Coping Strategies of Senior High School Maritime Students in General Mathematics

COPING STRATEGIES OF SENIOR HIGH SCHOOL MARITIME STUDENTS
IN GENERAL MATHEMATICS
A Qualitative Research
presented to the Faculty of Bulan National High School
Bulan, Sorsogon
in partial fulfillment of the requirements in

PRACTICAL RESEARCH 1
Gernale, Zirek Ryle D.

De Venecia, Mhax Santy D.
Gatacelo, Mark Kevin G.
Gracilla, Dustine Kharl H.
Malate, Altheo James H
Formento, Nickson M.
Grade 11- STEM B
Rey Eugene G. Lee

Research Adviser
February, 2023
ABSTRACT
The study revolves around the coping strategies that maritime students at
Bulan National High School used in general mathematics for the school year
2022–2023. The study's basic interpretive qualitative research design was
employed. Purposive sampling, a probability sampling method, was used by the
researchers to identify the students who can provide the information they require
when choosing the participants in this study. Participants in the study are from
Bulan National High School (BNHS) Maritime 11 strand. The instrument that is
utilized in this study is a structured interview in which the interviewers hand out
questions to the participants. To determine how maritime students cope with
general mathematics, researchers utilized a thematic analysis on the encrypted
codes. Therefore, it was concluded that maritime students' perception of general
mathematics is that it is a difficult subject. Problems encountered by maritime
students are mostly about memorizing formulas because general mathematics
requires formulas to be memorized to be able to solve its equations. In this case,
maritime students developed strategies for learning general mathematics. One of
them mentioned taking notes and using flash cards. The effects of these
strategies on maritime students were divided into three categories. Specifically,
by understanding complicated equations, managing their time, and memorizing
formulas, maritime students were able to comprehend, analyze, and understand
complicated equations easily. Students claim that by employing these time
management strategies, they have more time to prepare for other subjects.
1
These techniques, according to the students, helped them memorize formulas
more quickly and vividly.

TABLE OF CONTENTS
CHAPTER ONE: INTRODUCTION…………………………………………………1
Background of the Study…………………………………………………….1
Statement of the Problem……………………………………………………4
Significance of the Study……………………………………………………5
Scope and Delimitation……………………………………………………….5
CHAPTER TWO: REVIEW OF RELATED LITERATURE ………………………6
Related Literature……………………………………………………………..6
Related Studies………………………………………………………………..10
Definition of Terms…………………………………………………………….12
CHAPTER THREE: METHODOLOGY………………………………………………17
Research Design………………………………………………………………..17
The Sample ……………………………………………………………………..17
The Instrument(s)……………………………………………………………….17
Data Collection Procedure……………………………………………………..17
Plan for Data Analysis…………………………………………………………..18
CHAPTER FOUR: PLAN FOR DATA ANALYSIS……………………………………19

The perception of Grade 11 Maritime students in General Mathematics……19
Problems Encountered by Maritime Students in learning General

Mathematics……………………………………………………………………………22
Strategies maritime student/s use to learn and understand general

mathematics……………………………………………………………………………24
Effect of the strategies………………………………………………………………..27
CHAPTER 5: SUMMARY, FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS........................................................................................33
1
SUMMARY……………………………………………………………………………33
FINDINGS……………………………………………………………………………..34
CONCLUSIONS…………………………………………………………………….35
RECOMMENDATION…………………………………………………………………36
Chapter I
INTRODUCTION
Background of the Study
Since most fields depend on the application of mathematical thinking, one
could argue that mathematics is a crucial part of Maritime education. Since
having a solid understanding of mathematics is essential for students to have
successful future professions, research on teaching and learning mathematics
has attracted a lot of attention throughout the years (Claessens & Engel, 2013;
Konvalina, Wileman, & Stephens, 1983). Due to social pressures and
expectations for Maritime students' mathematical education, learning
mathematics can be difficult.
Lazarus and Folkman (1986) initially distinguished between problem-
focused (using behavior to address a problematic occurrence) and emotion-
focused coping strategies (alleviating the expected emotional or physiological
distress of the problematic event through controlling or discharging emotions).
Many of humanity's most profound, compelling, and exhilarating concepts can be
found in mathematics (Ernest, 2014). Because of its challenging and complicated
subject matter, mathematics is disliked by about 80% of students. One of the
most crucial subjects in SHS is mathematics, particularly in the Maritime strand.
Not just in the Maritime discipline, many students find mathematics to be
challenging. But some students argue that it's not really that difficult, asking,
"How do these geniuses make it look so easy?

Page |2
Divergent thinking is centered on adaptability, fluidity, and innovation in
the formulation and solution of mathematical problems (Silver, 1997). This
conclusion is crucial to the study discussed in this report because it helps
researchers better understand how Maritime students view mathematics.
Students come from different origins and have a range of skills. Their capacities
for performance and thought patterns differ. As a result, pupils' degrees of
thought and problem-solving in math are varied.
Because math knowledge builds on itself, it works like a stack of blocks.
You need to master the first region before you can properly "build on top of"
another. The initial concepts from our foundation become the initial concepts for
our first mathematical building blocks when we study the addition and
multiplication rules in elementary school. The following basic blocks are
introduced to students when they learn about operations and formulas in middle
school. Before moving on to expand this knowledge framework, students must
allow this information to "solid up" and become "firm."
The main issue arises because kids frequently advance to a new grade or
subject before they are truly prepared, typically between middle school and high
school. Students that receive an 85–90 in middle school have retained and
understood about half of what they should, yet they nevertheless continue on.
They either go on or are moved on because they believe this grade to be
adequate. Additionally, they believe that parents are unaware of the significant
challenges that high school and college students face while moving forward
Page |3
without a comprehensive grasp. Finally, teachers do not have the time or
resources to guarantee that every student fully comprehends every idea.
Students thus advance to the next level on very fragile ground. Any weak
foundation has the effect of severely restricting what can be built and actually
creating the possibility of total failure at some point. The solution to this puzzle
piqued the researchers' interest.
Statement of the Problem
The general aim of this study was to determine how students cope in
General Mathematics.
Specifically, this study sought to answers to the following questions:
1. What is the perception of Grade 11 Maritime students in General
Mathematics?
2. What are the problems encountered by the students in learning General
Mathematics?
3. What strategies do Maritime students use to learn and understand
General Mathematics?
4. How do these strategies affect the student in terms of:
a. Understanding complicated equations
b. Time management
c. Memorizing formulas
Page |4
Scope and Delimitation
This research focuses on the difficulty in understanding and solving
Mathematical problems of students under the MARITIME strand in the school
year 2021-2022.
Furthermore, this study delimits itself to the strategies used by Senior
High School Students only. The participants interviewed were anonymous as
requested.
Significance of the Study
This research aims to help SHS students know the importance of
Mathematics how it can help them in their studies and improve their
mathematical skills. Furthermore, the SHS students, in general can use these
strategies relevant to this field.
Students. The result of this study will help the students have good grades on the
subject Mathematics. And use what they learn on higher education and in real life
situation.
Parents. The result of study will fill parents with pride in their children's ability to
learn mathematics on their own and apply that knowledge in practical settings.
Teachers. The result of this study will help the teachers in Mathematics in
teaching the lesson effectively.

