Research Paper Group 5

FERNANDO AIR BASE INTEGRATED NATIONAL HIGH SCHOOL
SENIOR HIGH SCHOOL
Research Title Research Title Research Title Research Title Research Title
Research Title Research Title Research Title
A Research
Presented to the Faculty of
Fernando Air Base Integrated National High School
Senior High School
In Partial Fulfilment
of the Requirements in Practical Research II
Last Name, First Name M.
June 2023
i
SENIOR HIGH SCHOOL
ENDORSEMENT FORM FOR FINAL DEFENSE
TITLE OF RESEARCH: Research Title Research Title Research Title Research Title
Research Title Research Title Research Title Research Title
NAME OF PROPONENTS: First Name MI Last Name
First Name MI Last Name
In Partial Fulfilment of the Requirements
In Practical Research II
has been examined and is recommended for Final Defense.
ENDORSED BY:
Last Name, First Name MI.
Research Adviser
June 10, 2023
ii
STI COLLEGE LIPA
1/1/23
APPROVAL SHEET
This research entitled: (Research Title) prepared and submitted by (First Name
MI Last Name, First Name MI Last Name, and First Name MI Last Name,) in partial
fulfillment in Practical Research II has been examined and is recommended for
acceptance and approval.
Research Adviser
Accepted and approved by the Research Panel
in partial fulfillment of the requirements in Practical Research II
Panel Member Panel Member
Lead Panelist
NOTED BY:
Principal
January 2023
iii
STI COLLEGE LIPA
1/1/23
ACKNOWLEDGEMENTS
The researchers would like to thank the following:
Research Adviser, Mr. Jay Tibayan, for giving them the chance to do the study and
delivering priceless advice;
Research Panel, for carving out some time with them on research defense;
Parents and/ or Guardian, for their love, prayers, caring and sacrifices for educating and
preparing them for their future;
Friends and inspirations, for encouraging them to conduct the study and showing them
the positive aspects of it; and above all
God the Father, for His guidance to achieve their aim and succeed in this study.
The Researchers
FT-CRD-113-00 | STI College Lipa

iv
STI COLLEGE LIPA
1/1/23
ABSTRACT
Title of research: Lack of Interest in Mathematics and Its Effects on STEM Students
Who Will Pursue Programs Under Science and Technology in Tertiary Education
Researchers: Manisha Mariabella M. Albotra
Allysa Marie M. Bevera
Arabela E. Esguerra
Maxinne Joy B. Lubi
Jazel T. Malaluan
Laika P. Riva
Allyza Phoebe L. Villanueva
Program: Science, Technology, Engineering, and Mathematics
Date of Completion: January 2023
This study focused on the lack of interest in mathematics and its effects on STEM
students who will pursue a program in science and technology in tertiary education. It
was conducted in STI College Lipa during the school year 2022-2023. 75 students were
selected using a simple random sampling method.
The study used quantitative research methodology. A close-ended questionnaire
was utilized to evaluate the contributing factors and how they affect the interest of STEM

v
SENIOR HIGH SCHOOL
students in mathematics and use statistics.
The the study revealed that the more your condition affects you, the lower your
academic grade. Moreover, the more attentive you are in math class, the higher your
academic grade. The students' attentiveness to math subjects clearly shows their interest
in mathematics. And this study found that the less support you have, the lower your
academic grade.
vi
SENIOR HIGH SCHOOL
TABLE OF CONTENTS
Page
Title Page i
Endorsement Form for Final Defense ii
Approval Sheet iii
Acknowledgments iv
Abstract v
Table of Contents vii
List of Tables viii
Chapter I: Introduction 1
Background of the Study 1
Problem Statement 2
Significance of the Study 3
Limitation of the study 5
Chapter II: Review of Related Literature 6
Chapter III: Research Methodology 14
Chapter IV: Presentation and Discussion of Findings 19
Chapter V: Conclusions and Recommendations 23
References

vii
SENIOR HIGH SCHOOL
Appendices
LIST OF TABLES
Table Page
1 Likert Scale 18
2 Factors that affect the Mathematical disinterest of STEM students 19
who will pursue programs under Science and Technology in
Tertiary education.
