoor (2015) stated, “Math is a particular subject and a crucial

component of education and curriculum. It serves as a tool for all other

sciences to advance”. Mathematics is a vital subject because science and

 2

technology development also relies heavily on math abilities. But most

students find math to be a challenging, complex subject. Students assert this.

They typically perform poorly in math, among other courses. Scarpello

(2007) reports that 70% of Americans abandon mathematics studies and

steer clear of numerous math-related occupations in mathematics. This

situation inspired us to conduct this study.

Gallup (2005), students were asked to identify their favorite academic

subject regarded as the most challenging. Unsurprisingly, mathematics was

the most difficult subject. According to Fleming (2017), "Mathematical

knowledge is cumulative, meaning it works" like a stack of blocks for

construction. Understanding one area is required before you can go on to

"build upon" another place in effect.

For different students, the subject of mathematics poses various

difficulties (Sherman, Richardson, & Yard, 2014). In math, students acquire

a comprehensive range of concepts—a range of scenarios- using many

protocols (step-by-step instructions). Chhabra (2013), the results, solving a

specific problem using an exact standard way and not putting any effort into

Intellectual innovation, is seriously threatened by even attempting to

consider alternative techniques of tackling the problem. The widespread

misconception is that math steals happiness and grades from students by

 3

making them afraid to study the subject. This rule, this mysterious formula,

causes further learning challenges within the subject.

Smith (2016) explained why some children find math difficult: Logic

reinforces itself. Before mastering the next math level, you must first finish

your current status. Every new math lesson is a unique starting point—a

building with further rules added on top of each other. If only one of those

pillars fails, there's Do not proceed. If the pupils found it challenging in the

beginning, it probably would impact the entire process of learning the

subject's lessons.

Scheyer (2013) explained why students find school arithmetic

difficult: Instead of the creative activity practiced mathematicians employ

daily and used to generate the math approaches taught in school, the math

taught in schools is a mind-numbing exercise in memorization and

application. Students find it harder to master the lessons because there are

more lessons for them to memorize.

Willingham (2013) explained why some people have difficulty

historically with math: Innumeracy, a relative lack of mathematical

competence, has drawn more attention in recent years. As today's culture

becomes more complex, having a fundamental understanding of

 4

mathematics becomes increasingly crucial. Some kids similarly struggle

with math. For some reason, these pupils' ideas never seem to gel.

Baert (2014), mathematics has a deficient error tolerance level. You

can get by with decent approximations of an answer in many subjects. Your

response must be precise. Math is associated with difficulty, and people

often comment on how challenging it is to learn. "In mathematics, the higher

level concept pulls heavily or perhaps entirely from one or lower level

concepts - you skip one step, there you go all the way down," says Awasthi

(2014). As you pursue higher education, your understanding of math will

continue to develop because it is so fundamentally founded. If you want to

advance in your math education, you'll need a strong foundation, according

to Wolski (2014). If you struggle with mastering math fundamentals as you

progress through higher education, it will become increasingly difficult to

understand the courses you are learning.

Campbell (2017) explained why most people find math challenging:

their knowledge of the topic is lacking. They then have difficulties when

attempting to complete a math task. The problem causes many people to

give up too soon and accept that they aren't good at math and that it is

difficult. Society has come to embrace the idea that math is complex and that

some people may be bad at it. However, math is significant. The more math
 5

you know, the more equipped you'll be to handle a range of scenarios in

your professional and personal life, according to one mathematician.

This study aims to determine the difficulties of BSED English Majors

when learning mathematics, what makes them dislike the subject, and how

they overcome these challenges to stay motivated to learn the material and

lessen the difficulties they encounter. Furthermore, the researcher would also

like to know if there is a significant relationship between the respondents’

profiles and the extent of difficulties among all levels of BSED English

Major students as perceived by the respondents. Thus, this prompted the

researchers to do a study on the difficulties of learning mathematics among

BSED English Major students at the University of Cebu-Main Campus.

Theoretical Background
This study is mainly anchored on Constructivism theories in learning

Mathematics. The anchored theory is supported by Piaget’s constructivist

learning theory and Vygotsky's constructivist learning theory.