Page |5
Future Researches. The result of this study may serve as basis for their present
study. It can serve as a guide for future researchers in creating a research title
related to this study.

Chapter 2
REVIEW OF THE RELATED LITERATURE AND RELATED STUDIES
Related Literature
Students are guided to understand problems and use appropriate
mathematical concepts to solve problems and find new knowledge. To learn
mathematics we need cognitive abilities such as abilities such as reasoning,
representation, communication, connection, and mathematical problem solving.
That is why students and teachers are required to implement a learning strategy
related to problem solving abilities and mathematical concepts. While solving
existing problems in daily life or the real world in a mathematics class, students
can learn to identify problems and problem solving strategies. This allows
students to interpret problems and solve it using mathematical methods.
Mathematics is better known to the public as the ability to calculate, but in reality
the ability to calculate is not enough to overcome more complex problems in real
life. Therefore teachers and students must have the right strategy to solve
problems that exist in real life by using the mathematics ways (N Afni and
Hartono, 2020)
The current study is relevant to the journal of N Afni and Hartono, which
demonstrates that students need a learning strategy related to problem solving
skills and mathematical concepts to solve mathematical problems in real life or in
mathematics class so that they can learn to identify problems and problem
solving strategies. The publication is relevant to the research because it

Page |6
demonstrates the need for students to understand techniques so they can
recognize and approach challenges strategically.
Difficulty factors students are not able to master mathematics, students
are not able to solve problems in understanding indicators as much as 84.62%
and there are some important notes that need to be known to students having
difficulty understanding text or story problems, wrong guessing from story
problems, guessing answers because students are unable to understand, and
unable to understand and interpret mathematical symbols. (M. Bernal et al 2019
J. Phys.: Conf. Ser. 1318 012035)
This article by M. Bernal et al., which illustrates how challenging it is to
understand mathematics, is pertinent to the study. This demonstrates that to
grasp mathematics, you'll need some sort of tactics.
Motivation refers to a person’s behavior towards they want to achieve their
goals where they are engaging activities and increasing their efforts and energy
towards the strategy they use to cope the mathematical problems. The positive
correlation of students and teachers of mathematics subject and on their
performance can be further and prove that attitude dalliance is one of the roles of
student learning’s (Mensah, Kuranchie & Okyere, 2013).
The research demonstrates that one method pupils might employ to deal
with mathematical challenges is motivation. They can develop a positive outlook
and continue to solve mathematics difficulties in this way. This demonstrates one
of the ways for learning mathematics, which is pertinent to the current topic.
Page |7
For those students who are weak in mathematics may feel less confident
and they will choose science instead of math as an option (Zakaria, Chin & Daud,
2010). Therefore, through these factors, the attitude of students towards in
mathematics is also important that has been comfortable studied in lessons and
listen to the teacher (Mohamed & Waheed, 2011). More students thinking that
they cannot do well in mathematics because of their attitude which is laziness
that can lead them in failure (Lossi, 2007).
This literature demonstrates the reality faced by many kids nowadays.
Today's students typically do not desire excessive amounts of homework or other
assignments, particularly in arithmetic. Because it illustrates the issue that has to
be resolved, this is pertinent to the current study.
Students should study according to their individual learning style. For
example, visual learners learn by using pictures, diagrams, illustrated textbooks,
and videos; auditory learners learn best through verbal lectures, discussions, and
talking things through with others; and tactile/kinesthetic learners learn through a
hands-on approach and active exploration within their environment (Freedman,
2010; Rispoli, n.d.).
A student should use their own preferred learning style, according to the
literature. This is pertinent to the current study since it can aid pupils in
understanding mathematics according to their own learning preferences.
When students are nervous and have memorized a mathematical concept
without truly understanding it, their memory may quickly fail them. When students
Page |8
understand a concept, they minimize the amount of material they must memorize
and are better able to solve problems (Freedman, 2010; Rispoli, n.d.).
According to the literature, it is ineffective to memorize a mathematical
notion without also understanding it. This literature suggests that we shouldn't
rely only on memory, which is pertinent to the current investigation.
If students are given challenges in school, all students may encounter
difficulties and even experience failure. When that happens, students use varying
coping strategies. Some students use strategies aimed at achieving as well as
possible (Skaalvik 2004), for instance by hard work, help seeking, trying to
understand the study material and finding solutions to the problems they are
working with (Friedel et al. 2007; Lazarus and Folkman 1984; Karabenick 2004).
The research demonstrates that some Maritime students may struggle to
solve mathematical problems. This is pertinent to the current study because if
students employ techniques, they will grasp and solve difficulties more readily.
Unsuccessful experiences with math may cause students to doubt their
ability to do well in math, so researchers suggest that students focus on past
successes rather than failures. Students can build their confidence in math
through gradual, repeated success (Scarpello, 2007; Furner & Berman, 2003;
Haralson, 2002).
This literary work addresses the issue of how math failure can undermine
student confidence. This body of research is pertinent to the current study
because students who lack confidence will not build learning methods for math.
Page |9
Student’s management of their time for learning is not cognitive or meta-
cognitive strategies it may be the strategies or efforts for completing their task
and performances in mathematics (Garcia, 1994).
The analysis shows that students' ability to manage their time has a
significant impact on how well they complete tasks and performance in
arithmetic. Because it demonstrates a successful method for completing task,
this is pertinent to the current study.
Mathematics instruction should help students develop the ability to read
and use text and other mathematical materials. It should prepare students to
become, as much as possible, independent learners, interpreters, and users of
mathematics. (Schoenfeld, 1990a, p. 2)
The research supports the idea that students should be taught how to
employ mathematical instructions so they can accurately understand and
interpret problems and equations. The relevance of this study to the current study
is that Mathematics instruction helps student to form coping strategies.
Related Studies
According to N Afni and Hartono (2020), the challenges used to
teach mathematics are inseparable from problems encountered in daily life.
Many students find it challenging and fail to comprehend even how challenging it
is to use their mathematical skills to tackle problems that arise in daily life.
P a g e | 10
Therefore, it is crucial to enhance and expand one's capacity to apply
mathematics to real-world issues (mathematical literacy).
The above-mentioned study is relevant to the current investigation since
certain Maritime students lack a strong interest in mathematics but should work
on their problem-solving abilities. While the current study only applies to the
general math subject in school, the study mentioned above uses real-world
problems to improve and expand one's capacity to apply mathematics.
As per Akinsola and Olowojaiye (2018), there are various choices one can
make while using coping mechanisms that might have an impact on their
academic performance and even result in failure for the student. There are
several different types of arithmetic learning strategies. Schools frequently
adopted the conventional teaching methodology, which helped students develop
a more positive attitude toward mathematics.
The study mentioned above demonstrates that how pupils choose to
approach studying mathematics depends on them. Students may then grasp the
importance of mathematics, understand it clearly, and pick it up rapidly. The
above study focused on how students approach mathematics, whereas the
current study is more concerned with how SHS students cope with General
Mathematics.
Coping mechanisms develop gradually. Even students and their coping
mechanisms for studying mathematics change with the generations. Students
are adopting strategies at an increasing rate. (Oliva J., et al., 2019)