Tertiary education.
Tertiary education.
5 A significant relationship between the contributing factors and 22
academic grades.
viii
SENIOR HIGH SCHOOL
CHAPTER I
INTRODUCTION
Background of the Study
Backgr
Problem Statement
The problem to be addressed through this study is the effects of having a lack of
interest in mathematics of some STEM students as they only pursue STEM education
because of the career that they wanted such as doctor and nurse under this strand.
STEM students who lack interest in mathematics will be affected. Lack of interest
has a big impact on their academic performance. However, it is important to find a proper
solution to lessen the lack of interest of STEM students for them to have a better
understanding of mathematics and for them to have confidence in this subject. Countless
research studies have been conducted but do not adequately address the effects of having
a lack of interest in mathematics on academic performances and academic achievement
of STEM students who only enter STEM education as they want to pursue careers in
science and technology.
Moreover, the researchers would like to determine the effect of a lack of interest in
mathematics on students’ academic performance and how the students who want to
pursue careers in science and technology will overcome their struggles in comprehending
viii
SENIOR HIGH SCHOOL
mathematics subjects in the STEM strand. It is critical to analyze the comprehension of
STEM students in mathematics to formulate solutions for their math struggles.
Significance of the Study
This study will be very beneficial to students who decide to study in STEM
despite having little interest in math and only intend to pursue science and technology-
related courses. Students may become more informed of this and gain information that
will make it simpler for them to excel in STEM fields. The current research was crucial
for STEM students and aspiring researchers.
STEM Students. The findings of this study may give them ideas on how to
address the issues they were having with students who lacked mathematical
comprehension. Furthermore, they can be better informed about the disadvantages of a
lack of interest in mathematics.
Future Researchers. They could use this study as a source of conceptual and
empirical literature when conducting their own studies about the current study. They can
broaden the scope of the current investigation in order to reach a much more generalized
conclusion. Researchers may gain insight into why students chose STEM fields while
having minimal interest in mathematics, which may aid them in better comprehending
why these students have lost interest in arithmetic.
viii
SENIOR HIGH SCHOOL
School. Given that they are aware of the students’ absence of interest in
mathematics, the school can arrange a session to intrigue students’ interest in the topic.
Doing so will significantly improve their comprehension of the subject.
Teachers. Through identifying the reasons why some students lack interest in
mathematics, teachers can assist students by providing engaging activities that will
eventually capture their interest and curiosity. They can educate students comprehend the
idea of mathematics, which might make it easier for them to succeed as a STEM student.
The number of specific objectives should be enough to cover the whole study. The
importance of the study is enumerated starting with number one (1).
1. Objective number 1; Determine the contributing factors that affect STEM
students in Mathematics.
2. Objective number 2; Determine how lack of interest affects students'
Mathematics performances and
3. Objective number 3; Identify the necessities of the STEM students in
Mathematics to improve their academic performance.
viii
SENIOR HIGH SCHOOL
4. Last objective. Identify the significant relationship between contributing factors
and the academic grades of the respondents.
Limitation of the study
The sample selected in this study was specifically for students who pursue
Science, Technology, Engineering, and Mathematics as a mere requirement for their
preferred choice of course and have no interest in mathematics. The result obtained in this
study may not be applicable to students outside of this designation. The results of this
study will be collected using survey questionnaires. Lastly, this study solely includes
STEM students from STI Academic Center, Lipa Campus. The study collects information
from chosen respondents, and the respondents’ insights will be displayed precisely.
viii
SENIOR HIGH SCHOOL
CHAPTER II
REVIEW OF RELATED LITERATURE
Local Literature
According to the study of Capuno et al., (2019), out of all the variables that may
be examined, student attitudes toward mathematics have been given the greatest emphasis
since numerous studies have discovered a significant correlation between these attitudes
and students’ academic performance. Students who do not give effort into mathematics
subjects because of their lack of interest would result in a bad academic performance.
Rafanan and De Guzman (2020) stated that many countries in the world face the
task of recruiting more individuals into STEM industries. Throughout, there is a great
need of STEM graduates. Some students, if not all, are pursuing the STEM strand since
this generation requires highly qualified experts in this field. In addition, math is linked to
careers that are in high demand today, but not all careers are related to math, such as
those in biology, medicine, computer science, dentistry, and web design, which is why
there are students who chose the STEM strand.