Constructivism theories in learning mathematics. The constructivism

theory has been in Vygotsky's since the 1960s. Constructivism appears to be

supported by several philosophers, including Kant and Dewey, but the

contributions of psychologists Piaget and Vygotsky are seen as unique. This

theory's core tenet is that students generate new knowledge by drawing upon
 6

their prior information and that social contact can help students create an

understanding of mathematics (Pandit & Bhattarai, 2011). Generally, in

constructivist theory, students need to construct knowledge from their

understanding and practice. The new knowledge that learners build by

interacting information with their previous experience is called constructivist

learning theory (Acharya, 2017). This notion contends that pupils are

allowed to approach challenges in their ways. By interacting with others or

the environment, students can acquire actual knowledge. Knowledge is a

construct that is created by one's own experience, not a set thing. Therefore,

the learner-centered approach, collaborative teaching-learning, scaffolding,

contextualize learning, Zone of Proximal Development (ZPD), and other

elements are particular features of constructivist learning theory. (Sharma &

Sharma, 2010, p.298). The researchers came to the conclusion that

collaboration, discussion, and social interaction among students are crucial

for learning mathematics.

Additionally by adopting a learner-centered approach and

encouraging interaction among the students, the mathematics instructor

should teach the subject matter to each student's unique mathematical

aptitude.
 7

Piaget’s constructivist learning theory. Piaget’s theory of

constructivism argues that a learner acquires mathematical information by

modifying and altering their prior knowledge. The learner should

acknowledge that they have been chosen, examined, and modified and that

the knowledge they have were gained from their surroundings (Bhattarai,

2017).

According to Piaget, the four essential elements determine how

children develop their minds or produce knowledge about anything. Below

is how the process of constructivism has revealed new knowledge. In

Piaget’s knowledge creation process, the working student creates an image

or plan in their head before starting the task; this is known as a scheme. The

plan is both a mental representation of the job to be done in the new

situation as well as a connection to one's unique ideals. If a solution matches

the problem in the actual world, this process is known as assimilation; but, if

the solution does not match the new reality, individuals must adjust the

solution to fit the new reality. This process is known as accommodation.

Equilibration entails accommodating information by modifying it to one's

style of thinking and absorption of information to fit with one's current

mental frameworks. Assimilation and accommodation must coexist in

harmony to achieve equilibration. The learner cannot comprehend the issue

 8

or the subsequent solution procedure if they lack a scheme. For instance,

new knowledge can be constructed from previously acquired knowledge and

personal experience, and learning calls for a focus on mental activities and

thought. The learner must also actively participate in their education, and

they can increase their knowledge of mathematics by doing research and

exploration.

Vygotsky's constructivist learning theory. This theory holds that social

interaction can serve as a tool for the development of mathematical

knowledge (Acharya, 2017). In Vygotsky's theory, the Zone of Proximal

Development(ZPD) is the fundamental premise. Scaffolding, or giving the

learner the right amount of assistance at the right time, is another element of

this theory. This theory proposes that students share knowledge and co-

create it. Vygotsky claimed that social constructivism heavily stresses our

cultural context and cooperative group learning. This theory proposes that

social and environmental factors can provide us with knowledge of

mathematics. In the process of forming knowledge, social interactions

outperform cognitive processes and thought processes (Bhattarai, 2017).

Researchers have established many ways in which Vygotsky's

constructivist learning theory applies to the classroom. When students are

grouped and allowed to have in-depth discussions on the teachings,

 9

mathematics can teach them without difficulty. For instance, if a student

struggles to solve a measurement problem, let another student who educates

about the subject explain it. Additionally, a student's past knowledge,

experiences, skills, and interactions between co-learners and teachers play a

significant role in learning and teaching mathematics

Finally, in this theoretical framework lesson, The researcher

concluded that using constructivist theories, how does a child construct her

mathematics knowledge? In this case, mathematical knowledge is not

imitation; you must be active and build the knowledge for yourself. When

we solve mathematical problems, we must first understand the problem, then

modify it, and finally grasp it. Furthermore, learners can increase their

mathematical knowledge by engaging in a variety of social activities,

interacting with others, and debating with others. For example, mathematical

knowledge can be created through social interaction, collaboration, and

discussion with other students. The learners can construct mathematical

knowledge based on their cultural context and their understanding. As a

result, the students can create their conceptual understanding of mathematics

depending on their cultural context. Additionally, this study has addressed

the implications of constructivism learning theories, the data that was

 10

gathered, and how mathematical concepts can be taught successfully by

making connections to our culture, social activities, and everyday situations.