P a g e | 11
The previous study is pertinent to the current study because students'
coping mechanisms evolve with each passing generation. This suggests that if
the pupils have these coping mechanisms, they can manage their own method of
learning mathematics. While the current study only focuses on general
mathematics for senior high school students, the study demonstrates that coping
mechanisms vary among students across generations.
Among the interventions that were mentioned and performed in class,
listened to music, and had brief breaks were the most frequently employed
healthy coping techniques before the class activities. (Nelson K., 2016)
The aforementioned study is relevant to the current investigation because
it demonstrates how students can manage their academic load by using coping
mechanisms like listening to music and taking short breaks. This study
demonstrates that these two coping mechanisms are among the most successful
ones for learning mathematics.
Definition of Terms
Mathematics. is the science of numbers and their operations, interrelations,
combinations, generalization, and abstraction and of space configuration and
their structure, measurement, transformations, and generalization (Merriam-
Webster, 2022). In this study mathematics is the focused subject in identifying
the senior high school maritime students. Additionally, it is the subject that many
students find challenging.

P a g e | 12
Coping Strategy. According to APA Dictionary of Psychology, it is an action, a
series of actions, or a thought process used in meeting a stressful or unpleasant
situation or in modifying one’s reaction to such a situation. Coping strategies
typically involve a conscious and direct approach to problems, in contrast to
defense mechanisms. In this study, coping strategies are the techniques that are
used to help the students learn in general mathematics. In this study coping
strategy is the strategies used by Maritime students in learning General
Mathematics. The major objective of these studies will be coping mechanisms in
general mathematics.
Maritime students. According to tme.uconn.edu, Maritime Students explores
these long and sometimes troubled relationships between people, water, and
other forms of marine life. Through rigorous training in History, English,
Geography, Economics, Political Science and Anthropology, students engage
global maritime and coastal issues, traditions, and problems. In this study,
maritime students are the students from BNHS. Maritime Students are also the
participants of these study.
General Mathematics. aims to develop learners’ understanding of concepts and
techniques drawn from number and algebra, trigonometry and world geometry,
sequences, finance, networks and decision mathematics and statistics, to solve
applied problems. Skills in applying reasoning and interpretive skills in
mathematical and statistical contexts and the capacity to communicate in a
concise and systematic manner using appropriate mathematical and statistical

P a g e | 13
language will be developed (TASC, 2022). Operationally, It is a subject that many
students find difficult and in which coping mechanisms will be applied.

Chapter 3
METHODOLOGY
Research Design
According to Kerlinger (1986) "research design is the plan and structure of
investigation so conceived so as to obtain answers to research questions. The
case study research design was used in this qualitative study to understand the
subjective experience of an individual from the perspective of those who
experienced the problem in coping strategies. In case study research,
respondents are asked to describe their experiences as they perceive them.
They may write about their experiences, but information is generally obtained
through interviews.
The Sample
Purposive sampling is a type of sampling where the first available primary
data source will be used for the research without additional requirements. In
other words, the purposive sampling (also known as judgement, selective or
subjective sampling) is a sampling technique in which researchers relies on his
or her own judgment when choosing members of population to participate in the
study. Purposive sampling is widely used in qualitative research for the
identification and selection of information-rich cases related to the phenomenon
of interest.
P a g e | 14
The Instrument(s)
The mode of inquiry in this research is interview. An interview is a
qualitative research method that relies on asking questions to collect data
(Tegan, 2022). The instrument used in the research is a structured interview.
structured interviews are A structured interview is a data collection method that
relies on asking questions in a set order to collect data on a topic. While the
interviewers hand out set of questionnaire for what they want to ask, the
questions do not have to follow a particular phrasing or order. The interview will
be analyzed and interpreted by the researcher during its conduct.
Data Collection Procedure
In collecting data, first, permission is asked to the faculty of Bulan National
High School and to the maritime advisers and other teachers for the approval to
conduct this study. We also provided a list of the maritime students who are
available for this study, along with the times that they are available. After
identifying the available students, we prepare ourselves and the questions to be
asked in interviewing the students about their experience. In collecting data, first,
permission is asked to the faculty of Bulan National High School and to the
maritime advisers and other teachers for the approval to conduct this study. We
also provided a list of the maritime students who are available for this study,
along with the times that they are available. After identifying the available
students, we prepare ourselves and the questions to be asked in interviewing the
students about their coping strategies in general mathematics. The semi-
structured interview is now be conducted, and the prepared questions are asked.
P a g e | 15
Follow-up questions were added depending on the participant’s response. The
researchers will ask the participants to check the transcribed data for accuracy.
The collected data were grouped together for analysis and interpretation by the
researchers.
Plan for Data Analysis
To organize, analyze, and assess the received data, the researchers used
thematic analysis to collect information from the respondents. It is a method or
analyzing qualitative data that entails searching across a data set to identify,
analyze, and repeated patterns (Braun and Clarke 2006) Hypothesis, themes,
and codes were generated based on the gathered data. Biases in the collected
data were eliminated. To evaluate the content of the transcribed data in this
procedure, content analysis was utilized to define its meaning, correlation and
significance.
CHAPTER 4
PLAN FOR DATA ANALYSIS
The data on participation throughout the senior high school level from
Maritime are analyzed and interpreted in this section using sets of questionnaires
and interviews.
Topics are arranged according to the set of specific questions of the study,
which are as follows:
Mathematics?
Mathematics?
b. Time management
1. The perception of Grade 11 Maritime students in General Mathematics.
In this study, perception means a belief or opinion, often held by many
people, and based on how things seem (www. dictionary.cambridge.org).
Wherein, it was sub-categorized into three, hard subject, good subject, mental
exhaustion. Mental exhaustion is a feeling of extreme tiredness, characterized by

