STRUGGLES IN LEARNING CALCULUS

A research proposal
Presented to
Winmar M. Diocon
KIDAPAWAN CITY NATIONAL HIGH SCHOOL
Kidapawan City

FLORES, CLARISSE JENVIEVE O.

GOYENA, LEO R.

MAANGUE, AIFER C.

APRIL 2023
 CHAPTER I
INTRODUCTION

Rationale
One of the primary challenges that STEM students face when learning calculus is the
abstract nature of the subject. Calculus deals with concepts such as limits, derivatives, and
integrals, which are often difficult to visualize or conceptualize. It has been several years that
researchers have been discussing and debating about the very nature and purpose of making
senior high school STEM students and college students learn calculus. Teaching calculus to
senior secondary, early college and university students, at the expense of algebra and geometry,
is causing half-baked calculus being served to relatively under-prepared students (Alam, 2020).
It has been stated so far that the exclusive focus on teaching calculus at the expense of the
subject may result in under-prepared students receiving a half-baked education in calculus.

The present study is concerned with knowing the learning difficulties and struggles that
STEM students face in learning calculus. Wewe (2020) studied whether the difficulties
experienced by the students such as difficulties in understanding the concepts and principles of
the absolute value of the material, limit functions, and derivatives are the reasons why students
are struggling in learning calculus. Moreover, mastering calculus can open up a wide range of
career opportunities. However, according to Casinillo & Aure (2018) there is a low academic
performance in high school mathematics that is deeply-rooted concern in the Philippine
education system. With the implementation of the K to 12 Education program, this has drawn
more concern in the academe, most especially in the field of mathematics.

It has been found out that there are several factors that contribute to the challenges that
STEM students face in learning calculus. These include a lack of foundational mathematical
knowledge, ineffective teaching methods, and a lack of motivation or interest in the subject. As a
result, many students may experience feelings of frustration, anxiety, and a lack of confidence in
their ability to learn calculus. Roble (2018) stated that students’ productive struggle in
mathematics is described as the rigorous learning which can effectively promote grit and creative
problem solving.

The researchers will do a local and phenomenological study regarding the experiences of
STEM students towards their difficulties and challenges in learning calculus. As far as the
researchers know, this study is only based on the experience of STEM students and it is expected
that this study has already occurred and done often so there is no need to add issues and
questions that have not yet been addressed.

There is an urgent need to pursue this research on the difficulties STEM students in
learning calculus. This study has multiple implications for the difficulties and opportunities faced
by STEM students when learning calculus. This study aims to know the challenges and struggles
in learning calculus of senior high school STEM students at Kidapawan City National High
School, in the school year, 2022-2023. The research will add to the body of knowledge on the
topic and offer insightful information about the elements that influence calculus learning in
STEM students. The material provided here will be helpful to educators and decision-makers
who are working to improve STEM education and most importantly for the STEM students.

Objectives of the study

The objectives of this study are:

a. to determine the struggles face by STEM students in learning calculus; and

b. identify the importance of calculus for the STEM students; and

c. to find out how students cope with the struggles of learning calculus.

Statement of the problem

The primary problem that this study aims to address is the challenges that STEM students
face in learning calculus. Specifically, the study seeks to explore the following questions:

1. What are the struggles of STEM students in learning calculus?

2. What is the importance of studying calculus and how it help in solving complicated
problem?
 3. How will STEM students overcome these struggles and excel in calculus that will lead
them to success?

Scope and Delimitation

This phenomenological qualitative research aims to investigate the reasons behind grade
11 STEM students that has been preserved with difficulties in calculus. This research will source
its participants by randomly selecting grade 11 STEM students at Kidapawan City National High
School, in the school year, 2022-2023 to participate in a one-on-one interview.

In this qualitative research, the research instruments will be the researcher, an interview
guide, and an audio recording device. The researcher will be the main research tool aided by the
interview guide, a researcher made guide composing of 3 main questions and 5 sub-questions
relating to the objectives of the study. The audio recording device will be used to record the
participants answers without recording the participants face and identity. While conducting the
research we will be observing both the Codes and Policies of Research, and the Rights of the
Research Participants.