According to Chapagain (2019), the main reasons why students have

trouble learning algebraic problems are difficulties applying problems to

process formulas, difficulty in comprehending the given statement, difficulty

with calculation problems in an arithmetic operation, and difficulty

generalizing the pattern. As per Chapagain, the primary reasons why

children struggle to acquire algebra include a lack of prior knowledge,

improper teacher-student interaction, a lack of at-home practice, and the

absence of parental and educational motivation. Students can simply learn

the material if we lower these challenges.

According to Adhikari (2019), the biggest hurdle for students learning

trigonometry is their confusion about trigonometric ratios and mathematical

terms, definitions, and formulae that need to be retained for a long time and

different formulas that should be employed depending on the circumstance.

He discovered that other associated aspects of difficulties in learning

trigonometry include lack of a clear understanding of how an object reflects,

emphasis mainly on rote learning and exam-oriented learning rather than

conceptual learning, and unfavorable attitude towards mathematics. Adhikari

came to the conclusion that memorizing numerous formulas is necessary to

 11

answer trigonometry dilemmas, that different formulas should be employed

depending on the circumstance, and that students' lack of prior knowledge

on this subject is the main obstacle to studying trigonometry. The formula

and definition should be studied by creating a chain or picture, and the

abstract mathematical notion should be taught by relating it to issues in daily

life.

According to Nepali (2020), students have trouble learning

mathematics because their home and school environments are different.

Students from low-income families, who don't read or practice at home, and

parents who aren't concerned about their kids' education are the main

contributors to this problem. After the study, the researcher came to the

conclusion that the key problems in mathematics classrooms are a lack of

instruction in students' mother tongues, problems with family background's

occupation and education, students' language problems when learning

mathematics, and a lack of interaction between students and teachers.

Bhatta (2017) found out that the linguistic challenges in the set were

the main cause of difficulty for the majority of the students. The biggest

issues for the students in the learning set were a lack of public debates, a

lack of an activity book, and a lack of utilization of electronic instructional

materials since teachers did not apply the student-centered method in the
 12

classroom. Bhatta came to the conclusion that instead of discussing and

explaining difficulties with students in the class, teachers should solely

emphasize problem-solving techniques when teaching mathematics. The

main problems facing students in the learning environment include a lack of

group discussions, a lack of a student-centered approach to teaching

mathematics, and a shortage of practice tools and books. If we can lessen

these challenges, learners will have no trouble picking up the material.

Acharya (2017), stated that the main causes of difficulties in learning

mathematics are teachers' inability to connect new mathematical concepts to

previously learned mathematical structures, mathematics anxiety, the

negative feeling of mathematics, economic conditions and their educational

backgrounds, the school management system, a lack of school infrastructure,

and a lack of a regular assessment system at school. Acharya came to the

conclusion that learning mathematics is impacted by a variety of factors.

Learning mathematics can be challenging for students for a variety of

reasons, including their own lack of interest in the subject, their inability to

dedicate enough time each day to it, and their family environments.

Additionally, the teachers did not motivate the students to pursue the subject

and did not apply real-world examples to solve mathematical puzzles. The
 13

students perceive mathematics to be a challenging subject for a number of

similar reasons.

Acharya (2020), discovered that the reasons for the low achievement

of students in mathematics are their parents' education and occupation,

learning opportunities at home, culture and customs, teaching methodology,

language problems, and assessment techniques. Acharya came to the

conclusion that the primary causes of students’ low achievement in learning

mathematics were a lack of student interest, a lack of encouragement and

motivation, interactions between students and teachers, and a

communication gap between students and teachers.