P a g e | 17
other feelings including apathy, cynicism, and irritability
(www.betterup.com/blog/mental-exhaustion
To learn about the perceptions of the General Mathematics course among
maritime students, the researchers developed a questionnaire. Then, 11 codes
were developed and divided into three categories: a difficult subject, an easy or
good subject, and mental exhaustion. Themes that were generated are positive
and negative. 4 of the 11 codes fall into the "Difficult Subject" category, 4 into the
"Good or Easy Subject" category, and 3 into the "mental exhaustion" category.
Since general mathematics is so challenging, this is to be expected. Many
students, not just those studying maritime subjects, have trouble understanding
general mathematics. Like how four participants indicated that general
mathematics is a challenging subject in their responses. General mathematics is
thought to be a good subject because students in the Grade 11 Maritime strand
will benefit greatly from it when they enter Grade 12 and college. One of the
participants said that general mathematics is a good subject because it has an
answer for everything. Students may experience mental fatigue because of
having to process numerous calculations due to the large number of lengthy
formula s and solutions in general mathematics. Four responses—draining,
burnout, terrifying, and complicated problems—were provided by the twelve
participants. This feedback demonstrates how general mathematics actually
drains students' mental energy. According to N Afni and Hartono (2020), many
students find it challenging and fail to comprehend even how challenging it is to
use their mathematical skills to tackle problems that arise in daily life.
P a g e | 18
2. Problems Encountered by Maritime Students in learning General
Mathematics
Learning mathematics learning is complex type of performance in human
cognition. It is affected by many factors like short term memory, long term
memory, ability to memorize mathematical facts, visual and spatial perceptual
abilities (Chinn, 2004). Math requires deductive thinking, and detached students
regularly battle with this sort of dynamic critical thinking. Understudies with
memory and consideration issues additionally may battle since the two abilities
are fundamental for numerical fitness (Ahmad S, 2020). The responses were
then categorized in too four categories, the "too many procedures" category,
"can't be applied in the real world" category, "hard to follow" category and
"personal problems" category. How serious the problem and how normal it is was
perceived by the researchers. Themes that appeared are “real life problems” and
“procedures are hard to follow”.
Some students find it difficult to learn math, especially if they run into
issues. The responses of the participants demonstrate the numerous issues that
are present in general mathematics. nine codes have been created based on the
responses of the participants; three of these codes fall into the "too many
procedures" category, one code in cannot be applied in real life, three codes are
in hard to follow, and two codes fall into the "personal problem" category.
Themes that appeared are “real life problems” and “procedures are hard to
follow”. Deductive reasoning is necessary in math, and passive learners
frequently have trouble with this type of active problem solving. Since both
P a g e | 19
abilities are necessary for mathematical aptitude, students with memory and
attention issues may also have difficulties. This was demonstrated by six of the
responses, which showed that general mathematics requires a lot of
memorizations, a skill that some students lack. The student’s problem commonly
face in math include computational weaknesses, difficulty in conceptualizing
mathematical principles and language challenges in word problems (Ocadiz,
2022). According to their responses, nine of the participants also experienced
this. This demonstrates that general mathematics can pose a variety of
difficulties, supporting a participant's assertion that general mathematics lacks
practical applications. Even though mathematics can be useful in our daily lives,
we must admit that some of its concepts are just too difficult to apply to our daily
lives.
3. Strategies maritime students use to learn and understand general
mathematics.
Some students used strategies aimed at achieving in learning
mathematics by doing work, help seeking, trying to understand the study
material, finding solutions to the problems, and working with others. Students
turn to self-protective strategies such as self-handicapping, avoiding exposing
themselves, and concealing their grades and their academic work. The former
strategies may be conceptualized as adaptive because they may result in better
learning and increased understanding (Khiat, 2013). The strategies maritime
student/s use to learn and understand general mathematics were determined
and classified. Strategy is a plan of action or policy designed to achieve a major

P a g e | 20
or overall aim. According to most maritime students, general mathematics is
challenging, so students employ strategies. 15 codes were made categorized
into three namely; Listening carefully to the teacher, understanding and analyzing
and memorizing.
15 codes were made, two of these codes fall in the “listening to teacher
category”, five fall in the “understanding and analyzing category” and six of them
fall in the ‘memorizing category”. Most of the strategies employed by maritime
students are simple to carry out, such as the response of five participants, which
is to pay close attention to what is being said. Not only do students who listen
well retain more information, but they also feel less unprepared and frustrated in
class. Additionally, enhanced listening abilities can boost a student's self-efficacy,
or their confidence in their capacity to do well in class. As a result, students who
improve their listening abilities are more likely to feel secure, at ease, and ready
to succeed in school. Since the math teacher is the only person who will know
the answer and the subject, asking your teacher about a subject you don't
understand is also a good strategy like the strategy of one of the respondents.
Blocking every distraction like the response of one respondent can greatly help in
studying better. Even though it's easier said than done, avoiding distractions can
boost your motivation, engagement, and confidence as well as your happiness
about producing your best work. Being preoccupied can lead to stress and
irritability in turn. Students who use strategies can start to comprehend the
learning process. To perform at their potential, students can use strategies to get
around their areas of weakness. Students are taught the value of adapting their
P a g e | 21
approaches to various tasks through strategies, which encourage flexible
thinking. If we incorporate specific strategies for connecting representations into
our instructional routines, we move from playing with manipulatives to learning
with them.
4. Effect of the strategies
The strategies mentioned previously have some effects on the person
using them. With the help of strategies, students can begin to understand the
learning process. To overcome their weaknesses and perform to their full
potential, students can use strategies. Students are helped to understand the
value of adapting their approach to different tasks by strategies that promote
flexible thinking. Where in the effects of the strategies were sub-categorized into
three namely, understanding complicated equations, time management, and
memorizing formulas.
In the first question, the respondent, Maritime 1 (M1), Maritime 2 (M2),
Maritime 3 (M3), Maritime 4 (M4), Maritime 5 (M5), Maritime 6 (M6), Maritime 7
(M7), Maritime 8 (M8), Maritime 9 (M9), Maritime 10 (M10), Maritime 11 (M11)
and Maritime 12 (M12) were questioned about how their understanding
complicated equations would be affected by their strategies, where the students
answered:
3 codes were made and was putted in the category solve equations easily.
Students will have an easier time solving complicated equations if they
understand complicated equations using the strategies that were stated above,
just like one participant who responded that he can solve complicated equations
P a g e | 22
in a minute because he sees the important details. One of the respondents
added that he can comprehend the equation because he has the formula
committed to memory. One of the respondents added that he can easily analyze
complex equations using his strategy. Understanding complicated equations may
be hard but it is worth the effort.
In the second question the participants, Maritime 1 (M1), Maritime 2 (M2),
and Maritime 12 (M12) were now questioned regarding how these strategies
affect their time management.
Effective time management is the effective use of your time that allows
you to plan your days in such a way that you finish your work with less effort and
make the most of the limited time you’ve got (Kojic, 2022). Effective time
management allows students to complete more in less time, because their
attention is focused and they’re not wasting time on distractions
(www.acc.edu.au). These were also proven by the responses of the participants.
Like the response of one participant that states he/she have more time to study
and take notes. One of the responses also said that he can now use the extra
time to review. This shows how important time management can be in learning
general mathematics.
In the third question, the participants, Maritime 1 (M1), Maritime 2 (M2),