The study found out that biology-related fields tend to be of interest to senior high
school students in general. The participants in their paper primarily chose to enroll in
STEM because it aligned with their intended college course. “When they graduated from
college, almost all the students desired to work in fields connected to STEM” (Rafanan
7|Page
SENIOR HIGH SCHOOL
and De Guzman, 2020). Thus, despite their dislike of mathematics, students who want to
pursue their intended job in a field related to science must enroll in the STEM strand; as a
result, the students with no interest in mathematics finds it difficult to excel in their career
strand.
In accordance with the study of Garcia et al., (2017), enrollment in high school
science courses and performance on science and math standardized exams were
significantly and positively associated with increased STEM interest. Therefore, those
students who excel in a specific subject can affect the decision of students in choosing a
strand. Students who excel in science but not in mathematics that take the STEM strand
can be one of the reasons why there are STEM students that do not have an interest in
mathematics despite knowing that mathematics is one of the major subjects in the STEM
strand.
Conforming with the study of Cabuquin (2022), the degree to which a student is
interested in a STEM career will have a direct impact on his or her willingness to pursue
one in the future. As a result, the students excel in specialized topics related to their
preferred professions. Students who are uninterested in mathematics since it is unrelated
to their future careers will struggle in terms of academic performance and grades in this
subject.
Gombio (2014) claimed that it cannot be denied that mathematics is essential in
life, yet the reality is that many individuals do not understand it. Students have a tough
8|Page
SENIOR HIGH SCHOOL
time learning the various mathematical abilities and processes that are useful in their
daily life. As a result, some students regard mathematics as their waterloo. Hence, they
perform poorly in mathematics. Thus, students’ lack of interest in mathematics is caused
by difficulty learning various mathematical computations, which leads to academic
failure.
Foreign Literature
CodeMint (2020) stated that the amount of work completed, students’ task
approach and mastery, students’ personality and self-concept, their sense of inadequacy,
their motivation and self-confidence, their anxiety, and the lack of qualified mathematics
teachers have all been linked to students’ interest in mathematics. Many factors influence
the interest of students in mathematics subject which may result in poor academic
performance.
Conforming to the previously stated studies, Mokhtar, S., Yusof, Z., and Misiran,
M., (2012), stated that students must also achieve high mathematics achievement and
performance in order to achieve outstanding literacy in mathematics. Accordingly,
students must study hard to get good grades in mathematics and strive hard even if they
are not interested in mathematics to succeed in their career strand.
However, Siregar et al., (2020), stated that there were no effects of using the
STEM strategy on the mathematics achievement of seventh graders in central Tennessee,
9|Page
SENIOR HIGH SCHOOL
demonstrated that although STEM positively enhanced student performance outcomes,
there are still some downfalls when integrating STEM activities. STEM can help students
improve their mathematical intelligence since it contains numerous challenging tasks that
challenge students’ thinking. However, if the student is uninterested in mathematics, there
will be difficulties when conducting mathematics activities.
In line with the study of Wong, Shu and Wong, Su (2019), “Interest may not be a
direct antecedent of mathematics performance, but rather the result of reciprocal effects
with personal variables (such as self-efficacy or self-regulation) or school-related
variables (i.e., classroom practices).” Therefore, students’ interest in mathematics may or
may not have a negative impact on their academic performance. Other factors could be
influencing students’ poor academic performance in mathematics.
According to Zacharopoulos, G., Sella F., and Kadosh, R. (2021), “Pre-A level
students who preferred to stop studying math performed worse on examinations that
covered mathematical reasoning and numerical operations than students who chose to
continue studying math.”
Thus, students’ academic performance may not be impacted by their interest in the
mathematics subject. Despite their lack of interest in the topic, some students put in a lot
of effort to succeed in their career track, which requires many mathematical courses.
Synthesis
10 | P a g e
SENIOR HIGH SCHOOL
As mentioned in the study of Capuno et al., (2019), students that detest in
mathematics increases the relationship of the students' attitude and academic
performance. Therefore, students that negatively perceive mathematics results in a
negative attitude as it is bound in a two-way relationship. Which means that the students’
attitude on mathematics, be it positive or negative, reflects their performance on the
subject as it is bound together to result in their academic performance.