Significance of the study

Learning is the component of growth that refers to the transformation of information,
abilities, and behavior as a result of practice and experience in pursuit of high-quality education.
The generalization of this present study would be a great contribution to the vast knowledge in
relation to STEM students productive struggles. Vital results of this study could be highly
significant and beneficial to the individuals as follow:

Researchers. This will be an instrument that will guide and navigate them in discovering
credible, reliable, and corresponding factors that are known as indispensable data for further
understanding on the topic. Indeed, this research is going to be the chief source of enlightenment
that they will surely need in their future studies.

Students. This will designed to help students provide local research to discourse their life
experiences regarding to the struggles and challenges they face. This study can lead to improved
academic performance, higher retention rates in STEM fields, and increased opportunities for
students in their future careers.

Teachers. This has significant implications for educators and policymakers seeking to
improve mathematics education and support student success in a range of fields. Educators can
develop targeted interventions and teaching methods to better support struggling students.
Definition of terms
For the reader’s clearer understanding of the present study, the following terms were
defined operationally:

Calculus. It is the branch of mathematics that deals with the finding and properties of
derivatives and integrals of functions, by methods originally based on the summation of
infinitesimal differences. Calculus is required of students majoring in the natural sciences,
including biology, chemistry and physics.

Challenges. Something that needs great mental or physical effort in order to be done
successfully and therefore tests a person’s ability. Determining what are the challenges of STEM
students in learning calculus.

Struggle. Make forceful or violent efforts to get free of restraint or constriction. At the
end of the day, struggles are inevitable and there’s nothing you can do to stop this and STEM
students had their own struggles specially in learning calculus.

CHAPTER II

Review of related literature

The following literature and related studies are readings from books, unpublished
materials and internet sources which are relevant in this study.

Interdisciplinary block of learning challenges

 The Block of Sciences is a project that includes the contents of Differential and Integral
Calculus and Mechanics around learning challenges that students solve along the semester. It
becomes evident the development of not only disciplinary but also transversal competencies, so
that students learn the contents and solve the challenges. In the concerning to the teaching work,
there exist changes due to the fact that a very close communication among the team members
during the full semester is necessary.

However, Abelardo (2020) stated that the professor’s role in a subject transforms into a
learning facilitator or guide in order to create an appropriate environment to produce a better and
more meaningful learning. In addition, there is a supervising professor for the challenges, who
supports the students through all the process. With respect to the students, they have a key and
active role, and as a consequence, they get a more significant learning.

Academic performance in basic calculus

In the Filipino educational system, low academic performance in high school
mathematics is a major source of worry. The K–12 Education program’s implementation has
raised further questions among academics, particularly in the field of mathematics. Basic
Calculus is a mathematics course that is typically required for many undergraduate courses that
students may find useful in their major fields. Results of the study revealed that in order for the
students to perform well in Basic Calculus they must first understand the basic skills in Pre-
calculus. The students may perform well when they highly favor the said subject. Furthermore,
students’ academic performance in Basic Calculus may still remain to be limited by knowledge,
interest, and capability.

As well, Casinillo & Aure (2018) in their study, results have been revealed that in order
for the students to perform well in Basic Calculus they must first understand the basic skills in
Pre-calculus. The students may perform well when they highly favor the said subject.
Furthermore, students’ academic performance in Basic Calculus may still remain to be limited by
knowledge, interest, and capability.

Productive struggle and creativity in calculus

Mathematical students’ constructive struggle is referred to as the demanding learning that
can successfully encourage grit and original problem-solving. It is a prerequisite for all STEM
disciplines and, if taken effectively, should give students a successful first year of college and a
springboard into more challenging coursework.
 As well, Roble (2018) in his study he found out that students noted that they struggle
because they need it for the program they are enrolled while others showed deeper understanding
on how they can be productive after the effortful learning experiences. Researchers may consider
utilizing other methods and exploring other strategies which could highly impact students’
achievement level and creative ability in mathematics.

Challenges and possibilities in learning of calculus

Designing appropriate questions for assignments and exams that involve calculus
concepts are critical in measuring student success. As Calculus is widely applied in the field of
engineering, sciences and economics, it is essential for students to learn this subject in schools
and higher education institutes.