With these aforementioned theories and review of related literature

cited, the researchers aim to determine the difficulties of BSED English

Majors in learning Mathematics.

 14

THE PROBLEM

Statement of the Problem

This study aims to determine the difficulties of BSED English Majors

in learning Mathematics at the College of Teacher Education, University of

Cebu-Main Campus, S.Y. 2022-2023. The result of this study will serve as

the basis for the proposed recommendation plan.

Specifically, this study will seek to answer the following questions:

1. What is the profile of the respondents in terms of:

1.1. age;

1.2. sex; and

1.3. year level?

 15

2. What is the extent of the difficulties in learning mathematics among first

year to third year of BSED English Major students as perceived by the

respondents?

3. Is there a significant relationship between the respondents’ profile and the

extent of difficulties in learning mathematics among BSED English Major

1st year to 3rd year students as perceived by the respondents?

4. Based on the findings, what recommendation plan can be proposed?

Statement of the Null Hypothesis

The null hypothesis will be tested at 0.05 level of significance.

Ho: There is no significant relationship between the respondents’

profile and the extent of difficulties in learning mathematics among

BSED English Major from first year to third year students as

perceived by the respondents.

Significance of the Study

This study is significant to the following:

Students. The study will contribute to the understanding of the

learning difficulties in mathematics that English Major students encounter

and why these issues are so common among students.

 16

Math Teachers. This study will help math teachers be aware of the

difficulties in learning math among BSED English Major Students.

School Administrators. This study will be of great help to school

administrators in formulating some measures to lessen the students’

difficulties in learning mathematics.

Curriculum Planners. This study will serve as a guide to the

curriculum planners not to offer many math subjects to the BSED English

major students.

Parents. The parents will also benefit from this study since they will

be aware of their children’s math challenges. It might aid them in

comprehending and assisting their children in overcoming their learning

challenges.

Researchers. The results of this study will help the researchers

determine the difficulties in learning math among English Major students.

Future Researchers. This study will guide the future researchers’

base on the findings and recommendations of this study to conduct similar

researches with the same objective to determine the difficulties in learning

math among English Major students.

 17

RESEARCH METHODOLOGY

This chapter contains a discussion of the research design, research

environment, research respondents, research instrument, research procedure

the gathering of data, and the statistical treatment of data.

Research Design

This study will use a descriptive correlational research design

focusing on the Difficulties in Learning Mathematics Among BSED English

Major from First Year to Third Year Students at the University of Cebu

Main Campus.
 18

Figure 1 presents the research flow.

INPUT PROCESS OUTPUT

 Profile of the  Quantitative

respondents in Research
terms of age;
sex; and year  Descriptive
level; Correlational
Method
 The extent of
difficulties in  Gathering of  Proposed
learning Data Recommend
mathematics ation Plan
among all levels  Processing of
of BSED Data
English Major
students as  Analysis of Data
perceived by the
respondents.  Interpretation of
Data

Figure 1

Research flow
 19

Research Environment

The study is conducted at the University of Cebu-Main Campus, in

Sanciangko St., Cebu City. The University of Cebu is a private, non-

sectarian, coeducational basic, and higher education institution. The

University of Cebu was established in 1964 with over 44,000 students from

preschool, elementary school, junior and senior high school, and

undergraduate and graduate degrees. There are now five campuses and New

Cebu Coliseum Complex. The University of Cebu’s Main Campus features

amenities like a library, sports facilities, computer lab, science lab, clinic,

Hotel and Restaurant Management (HRM), Hospitality Management (HM)

mini-hotel, and an audiovisual room (AVR). In addition, the College of

Teacher Education provides amenities like an Educator’s Society (ES) office

and a small audiovisual room.

The College of Teacher Education offers a Bachelor of Elementary

Education, Bachelor of Secondary Education, Bachelor of Physical

Education, and Bachelor of Special Needs Education. The Bachelor of

Secondary Education is a four-year degree program that prepares students to

teach secondary school by combining theory and experiences. English,

Filipino, the sciences, social studies, and mathematics are the majors

available at this university.