Although this is said to be the case, according to Rafanan and De Guzman (2020),
STEM graduates are significant as they are what the world needs due to the career paths
in this field that are viewed as in demand. Thus, students that detest mathematics find
themselves in their situation for this reason. Since under the STEM strand varies different
courses that are highly relevant for the people and in this generation. However, since the
STEM strand also offers science, some might pursue it for this reason as it is also
mentioned in the study that graduates prefer to work in STEM related fields. Therefore,
despite the lack of interest in mathematics, some might choose to pursue the STEM
strand because of the demands in the future. In addition, to work in a science related field
which is under STEM.
With the reason of pursuing STEM due to science, it is supported by the study
conducted by Garcia et al., (2017), that science increases the interest of students to pursue
STEM. Thus, students that excel in science despite their lack of interest in mathematics
pursued STEM because they are interested in one subject in which the strand offers. This
shows that the relationship of interest in one subject affects their decision into pursuing
11 | P a g e
SENIOR HIGH SCHOOL
their strand nevertheless if it's combined with the subject, they have no interest in.
Supported by the study of Cabuquin (2022), the degree of interest of a student to a
STEM career, will impact their willingness to pursue one in the future. Therefore, with
their goal to pursue STEM related courses in the future, this will likely be on the list of
reasons why they pursue STEM. The same goes for those students that are not interested
in mathematics as the STEM program offers science and technology as well. Since the
students are set on a STEM related career, their willingness will likely be their strength in
enduring the STEM program.
Gombio (2014) determined that the students that have a tough time learning
various mathematical abilities and processes even though it is important in our daily lives
resort to performing poorly in mathematics. This shows that students are not entirely
effortless in understanding mathematics as they are only having a complex understanding
of it, which results in poor performance. Learning mathematics is difficult for those that
are doing poorly on the subject as they have not grasped the importance of it in our lives.
Hence, students perform poorly in mathematics.
In the study explained by CodeMint (2020), there are various factors as to why
students lack interest in mathematics namely number of workloads, qualified teachers,
lack of motivation, the students' confidence, etc. These factors influence the performance
of the students towards mathematics as they all have an impact towards the interest in
performing well on the subject. Teachers that are inefficient in teaching mathematics led
12 | P a g e
SENIOR HIGH SCHOOL
to a student's further lack of interest in the subject. Lack of motivation towards the
subject results in poor academic performance of students in the subject. The number of
workloads leads to poor quality performance in the subject. Interest on a subject indicates
the performance of a student. Therefore, with all of these to note, students that lack
interest in mathematics might be under the influence of these factors, as a result to
perform poorly on the subject.
Mokhtar, S., Yusof, Z., and Misiran, M., (2012) determined that students need
high mathematics achievement and performance to have an outstanding literacy in
mathematics. Students needs satisfying grades in mathematics to succeed in their career
strand, with interest in mathematics or not. As they are a STEM student, lacking interest
in mathematics does not mean they can have a pass on the subject as it is their major
while in the program. Although their choice of careers in college does not have anything
to do with mathematics, they still must perform better in mathematics as it affects their
academic performance thus their chances in getting into their preferred college. In
conclusion, students that perform better on mathematics lead to mathematics achievement
and great academic performance which then make it possible for them to get accepted to
with their course.
Siregar et al., (2020) stated that STEM positively enhances the students’
performance in mathematics, however there is still some setbacks when combining
STEM activities. Which indicates that activities in mathematics are difficult even for
those who does not have lack of interest in mathematics. Therefore, students that have no
13 | P a g e
SENIOR HIGH SCHOOL
interest in the subject are likely to struggle more with the given mathematical activities.
As mentioned in the study of Wong, Shu and Wong, Su (2019) interest in
mathematics has no relation with the performance in mathematics as it may be as a result
of reciprocal effects with personal variables and school-related variables. This indicates
that there are factors influencing the mathematical performance of the student which does
not based on the interest of the subject alone. Self- regulation of the student can be a
factor for mathematical performance.