P a g e | 23
and Maritime 12 (M12) were asked how their strategies affect them in
memorizing formulas. Efficient use of time also reduces stress, as students tick
off items from their to-do list. It can also provide a sense of achievement from
fulfilling goals.
Five codes were made, three of these codes falls in the category “solve
complicated problems” and two of them falls in the category “enhance the mind”.
Memorizing formula is not that always that easy and using strategies to
memorize them. Memorization is a critical learning technique that builds lifelong
mental abilities. It trains the brain to retain more information, focus, and work with
better agility and speed. Rote learning helps students store foundational
concepts to use in the future, freeing their brains to grasp new concepts.
CHAPTER 5
SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
SUMMARY
This research study aimed to identify the Coping Strategies of Senior High
School Maritime students in General Mathematics.
Specifically, it seeks to answer the following questions:
Mathematics?
Mathematics?
b. Time management
There is a total of 12 participants in the study. It is composed of Grade 11
Maritime Students. A basic interpretative qualitative research design is utilized as
the method of research in the study. While the instrument that is used in the
study is the set of structured interview asked to the students. Consequently, the
data gathered were analyzed through thematic analysis.

P a g e | 28
FINDINGS
Based on the date gathered, the following findings were revealed.
I. Perception of Maritime Students in General Mathematics
The participants, Maritime 1 (M1), Maritime 2 (M2), Maritime 3 (M3),
Maritime 4 (M4), Maritime 5 (M5), Maritime 6 (M6), Maritime 7 (M7),
Maritime 8 (M8), Maritime 9 (M9), Maritime 10 (M10), Maritime 11 (M11)
and Maritime 12 (M12), percept the general mathematics. Two of the
participants don’t find the general mathematics difficult. Five out of the 12
participants find the general mathematics as a very hard subject. Four
participants stated that general mathematics is easy if you understand and
memorize the topics. One of the student finds the general mathematics a
very interesting subject.
II. Problems Encountered by the Students in Learning General
Mathematics
Nine out of the 12 participants answered this question. Most of the
students encountered too many problems in general mathematics such as
solving and memorizing formulas. One student has only one problem
which is lack of real life application in general mathematics. There is one
student that has no problems encountered in general mathematics.
III. Strategies maritime student/s use to learn and understand general
mathematics.
P a g e | 29
Five out of twelve students listens to their teacher carefully as their
strategic way in understanding and learning the concept of general
mathematics. Two students are analyzing the questions and memorizing
the formula. Two students are read and understand what have written and
rewriting the lesson on his\her own way. There are students that use
search engines like google in order understand. One student is asking his\
her teacher about the topics that he\she didn’t understand. One of the
students is taking notes about what is being discussed.
IV. Effect of the Strategies
In terms of deciphering complicated equations. One student experiences
anxiety when trying to comprehend difficult equations. In order to comprehend
the equations, two out of the twelve students are reading and analyzing them
repeatedly.
With regards to time management, most students don't have problems
with time management because they read and take notes during their free time.
One out of every twelve students uses flash cards to study general math when
they have more time. Some students claim that using time management will
enable them to review their notes.
In terms of memorizing formulas, The majority of students claimed that by
comprehending the lesson discussed by the teacher, they could better memorize
the notes made and highlight key points to help them remember or understand it.
P a g e | 30
CONCLUSIONS
Based from the results revealed in the conducted study the following conclusions
were drawn:
1. The perception of general mathematics among maritime students is that it
is a difficult subject that can cause mental exhaustion. Although general
mathematics is a hard subject, maritime students are finding ways to
make it look easier. General mathematics can greatly benefit students in
pursuing their dreams.
2. Students studying maritime face an excessive number of difficulties in
general mathematics. The majority of them talk about methods for deriving
solutions to challenging equations and how to use those solutions in
practical situations. The way they perform in class is impacted by these
issues.
3. Most of the strategies mentioned involved paying attention to what their
teachers were saying, taking notes, avoiding distractions, and studying
and memorizing crucial formulas. The majority of students learn to
understand general mathematics as a whole more effectively thanks to
these techniques. Additionally, due to how easy they are to use, these
techniques can aid in the faster solution of challenging equations.
4. These techniques have an impact on memorizing formulas, time
management, and solving complex equations. Because they were
employing these techniques, the maritime students were able to
comprehend complex equations without any difficulty. The maritime

P a g e | 31
students did not ignore other subjects. Formulas were efficiently retained
by the students.
RECOMMENDATIONS
In the light of the following conclusions, the recommendations hereby are
offered:
1. The Department of Education could make general mathematics a
little clearer and easier for marine science students to understand.
2. The school needs to pay attention to the students' mental health to decide
whether to keep going with the lessons or give the students a break so
they can rest their minds and avoid information overload. Alternately, the
school should run a General Mathematics program to help students and
cover topics that will make it simple for the students to understand.
3. The principal and teachers of the school should help the students
understand difficult subjects by coming up with a teaching strategy. These
will facilitate the students' learning.
4. Due to the difficulties they encounter, maritime students should use coping
strategies in order to learn more efficiently. It is crucial to discuss or teach
these coping mechanisms to other students in order for them to be able to
use them. Even with these tactics, students will benefit from having a
teacher because having a mentor is crucial for learning general
mathematics.
P a g e | 32
5. As recommended by the researcher, using coping mechanisms while
learning mathematics should be normalized or applied to other students.