 20

Research Respondents

The respondents of this study were two hundred forty-seven (247)

which is seventy-seven percent (77%) from the total population of three

hundred seventeen (317) students major in English who were enrolled in

Academic Year 2022-2023 from the College of Teacher Education at the

University of Cebu-Main Campus.

Year Level Number of Frequency (f) Percentage (%)

students

1st Year 128 96 39

2nd Year 112 87 35

3rd Year 77 64 26

Total 317 247 100

Research Instrument

The main instrument is the researcher-made questionnaire with two

(2) parts. Part I will ask for the profile of the respondents. The researcher

made the tool for the profile; it will determine the name (optional), age, sex,

and year level. Part II of the survey consisted of twenty-two (22) item

statements about the Difficulties in Mathematics as Perceived by the

 21

Respondents, which were answerable by choosing from the Likert scale

(strongly agree, agree, disagree, and strongly disagree), in which Strongly

Agree belonged to the Very High Extent Range; Agree belonged to High

Extent Range, Disagree belonged to the Low Extent Range and Strongly

Disagree belonged to the Very Low Extent Range. The researcher has

modified the instruments that will be used to determine the Difficulties in

Mathematics as Perceived by Respondents into a 4-point Likert scale in

order to avoid bias and for ease of statistical analysis of the data. On the

other hand, it was subjected for a test in reliability and validity, therefore, it

will undergo pilot testing and Cronbach Alpha test.

Research Procedure

Gathering of Data. A transmittal letter will be submitted to the Dean

of the College of Teacher Education Department, Dr. Rex T. Argate, to ask

permission to conduct the study. The written letter contained the request for

approval in surveying the respondents from the College of Teacher

Education of the University of Cebu-Main Campus, S.Y. 2022-2023 who

were enrolled in the blended class. After the approval from the Dean, the

researchers proceed to ask for consent from the respondents of the study.

Right after the respondents have given their approval to the researchers, the

researchers let them answer the survey questionnaire. The respondents were
 22

given ample time to avoid distractions and conflicts with their blended

classes. After data will be gathered, the researchers sent the compiled result

to their statistician and began computing the data. Then, the researcher

began the interpretation and analysis of data.

Treatment of Data. The data will be gathered and analyzed based on

the answers of the respondents. All the submitted gathered data from the

survey was computed and interpreted using: The Frequency Count and

Simple Percentages were used to tally the number of values of the profile of

the respondents. The Chi-square Method was utilized to test the significant

relationship between the respondent’s profile and the extent of difficulties in

learning mathematics among all levels of BSED English Major students as

perceived by the respondents.

 23

DEFINITION OF TERMS

The following terms in this study are defined operationally:

BSED English Major. This terminology refers to the respondents of

the study.

Difficulties in learning Mathematics. This terminology refers to the

struggles and challenges in learning mathematics.

Profile of the respondents. This terminology refers to the age, sex,

and year level of the respondents.

Recommendation Plan. This terminology refers to the output of the

study.
 24

REFERENCES

Adhikari, T. (2019). Difficulties of Students in Learning Trigonometry. Tribhuvan

University, Kathmandu.

Archarya, B.R. (2017). Factors affecting difficulties in learning mathematics by

mathematics
learners. International Journal of Elementary Education,6(2),8-15

Archarya, B.R. (2017). Studies in mathematics education (2nd.ed). Kirtipur:

Dikshanta publication.

Acharya, H.N. (2020). Causes of low achievement of Gurung students in

mathematics. Tribhuvan University, Kathmandu.