It is discovered by Zacharopoulos, G., Sella, F., and Kadosh, R. (2021) that
students who stop studying mathematics perform worse in mathematics than those who
continue studying it as it involves mathematical reasoning and numerical operations.
Which implies even with lack of interest, students that choose to continue studying the
subject can perform well and not as bad as those who stopped learning mathematics.
In summary, students who lack interest in mathematics despite being STEM
students have no compelling motive to deliberately underperform since their academic
performance will affect their careers. Regardless of their disinterest in the subject, they
are obligated to study given it is their major while enrolled in the program. It could also
be due to personal variables that results in poor academic performance with the
mathematics subject. Negative attitudes of the students towards mathematics can be a
result of influences on other variables such as qualified mathematics teachers, workloads,
motivation, and so on. Evidence that links a lack of interest in mathematics to STEM
14 | P a g e
SENIOR HIGH SCHOOL
students does not completely support STEM students' incompetence in the subject. As
interests assure the quality of performance of the students on the subject, it does not
necessarily mean that lack of interest ensures the incapacity to perform well on
mathematics as it affects the students overall academic performance.
CHAPTER III
RESEARCH METHODOLOGY
Research Design
This research employs a quantitative – non-experimental design utilizing
correlational research technique. Labaree (2022) stated that quantitative research
emphasizes numerical, constant information or data and detailed, convergent reasoning
over divergent reasoning. A correlational research design identiﬁes relationships between
variables without allowing the researcher to control or manipulate any of them. The
researchers conduct this study to identify the significant relationship between the
student’s academic grades and their interest in Mathematics. Also, allow the researchers
to identify the effects of having a low interest in Mathematics on STEM students who
will pursue career under Science and Technology.
Respondents of the Study
The respondents of the study included the students of STI College Lipa who took
STEM strand. A total of 75 students will respond to our survey from Grade 12.
15 | P a g e
SENIOR HIGH SCHOOL
Sample and Sampling Technique
The sample size of the survey is 75. The population size of STEM students from
grade 12 in STI College Lipa is 298. The researchers can tolerate a maximum of 10%
error. The calculation of sample size is based on the Yamane formula.
In this study, the simple random sampling method will be applied, which is a
probability sampling method in which researchers select individuals at random from a
population. All individuals in the population have an equal chance of being chosen. This
method was an equal chance of being chosen.
Research Instrument
In this study, the instruments utilized by the researchers to collect data from the
respondents of STEM students are through questionnaires due to the convenience of it in
data accuracy. Using the survey questionnaires, the researchers can manipulate the set of
questions that provide relevant data to be collected for the study. The close-ended
questionnaire is a systematic approach to collecting data as it asks similar predetermined
questions for all respondents with chronological order and is rated with a standardized
16 | P a g e
SENIOR HIGH SCHOOL
scoring system. Close-ended questionnaire also assures the decrease of the possibility of
discrimination issues. In addition, the researcher’s inquiry on the spot is not necessary as
it will only result in a scatter data collected which might stray from the main point.
Close-ended questions are most reliable for collecting data. As it determines what most of
the respondents selected. Close-ended questions are defined as questions which are
inquired to the respondents to select from a distinct set of pre-defined responses, such as
a "yes/no" or among a set of multiple choice. 75 students from grade 12 STEM strand are
chosen to answer the research questionnaires. Therefore, with the use of close-ended
questions for the questionnaire, the researchers can simply analyze the data collected as
the respondents have similar set of questions and choices. In addition, the researchers can
distinguish the effects of academic performance to STEM students that lack interest in
mathematics.
Data Gathering Procedure
The researchers will conduct quantitative observations on the participants.
Findings from quantitative observation will be constructed using statistical and numerical
analysis techniques. The researchers will gather the data using a test questionnaire
through face-to face and online survey. The researchers collected the data from the
selected students through close-ended test questionnaire. After formulating test
questionnaire that were already validated, the researchers will request permission from
the faculty to conduct this survey at STI College Lipa. The researchers will introduce
17 | P a g e
SENIOR HIGH SCHOOL
themselves first, ask permission and assure the respondents that the data gathered will
only be used for research purposes before giving the questions to the respondents. The
researchers will record the answers of the participants. Afterward, answered questions
will be checked and classified accordingly.