References
P a g e | 34
References
Richard S. Lazarus, PhD, Susan Folkman, PhD (2009) Stress, Appraisal, and
coping.
https://books.google.com/books?hl=en&lr=&id=i-
ySQQuUpr8C&oi=fnd&pg=PR5&ots=DgISmvjcUi&sig=quYK799d-K-
LbeQ6RuNca8WFoZ0
Edward S. (2013) Fostering Creativity through Instruction Rich in Mathematical

Problem Solving and Problem Posing
https://www.emis.de/journals/ZDM/zdm973a3.pdf
Anantika S., Sashi S. (2017) STUDENTS’ ATTITUDES TOWARDS LEARNING

MATHEMATICS: IMPACT OF TEACHING IN A SPORTING CONTEXT
https://files.eric.ed.gov/fulltext/EJ1149612.pdf
Oliva J., Ricablanca K. Bacus C. (2017) Coping Strategies In Learning

Mathematics
https://files.eric.ed.gov/fulltext/ED536509.pdf
Skaalvik E. (2018) Mathematics anxiety and coping strategies among middle

school students: relations with students’ achievement goal orientations and
level of performance
https://link.springer.com/content/pdf/10.1007/s11218-018-9433-2.pdf
Kurukhan A. (2017) Why High School Students Feel Mathematics Difficult? An

Exploration of Affective Beliefs
Schoenfeld A. (2008) Learning to think mathematically: problem solving,

metacognition, and sense-making in mathematics
http://jwilson.coe.uga.edu/EMAT7050/Schoenfeld_MathThinking.pdf
Gaffur K., Kurukkan A. (2015) Learner and Teacher perception on Difficulties in

Learning and Teaching Mathematics: Some Implications
L M Rizki and N Priatna (2019) Mathematical literacy as the 21st century skill
https://iopscience.iop.org/article/10.1088/1742- 6596/1157/4/042088/pdf
General Mathematics aims to develop learners' understanding of concepts and

techniques drawn from number and algebra, trigonometry and
world geometry, sequences, finance, networks and decision
mathematics and statistics, in order to solve applied problems
https://www.tasc.tas.gov.au/students/courses/mathematics/mtg315115/
#:~:text=
Appendices
P a g e | 36
Appendix A
Letters
December 12, 2022
Danilo A. Perez
School Principal III
Bulan National High School
Sir:
Good day.
In partial fulfillment of the requirements for Practical Research 1 at Bulan

National High School, the undersigned is currently conducting a study titled
"COPING STRATEGIES OF SENIOR HIGH SCHOOL MARITIME STUDENTS
IN GENERAL MATHEMATICS.“
In view, hereof, may we be permitted to conduct our study and run an interview
to the chosen Grade 11 MARITIME participants.
We appreciate your time and help in this academic exercise. Thank you very
much and may God bless you.
Respectfully,
GRACILLA, DUSTINE KHARL H. DE VENECIA, MHAX

SANTY D.
GERNALE, ZIREK RYLE D. FORMENTO, NICKSON

M.
MALATE, ALTHEO JAMES H. GATACELO, MARK

KEVIN D.
Noted:
REY EUGENE G. LEE

Research Adviser
Approved:
P a g e | 37
DANILO A. PEREZ
School Principal III
Name (Optional):
Age: Sex: Interview Date:
Good day! We are Bulan National High School students now enrolled in Practical
Research 1 as part of the K to12 curriculum. To ensure that the information you
provide will be utilized just for academic research and not for personal
advantage, we would like to conduct an interview with you for our study,
IN GENERAL MATHEMATICS."
Please try to provide the most truthful and accurate responses you can to all the
questions.
Question 1: What is your perception in General Mathematics?
Question 2: What are the problems you encountered in learning General

Mathematics?
Question 3: What strategies do you use to learn and understand General

Mathematics?
P a g e | 38
Question 4: How do these strategies affect you in terms of:

b. Time management
P a g e | 39
Appendix B
Questionnaires and Transcriptions
Name (Optional):secret
Age: 16 Sex: Interview Date:
questions.
Draining
Mathematics?
I guess it has nothing to do with math, its just that I have short term memory loss

Mathematics?
“By blocking every distractions that affect my studies.”
“By understanding the whole concept of math, I wouldn’t easily beat

Einstein.”
b. Time management
“Based on my observation in our class time is one of the most

important thing to control in every action you make as an individual”
By memorizing everything that my teacher taught me I could easily

solve any equation
P a g e | 40
Name (Optional): Reynold J. Golloso

Age: 15 Sex: Male Interview Date: Dec, 13,
2022
questions.
My perception is it is hard when you don’t memorize the solutions but if you
memorized it, you could easily answer the question
Mathematics?
My problem that I encountered in learning General Mathematics is too many
solutions, sometimes I forgot it
Mathematics?
My strategies I used for it is reading and understanding the solution and
repeating it until I memorized it
I easily answer the question because I memorize the solutions. In

that way I can understand the equation
b. Time management
I used my free time to read the notes and paper in gen math. And I
enjoy it
I train my mind and I’m happy with it

P a g e | 41
Name (Optional): Brent Ian G. Gayafranca

Age: 17 Sex:male Interview Date:2022, 12,
13
questions.
For me I think General Mathematics is a good subject and sometimes there are
some problems I can’t solve
Mathematics?
Following the procedures of one certain math problems
Mathematics?
Listening carefully and stay focused

Understanding complicated equations helps me solve problem that

I find it hard to solve.
b. Time management
By time management it gives me more time to review my notes and

reread my notes
I don’t have to rely on my notes

P a g e | 42
Name (Optional): Mark Ian Joshua Gosgolan

Age: 17 Sex: M Interview Date:
questions.
Burnout
Mathematics?
Memorizing formulas
Mathematics?
By analyzing the questions carefully and by familiarizing important formulas
I can do it very easily when I analyze it
b. Time management
I can save more time in one problem when I know how the formula
works
I can easily know what to do in a certain problem