Awasthi, D. (2014). Why is math so difficult for some people?.retrieved last

September 28, 2022@ https://www.quora.com/why-is-mathematics-so-
hard-1
Baert, B. (2014). Why is math so difficult for some people?.retrieved last
September 28, 2022@ https://www.quora.com/why-is-mathematics-so-
hard-1
Bhatta, G. (2017). A problem faced by students in learning set. Tribhuvan
University, Kathmandu.
Bhattarai, D.P. (2017). Educational psychology. Kathmandu: Sunlight PVT
Chapagin, D.P. (2019). Difficulties in Learning Algebraic word problem.
Tribhuvan University, Kathmandu

Casinillo, L. (2019). Factors affecting the failure rate in mathematics: the case of
Visayas State University (VSU). Review of Socio-Economic Research and
Development Studies, 3(1), 1-18.
Gafoor, K. A.; Kurukkan, A. Why do High School Students Feel Mathematics is
Difficult ? An Exploration of Affective Beliefs. [s. l.]: [s. n.], 2015.
Nepali, S. (2020). Difficulties faced by the Gurung students in learning
mathematics. Tribhuvan University, Kathmandu.
 25

Niure, D.P. (2018). Research Methodology in Education. Kathmandu: Kwest

PVT.
Pandit, R. P & Bhattarai, L. (2011). Foundation of mathematics education.
Kathmandu: Wife Indira Pandit PVT
fortcollinsco. (2018). The difficulty of math. Tutoring Club of Fort Collins.
https://www.tutoringclub.com/fortcollinsco/blog/the-difficulty-of-math/
Scarpello, G. (2007). Helping Students Get Past Math Anxiety. Techniques:
Connecting Education and Careers (J1), 82(6), 34-35.
Sharma, C. & Sharma, N. (2010). Educational psychology. Kathmandu: M.K.
PVT
Richardson, L.I., Sherman, H.J., & Yard, G.J. (2014). Why Do Students
Struggle With Mathematics. Retrieved from
https://www.education.com/reference/article/why students-struggle-
mathematics/
Smith, J. (2017). Top 6 reasons math is hard to learn. retrieved last
September 28, 2022@ https://www.mathnasium.com/gledale-math-
hard-to-learn
Willingham, D. (2022). Why do some students struggle with math? (n.d.).
Retrieved October 2, 2022, from
http://www.danielwillingham.com/daniel-willingham-science-and-
education-blog/why-do-some-students-struggle-with-math
Wolski, M. (2014). Why is math so difficult for some people?. Retrieved
last September 28, 2022@ https://www.quora.com/why-is-
mathematics-so-hard-1
 26

Appendix A

TRANSMITTAL LETTERS

University of Cebu
1554 Sanciangko St., Cebu City
College of Teacher Education

October 17, 2022

Dr. Rex T. Argate
CTE-Dean
University of Cebu-Main Campus
Sanciangko St., Cebu City, 6000

Dear Dr. Argate:

Good day!

The undersigned is currently an undergraduate student of the University of

Cebu-Main Campus under the degree program of Bachelor of Secondary
Education Major in Mathematics. We researchers are currently conducting
our research entitled “Difficulties in Learning Mathematics Among Bsed
English Major Students in University of Cebu Main Campus”. The
findings and implications of this study may help improve the learning
strategy and may be a basis for learning improvement.
In this regard, the undersigned is humbly requesting permission from
your good office to allow them to conduct a study from the College of
Teacher Education department at the University of Cebu-Main Campus.
The respondents of this study are all the Bachelor of Secondary
Education majors in Mathematics from all year levels.

If you have any questions about the study, a mobile number and/or
Gmail address may be accessed by the researcher as shown below:
Contact number: 0975-217-6839
Gmail: regan.ligaray16@gmail.com
Thank you in anticipation of your favorable response.
 27

Sincerely,

REGAN LIGARAY DR. DERYL FALCON

BSED Student/ Lead Researcher Instructor

DR.CECILIA O.ARES
Adviser DR. REX ARGATE
Dean
 28

Appendix B

SURVEY QUESTIONNAIRE

We, the third year Bachelor of Secondary Education (BSED) Math

Majors undertaking this study entitled “DIFFICULTIES IN LEARNING
MATHEMATICS AMONG BSED ENGLISH MAJOR STUDENTS IN
UNIVERSITY OF CEBU MAIN CAMPUS”. In line with this, we would
like to ask for your time to answer our research survey questionnaire. Your
answer will be a great help for the study. Direction: Fill in the necessary
information. Please put a check mark (✓) inside the box that corresponds to
your answer. Please observe honesty while answering this questionnaire.
There is no wrong answer, it is assured that the data provided by you shall
only be used for this research and rest assured that we’ll keep your
information confidential.
I. Profile of the Respondents
Instruction: Fill in the needed information and check the circle
with the appropriate answer.
Name: (optional) ________________________
1.1 Age: __________
1.2 Sex:
o Male
o Female