Statistical Treatment of Data
The following statistical procedures were used to interpret the data gathered from the
respondents of the study.
1. Weighted Mean. The arithmetical average obtained by adding all the
arithmetical scores divided by the number of cases.
This statistical tool was used to compute for the weight of the responses in the
questionnaire assigned by the respondents during the actual data gathering procedure.
This formula for the weighted mean is as follows:
WM= ΣFW/N
Where:
WM= weighted mean
Σ= summation symbol
F= frequency
W= assigned weight
18 | P a g e
SENIOR HIGH SCHOOL
N=Total number of frequencies
2. Likert Scale. The data collected will be interpreted using the following Likert
scale.
Scale Weighted Means/Equivalent Verbal Interpretation
1 1.00 – 1.79 Never
2 1.80 – 2.59 Rare
3 2.60 – 3.39 Sometimes
4 3.40 – 4.19 Often
5 4.20 and above Always
Table 1
3. Pearson Correlation Coeffiecient. The correlation between the two variables
can be tested using the following:
r=
∑ ( x i−x)( y i − y)
√ ∑ ( x i−x )2 ∑ ( y i − y)2
Where:
r = correlation coefficient
x i = values of the x-variable in a sample
x = mean of the values of the x-variable
19 | P a g e
SENIOR HIGH SCHOOL
y i = values of the y-variable in a sample
y = mean of the values of the y-variable
CHAPTER IV
PRESENTATION AND DISCUSSION OF FINDINGS
This section of the study includes the corresponding data analysis and interpretation.
Table 2. Factors that affect the Mathematical disinterest of STEM students who will
pursue programs under Science and Technology in Tertiary education.
Attentiveness Weighted Mean Scale Verbal

Interpretation
I always do advanced learning in 2.31 2 Rare
Mathematics.
I give my full attention to this subject. 2.63 3 Sometimes
I always participate in Mathematics subject. 2.59 2 Rare

I love solving math problems. 2.17 2 Rare
I get upset when the discussion in 1.81 2 Rare
Mathematics is interrupted.
I always spend my vacant time practicing 1.80 2 Rare

math computations.
I give more effort when doing math activities 2.56 2 Rare

in class.
I am always prepared for math quizzes. 2.43 2 Rare
I enjoy doing math assignments. 1.96 2 Rare
20 | P a g e
SENIOR HIGH SCHOOL
I study harder when I do not get my expected 2.81 3 Sometimes

grade in Mathematics.
Legend: 1.00 – 1.79 Never 3.40-4.19 Often
1.80 – 2.59 Rare 4.20 and above
Always
2.60 – 3.39 Sometimes
Based on the table above, item number 10 in the students' attentiveness in
mathematics has the highest weighted mean, "2.81," with the verbal interpretation of
"Sometimes" and a scale of 3, followed by item number 2 with "2.63" weighted mean and
verbal interpretation of "Sometimes." However, item number 6 is the lowest and has a
weighted mean of 1.80, a scale of 2, and a verbal interpretation of "Rare".
Students’ Condition Weighted Mean Scale Verbal Interpretation
My understanding of this 2.73 3 Sometimes

subject leads to low
interest in Mathematics.
The teaching method of 2.60 3 Sometimes
my Mathematics teacher
is not effective for me.
My short attention span 2.60 3 Sometimes
affects my interest in this
subject.
I have personal problems 2.60 3 Sometimes
that affect my interest in
Mathematics.
I have a computational 2.53 2 Rare
weakness.
21 | P a g e
SENIOR HIGH SCHOOL
Legend: 1.00 – 1.79 Never 3.40-4.19 Often
1.80 – 2.59 Rare 4.20 and above
Always
Table 3 reveals the weighted mean, scale, and verbal interpretation. Based on the
table, item number 1 to 5 shows the highest to lowest weighted mean from "2.73"
weighted mean to "2.53". Item number 1 has a scale of 3 and has a verbal interpretation
of "Sometimes". Item number 5 has a verbal interpretation of "Rare" and a scale of 2,
which is the lowest in the Students' Condition.