P a g e | 43
Name (Optional): Edzel Jay Gozarin
Age: 16 Sex:Male Interview Date:
questions.
My Perception in GEN MATH is to learn how to calculate and solve somethings
Mathematics?
I struggled when following procedures
Mathematics?
Listen carefully to our teacher and understanding every solution
Reading and solving again and again to understand the topic
b. Time management
I can time manage as long I understand the topic
Its really hard to memorize some formulas especially when you

have other thing on your mind and notes are the thing that have to
be remembered
P a g e | 44
Name (Optional): Jhun Kenneth N. Garlan

Age: 16 Sex:male Interview Date: 12/13/22
questions.
My perception in general mathematics is defined as how students personally
view mathematics as a subject
Mathematics?
The problem is sometimes is I can understand how to solve gen math
Mathematics?
Listen carefully in your teacher
Sometimes they don’t understand and forget the lesson
immediately
b. Time management
When I write the lesson I study them at home and learn them better
Listen in your teacher carefully that is the way to memorize the
lesson
P a g e | 45
Name (Optional): Darius J. Perez Jr.
questions.
From the start very terrifying and can get more knowledge
Mathematics?
miss things to discuss
Mathematics?
Making and creating another ways but connected in process
Stress in understanding complex questions
b. Time management
Yes I can manage it well
I can do as good and knowing it all

P a g e | 46
Name (Optional): Rustom B. Mendez

questions.
General Mathematics has exact answer to every question being presented thus, I
think General Mathematics is easy subject because you will know whether your
answer is wrong or correct. So General Mathematics is very easy as long as you
understand the process of solving it
Mathematics?
Nothing at all, except that the teacher is lowering their standard on the problem
being provide depending on the students or learners, that answering them.
General mathematics only needs understandment, so no problem should be
encountered.
Mathematics?Personally I’ve read many book about
mathematics. The strategies I use is read and understand what have been
written. I use many strategies, like rewriting the lesson my own way, searching it
on google, read it on books and many more
It helps me analyze complicated equation easily, because I’ve
already know how they’ve been made off
b. Time management
It gives a lot of time reviewing other subject instead of general
mathematics.
Memorizing formulas
I’ve already memorized formulas a lot faster than anyone because
of that. And won’t forget them easily
P a g e | 47
Name (Optional): Secret

Age: 17 Sex:male Interview Date:
questions.
My perception in general mathematics it is not easy
Mathematics?
My problem in learning general mathematics it is how to solve the problem
sometimes
Mathematics?
Listen carefully and avoid the messy and take notes important

Repeat my solving again to understand
b. Time management
Used my time to review and read the paper in general mathematics
Train my mind to memorizing

P a g e | 48
Name (Optional):Bella Marie E. Luzuriaga
Age: 16 Sex:Female Interview Date:
questions.
General mathematics is a very interesting subject for me. I often find it fun when I
understand the topics but infuriating whenever I don’t. In general, it’s a subject to
be loved and hated at the same time
Mathematics?
My only problem in general mathematics is it’s lack of real-life application. I
sometimes question it because it just seems like I would use it in real world
Mathematics?
Jotting down notes, flash cards, and repeated reading/solving works best for me.
Repeated reading/solving makes me understand a topic more
b. Time management
Flash cards are best for fast reviews, but they to take time to make
And usually, the notes I jotted down are the things that are needed
to be remembered the most (formulas)
P a g e | 49
Name (Optional): Eunnie Deri

Age: 16 Sex: m Interview Date:
questions.
My perception in math its to hard, really hard but I am trying to understand
general math
Mathematics?
I encounter a lot of too many problems In math
Mathematics?
I learn to many strategy to solve math problems when I learn the strategies now I
can solve a lot problems

Sometimes it is so hard and difficult to understand the equation and

sometime is hard to fix them
b. Time management
We manage some time to learn a lot of other equations
We need to understand the formula firsty before memorizing them

P a g e | 50
Name (Optional):
Age: 16 Sex: female Interview Date:
questions.
More complicated problems. inhance the jhs topics in math
Mathematics?
to many formula in one problem. A lot of unreal life problem and also noisy
classmates
Mathematics?
Listen carefully to our teacher, Ask questions of you didn’t understand, Take
down important details, Build a connection with the subject, Copy all topics

I can see the important details easily when complicated questions

is involved. I can solve it in a minute
b. Time management
When I take down notes, I can save time to search and I can
understand it more
Listen to your teacher you can memorize the formulas without

struggling to memorize it
P a g e | 51
Appendix C
Coding and Categorizing
Figure A. Perceptions of Maritime Students in General Mathematics
To Learn
Easy Subject
Good Subject Positive Perception
Good Subject
Students in General Mathematics

Very Interesting
Perceptions of Maritime
Complicated Equations
Too Hard
Difficult Subject
Hard when you don’t
memorize the solutions
Not Easy
Negative Perception
Burn out
Draining Mental Exhaustion
Very Terrifying
P a g e | 52
Figure B. Problems Encountered by Maritime Students in Learning General

Mathematics
P a g e | 53
Lack of Real-life Can’t be applied in

application the Real World
Real-life Problems
Memorizing Formulas
Problems Encountered by Maritime

Students in General Mathematics
Personal Problems
Short Term Memory
Loss
Too many Problems
Too many solutions Too many Procedure
Too many Formula

Procedures are hard
to follow
Following Procedures
How to Solve the

Hard to Follow
Problem
Struggle in following
Procedures
Figure C. Strategies maritime students use to learn and understand general
mathematics
P a g e | 54
Jotting down notes, flash

cards
Repeated reading and

solving
Take notes
Rewrite lessons Memorizing
Copy all topics
Memorizing the
important formulas
creating other ways Self Learning
Strategies maritime students use to learn

and understand general mathematics.
Analyzing questions
Understanding solutions
Understanding and
Read and understand
Analyzing
Search it on google Blocking distraction
Listening to Teacher
Listening carefully in your
Read it on books
teacher
Figure D. Effects of the Strategies

P a g e | 55
a. Understanding Complicated Equations
students inunderstanding complicated

Effects of the Strategies onmaritime
Understand the whole
concept of equations
equations
See the important details Solve the equations easily
Analyze the questions easily
b. Time Management
P a g e | 56
Can learn them better
Can study Complicated

Equations
Understand
Can have time to search
Complicated Equations
Effects of the Strategies on maritime

students on Time Management
Can use the time to
Review
Can read more about

the topics
Can Manage Well
Control every action Have Personal Time
Can save time’
c. Memorizing Formulas
P a g e | 57
Can solve any equation
Effects of the Strategies on maritime

students in Memorizing Formulas
Don’t have to rely on Solve Complicated
notes Problems
Know what to do in
certain Problems
Can Train the Mind