I.3 Year Level

o 1st Year
o 2nd Year
o 3rd Year

2. Difficulties in Mathematics as Perceived by the Respondents

Direction: Put a check (✓) of your preferred answer to the statements
below. Answer it honestly and carefully.
 29

Statement Strongly Agree Disagree Strongly

Agree Disagree
1. I find it difficult to understand
the problem.

2. I do not know what operations to

be used in solving mathematics.
3. I do not know the process to be
followed in solving word
problem in mathematics.
4. I tend to guess the answer if I
find it difficult to solve.
5. I find it difficult to translate
word problem into mathematical
symbol.
6. I find it boring when my teacher
discussed word problem solving
7. I find it hard to remember
formulas in solving mathematics.
8. I do not know the meaning of
some mathematical terms.
9. I am having a hard time to solve
word problems that need
analyzing.
10.I sometimes forget the steps in
solving mathematical equations.
11.It is difficult for me to
understand mathematical
theories.
12.I sometimes can't catch up with
the discussion in mathematics.
13.Without examples of the teacher,
I cannot grasp the topic well.
14.Some topics which involve
manipulation of different
formulas lead me to confusion.
15.My mental readiness affect how
I grasp math concepts, formulas,
 30

patterns, sequences, symbols,

etc.
16.When faced with several topics
which deal with different
formulas, I forget what certain
formula to solve a certain
problem.
17. Some math topics are not
relatable which caused me to
lose track of the discussion and
fail to understand the topic.
18.When I see a math problem, I get
nervous.
19.When I encounter a math
problem, I tend to appear
absentminded or lost in thought.
20.I have difficulty remembering
math facts, concepts, rules,
formulas, sequences, and
procedures.
21.I tend to be slow in
understanding math concepts in
word problems.
22.I have difficulty in following
sequential procedures and
directions in math steps.
23.When I see a math problem, I
can’t think about what strategy
will be used
24.I can't easily remember formulas
and procedures
25.My mind goes blank when
teacher asks math questions
 31

Appendix C

LOCATION MAP
 32

CURRICULUM VITAE

REGAN LIGARAY
305 R. Duterte St., Banawa, Guadalupe, Cebu City
regan.ligaray16@gmail.com
09752176839

PERSONAL DETAILS
Age: 21
Sex: Male
Birthdate: March 29, 2001
Civil Status: Single
Religion: Roman Catholic
Nationality: Filipino

EDUCATIONAL ATTAINMENT

Tertiary: University of Cebu-Main

School Address: Sansiangko St., 6000 Cebu City
School Year: 2022-2023

Senior High School: La Paz NHS

School Address: La Paz, Bogo City, Cebu
School Year: 2019-2020

High School: La Paz NHS

School Address: La Paz, Bogo City, Cebu
School Year: 2017-2018

Elementary: La Paz NHS

 33

School Address: La Paz, Bogo City, Cebu

School Year: 2013-2014

SKILLS AND QUALIFICATIONS

Effective communicator
Drive
Integrity
Flexible
Time management

CHARACTER REFERENCES

Vida Sumayo
Center Coordinator EDM-Cebu
09633317567
 34

CHARLENE VILLAMOR
466 EMJ Cuenco Avenue Cebu City
villamorcharlene29@gmail.com
09562295589

PERSONAL DETAILS
Age: 21
Sex: Female
Birthdate: March 29, 2001
Civil Status: Single
Religion: Roman Catholic
Nationality: Filipino