However, Alam (2020) stated that teaching calculus to senior secondary, early college
and university students, at the expense of algebra and geometry, is causing half-baked calculus
being served to relatively under-prepared students.

On the dark side of learning calculus

Students are experiencing extreme stress, natural emotional exhaustion and frustration,
and average absenteeism, somatic burden, and laziness in learning Calculus. It is found out that
the negative experiences of these agribusiness students are significantly related to each other.

However, Casinillo & Tavera (2021) Suggest that these negative experiences are inter-
correlated and dependent on each other which is wearisome to their studies and leads to poor
academic performance. However, these students are driven to pursue studying calculus since it’s
part of their requirements in their degree program. Hence, by proper motivation and appropriate
teaching strategy in Calculus, these students can progress their level of achievement.

Self-determination theory in learning calculus

Unpleasant events are connected and interdependent, which is taxing on their studies and 
results in subpar academic achievement. Nonetheless, because calculus is a requirement for their
degree program, many students are motivated to continue studying it. Hence, by proper
motivation and appropriate teaching strategy in Calculus, these students can progress their level
of achievement.
 However, Casinillo & Casinillo (2020) the results of their study showed that most of the
agribusiness students don’t have enough background in pre-calculus topics since there are only
9% of them took a STEM strand during senior high school. Seemingly, it is revealed that
students are experiencing extreme stress, natural emotional exhaustion and frustration, and
average absenteeism, somatic burden, and laziness in learning Calculus. It is found out that the
negative experiences of these agribusiness students are significantly related to each other. are
experiencing extreme stress, natural emotional exhaustion and frustration, and average
absenteeism, somatic burden, and laziness in learning Calculus. It is found out that the negative
experiences of these agribusiness students are significantly related to each other.

Pre-Calculus as a Death Sentence

Calculus is learned and taught across the globe in secondary schools and higher education
institutions. Ongoing research indicates that many students struggle to learn calculus and,
equally, teachers struggle to teach calculus in a meaningful way.

However, Dyken & Benson (2019) in their study, it was stated that few college students
wanting to major in an engineering discipline who begin in pre calculus actually complete an
undergraduate engineering degree program. As well, One reason for this is students struggle
through calculus I and II, known barrier courses for engineering majors. Yet, it was a successful
student’s experience as he struggled through his mathematics courses, but was able to overcome
those struggles and graduate with an engineering degree.

Strengthening the core in Calculus

Calculus plays a vital role in mathematics and is the important branch in Applied
Mathematics. Calculus covers from limit, functions, derivatives, and integral till infinite series.
Understanding key concepts in Algebra and Trigonometry is needed to have a better
comprehension in Calculus.

As a result, Calculus should be taught to students in schools and institutions of higher

learning because it is frequently used in the fields of engineering, science, and economics.
Nonetheless, students find it challenging and believe it to be a tough topic where they frequently
misunderstand the concept (Samsudin & Mazeni 2020).

Analysis of difficulty learning calculus

 It is a requirement for all STEM disciplines and, if successfully completed, should help
students have a successful first year of college and serve as a launching pad for more difficult
material. Students in STEM and non-STEM fields can both benefit from taking calculus courses
to improve their ability to think critically and solve problems.

However, Students also found difficulty in function graphs and trigonometric

manipulations, domain a nd range, values of a limit function, the maximum and minimum values
in the story matter, using integral rules, using substitution and partial integral techniques, and in
the completion of the volume of rotary objects (Fatimah & Yerizon, 2019).

Support meaning-making in calculus

Calculus is learned and taught across the globe in secondary schools and higher education
institutions. Ongoing research indicates that many students struggle to learn calculus (Bressoud
et al., 2016): and, equally, teachers struggle to teach calculus in a meaningful way.

However, Swidan et al., (2022) in their study, it was stated that in order to address this
situation, the research community continues to search for new ways and tools to improve the
teaching and learning of calculus and pre-calculus and, in particular, support meaning-making in
this subject. In recent decades, various technologies for learning and teaching calculus have been
developed. Technologies involving, eg, augmented reality and virtual reality, GeoGebra or
MATLAB software are used to teach pre-calculus concepts at secondary school and more
advanced calculus concepts at the university level.

References
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