Enhance the Mind
Can Memorize Faster
P a g e | 58
Appendix D
CURRICULUM VITAE
Name: ZIREK RYLE DALERE GERNALE
Address: Purok-7, Zone 8, Bulan, Sorsogon
Birthday: October 22, 2005
Citizenship: Filipino
Civil Status: Single
Parents: Jacqueline D. Gernale
Ranilo C. Gernale
Educational Background:
Elementary: Alberto De Castro Elementary School
2012-2013
2016-2017
Bulan South Central School
2014-2015
Secondary:
Junior High School: Bulan National High School
2018-2021
Senior High School: Bulan National High School
2022-Present
P a g e | 59
CURRICULUM VITAE
Name: MHAX SANTY DORADO DE VENECIA
Adress: Purok-6, Beguin, Bulan, Sorsogon
Birthday: October 31, 2006
Parents: Lelibeth D. De Venecia
Tiofilo P. De Venecia
Educational Background
Elementary: Mangilag Sur Candelaria Quezon
2012-2015
Beguin Elementary School
2015-2018
Secondary:
2018-2021
2022-Present
P a g e | 60
CURRICULUM VITAE
Name: MARK KEVIN G. GATACELO
Address: Purok-4, San Vicente, Bulan, Sorsogon
Birthday: July 3, 2005
Parents: Grace G. Gatacelo
Bobby E. Gatacelo
Elementary: San Vicente Elementary School
2012-2018
Secondary:
2018-2022
2022-Present
P a g e | 61
CURRICULUM VITAE
Name: NICKSON MENDEZ FORMENTO
Address: Purok-7, Inararan, Bulan, Sorsogon
Birthday: June 26, 2006
Parents: Lanie M. Formento
Roger G. Formento
Elementary: Inararan Elementary School
2012-2018)
Secondary:
Junior High School: J.P. Laurel High School
2018-2022
Present-2022
P a g e | 62
CURRICULUM VITAE
Name: DUSTNE GRACILLA
Address: Purok-1 Managa-Naga. Bulan Sorsogon
Birthday: February 2, 2006
Parents: Michelle Gracilla
Ranul Gracilla
Elementary: Bulan North Central School – B
2012-2018
Secondary:
2018-2022
2022-Present
P a g e | 63
ACKNOWLEDGENT
Dear Sir Rey Eugene Lee, Maritime students and Danilo A. Perez,
We are deeply grateful for your invaluable support and contribution towards our
research project. Your expert guidance and access to resources were crucial in
the success of our research.
Your encouragement and support during the challenges we faced during the
project meant a lot to us. We appreciate your willingness to share your
knowledge and expertise with us.
We hope to have the opportunity to collaborate with you on future projects.
Thank you again for everything.
Best regards,
Gernale, Zirek Ryle D.

De Venecia, Mhax Santy D.
Gatacelo, Mark Kevin G.
Gracilla, Dustine Kharl H.
Malate, Altheo James H
Formento, Nickson M.

Coping Strategies of Senior High School Maritime Students in General Mathematics

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Coping Strategies of Senior High School Maritime Students in General Mathematics

Uploaded by

Copyright:

Available Formats

COPING STRATEGIES OF SENIOR HIGH SCHOOL MARITIME STUDENTS

in partial fulfillment of the requirements in

Gernale, Zirek Ryle D.

Rey Eugene G. Lee

2022–2023. The study's basic interpretive qualitative research design was

employed. Purposive sampling, a probability sampling method, was used by the

Bulan National High School (BNHS) Maritime 11 strand. The instrument that is

questions to the participants. To determine how maritime students cope with

general mathematics, researchers utilized a thematic analysis on the encrypted

codes. Therefore, it was concluded that maritime students' perception of general

mathematics is that it is a difficult subject. Problems encountered by maritime

students are mostly about memorizing formulas because general mathematics

requires formulas to be memorized to be able to solve its equations. In this case,

maritime students developed strategies for learning general mathematics. One of

strategies on maritime students were divided into three categories. Specifically,

by understanding complicated equations, managing their time, and memorizing

formulas, maritime students were able to comprehend, analyze, and understand

complicated equations easily. Students claim that by employing these time

These techniques, according to the students, helped them memorize formulas

more quickly and vividly.

CHAPTER ONE: INTRODUCTION…………………………………………………1

Background of the Study…………………………………………………….1

Statement of the Problem……………………………………………………4

Significance of the Study……………………………………………………5

Scope and Delimitation……………………………………………………….5

CHAPTER TWO: REVIEW OF RELATED LITERATURE ………………………6

CHAPTER THREE: METHODOLOGY………………………………………………17

The Sample ……………………………………………………………………..17

Data Collection Procedure……………………………………………………..17

Plan for Data Analysis…………………………………………………………..18

CHAPTER FOUR: PLAN FOR DATA ANALYSIS……………………………………19

Problems Encountered by Maritime Students in learning General

Strategies maritime student/s use to learn and understand general

Background of the Study

Since most fields depend on the application of mathematical thinking, one

could argue that mathematics is a crucial part of Maritime education. Since

having a solid understanding of mathematics is essential for students to have

successful future professions, research on teaching and learning mathematics

Konvalina, Wileman, & Stephens, 1983). Due to social pressures and

expectations for Maritime students' mathematical education, learning

mathematics can be difficult.

Lazarus and Folkman (1986) initially distinguished between problem-

focused (using behavior to address a problematic occurrence) and emotion-

focused coping strategies (alleviating the expected emotional or physiological

distress of the problematic event through controlling or discharging emotions).

Many of humanity's most profound, compelling, and exhilarating concepts can be

found in mathematics (Ernest, 2014). Because of its challenging and complicated

subject matter, mathematics is disliked by about 80% of students. One of the

most crucial subjects in SHS is mathematics, particularly in the Maritime strand.

Not just in the Maritime discipline, many students find mathematics to be

"How do these geniuses make it look so easy?

Divergent thinking is centered on adaptability, fluidity, and innovation in

the formulation and solution of mathematical problems (Silver, 1997). This

conclusion is crucial to the study discussed in this report because it helps

researchers better understand how Maritime students view mathematics.

for performance and thought patterns differ. As a result, pupils' degrees of

thought and problem-solving in math are varied.

Because math knowledge builds on itself, it works like a stack of blocks.

multiplication rules in elementary school. The following basic blocks are

school. Before moving on to expand this knowledge framework, students must

allow this information to "solid up" and become "firm."

They either go on or are moved on because they believe this grade to be