EDUCATIONAL ATTAINMENT

Tertiary: University of Cebu Main Campus

Sanciangko St., Cebu City
2020

Senior High School: University of Cebu-Main Campus Private

J. Alcantara St., Sambag 1 Cebu City
2018-2020

High School: Abellana National School

Osmena blvd.,Cebu City
2014-2018

Elementary: Colegio de la Inmaculada Concepcion

45 Gorordo Ave, Cebu City, Cebu
2008- 2014
 35

SKILLS AND QUALIFICATIONS

Communication
Computer Literate
Creative
Rapport-Building

CHARACTER REFERENCES

Janelle T. Figuracion
Performance Development Coach
09998869557

Princess F. Jayme
Accenture Inc. - Corporal Digital Marketing Senior Analyst
09088200167
 36

JEAN AUBREY MADREDIÑOS

Sitio Tubod, Pondol, Balamban, Cebu
aubreyplayda@gmail.com
09638085525

PERSONAL DETAILS
Age: 22
Sex: Female
Birthdate: Sept. 2, 2000
Civil Status: Single
Religion: Roman Catholic
Nationality: Filipino

EDUCATIONAL ATTAINMENT

Tertiary: University of Cebu-Main Campus

Sanciangko St, Cebu City, 6000 Cebu
2020 - Present

Senior High School: University of Cebu-Main Campus

Sanciangko St, Cebu City, 6000 Cebu
2018-2020

High School: Saint Francis Academy

Balamban, Cebu
2014-2018

Elementary: Cornelio C. Melgar Elementary School

Tubod, Pondol, Balamban, Cebu
2008-2014
 37

SKILLS AND QUALIFICATIONS

Resilience
Perseverance
Approachable
Patient

CHARACTER REFERENCES

Junry G. Dela Cerna

Former Teacher                       
Combado, Balamban, Cebu
09669963561

 Dr. Jose Garry P. Napoles              

Education Program Supervisor
 Deped  Cebu Province, Lahug, Cebu City
 09771318975
 38

HANNA LYN PAHULAS

Camp Marina, Kalunasan, Cebu City
hannalynespinosa@gmail.com
09214271272

PERSONAL DETAILS
Age: 21 years old
Sex: Female
Birthdate: October 18, 2001
Civil Status: Single
Religion: Roman Catholic
Nationality: Filipino

EDUCATIONAL ATTAINMENT

Tertiary: University of Cebu - Main Campus

Sanciangko St., Cebu City
2020-present

Senior High School: University of Cebu - Pri Campus

J. Alcantara St., Sambag 1 Cebu City
2018-2020

High School: Lyceum of Cebu

Capitol Hills, Cebu City
2014-2018

Elementary: Lyceum of Cebu

Capitol Hills, Cebu City
2008-2014
 39

SKILLS AND QUALIFICATIONS

Computer Literate
Leadership
Good communication skills

CHARACTER REFERENCES

Mrs. Daylinda E. Pahulas

Teacher
Ramon Duterte Memorial National High School
V-Rama, Cebu City
09426116787

Mrs. Myra S. Yase

Teacher
Ramon Duterte Memorial National High School
V-Rama, Cebu City
09982622091
 40

VICTOR S. SURATOS JR.

B. Rodriguez St. Palsy Side Sambag 2 Cebu City
rebattleking2002@gmail.com
09177815001

PERSONAL DETAILS

Age: 20
Sex: Male
Birthdate: April 4, 2002
Civil Status: Single
Religion: Roman Catholic
Nationality: Filipino

EDUCATIONAL ATTAINMENT

Tertiary: University of Cebu-Main Campus

School Address: Sanciangko St., Cebu City
School Year: 2020

Senior High School: University of Cebu-Pri

School Address: J. Alcantara St., Sambag 1 Cebu City
School Year: 2018-2020

High School: Abellana National High School

School Address: Osmeña Blvd., Cebu City
School Year: 2014-2018

Elementary: City Central School

School Address: P. del Rosario St., Cebu City
School Year: 2008-2014
 41

SKILLS AND QUALIFICATIONS

Time Management and Prioritization

Communication Skills
Responsibility
Computer Literate
Flexibility

CHARACTER REFERENCES
Frederick Tampus
Doctor
Vicente Sotto Memorial Medical Center
09434565568

Jason Pamor
Police - SP03
Station 2 - Abellana Police Station
09434115438