Support Weighted Mean Scale Verbal

Interpretation
I lack support from my friends. 2.29 2 Rare
I lack collaboration and 2.88 3 Sometimes
connection with students who
do well in math.
Mathematics teachers should 3.08 3 Sometimes
provide authentic assessments
to increase my interest in math.
I lack daily practice. 2.80 3 Sometimes
I need a math tutor. 2.53 2 Rare
Legend:
1.00 – 1.79 Never 3.40-4.19 Often
1.80 – 2.59 Rare 4.20 and above Always
22 | P a g e
SENIOR HIGH SCHOOL
Table 4 conveys that among the 5 items, item number 3 ranked first with a
weighted mean of 3.08, a scale of 3, and its verbal interpretation is "Sometimes".
Following rank 1, items 2 and 4 are also interpreted as "Sometimes," with weighted
means of 2.88 and 2.80. The first and last items are interpreted as "Rare," which means
"low" in other interpretations, with weighted means of 2.29 and 2.53.
Table 5. A significant relationship between the contributing factors and academic
grades.
Factors Academic r value P Value Remarks Interpretation

Affecting Grades
Lack of
Interest in
Mathematics
Attentiveness Academic 0.613 .00001 Moderate Significant
Grade positive
correlation
Students’ Academic -0.749 .00001 High Significant
Condition Grade negative
correlation
Support Academic -0.774 .00001 High Significant
Grade negative
correlation
Legend: 0.90 to 1.00 (or -0.90 to -1.00) Very high positive (or negative) correlation
23 | P a g e
SENIOR HIGH SCHOOL
0.70 to 0.90 (or -0.70 to -0.90) High positive (or negative) correlation
0.50 to 0.70 (or -0.50 to -0.70) Moderate positive (or negative) correlation
0.30 to 0.50 (-0.30 to -0.50) Low positive (or negative) correlation
0.00 to 0.30 (or 0.00 to -0.30) Very low positive (or negative) correlation/Negligible
correlation
The table shows that students' attentiveness in math subjects, students' condition,
and students' support have all had an impact on respondents' academic grades.
24 | P a g e
SENIOR HIGH SCHOOL
CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
Conclusion
Based on the data gathered, the conclusion was drawn:
The gathered data allowed the researchers to conclude that there are factors affecting
STEM students' interest in mathematics, including computational weakness, not studying math in
their leisure time, a dislike of solving mathematical problems, a dislike of doing math
homework, a lack of effort, a lack of advanced learning, a lack of engagement with the subject,
and unpreparedness to math quizzes. These are listed to be the most seen in the students’
condition and attentiveness regarding mathematics, thus they all fall low in verbal interpretation.
The table assesses the student’s behavior when it comes to mathematics as it is provided that the
lowest weighted mean is 1.80 aligned with the statement that students spend their vacant hours
studying mathematics which rarely happens in verbal interpretation. Evidence showed that the
lack of interest in mathematics among STEM students is noticeable.
Furthermore, the study revealed that the more your condition affects you, the lower your
academic grade. This means that a lack of mathematical understanding, an ineffective teaching
method, a short attention span, mental health issues, and computational weakness among
students all contribute to poor academic performance. Moreover, the more attentive you are in
math class, the higher your academic grade. The students' attentiveness to math subjects clearly
shows their interest in mathematics. And this study found that the less support you have, the
lower your academic grade.
25 | P a g e
SENIOR HIGH SCHOOL
The students' lack of interest in mathematics leads to bad academic grades. The
students need to have support such as support from friends, collaboration and connection
with students who do well in this subject, provided authentic assessments, daily practice,
and a math tutor to improve their academic grades. This support will also increase
students' attentiveness in math subjects, which can result in high academic grades.
Recommendations
Considering the significant findings of the study, the following recommendations are
offered:
1. Teachers should use more interactive teaching methods to increase students’ interest
in Mathematics.
2. Students should collaborate to develop alternative solutions to Math problems
3. School should hold a seminar to re-orient teachers to employ various ways to increase
students’ interest in Mathematics.
4. Future researchers must undertake a similar study in a different situation to discover
new knowledge and contribute to the limited literature on lack of interest in Mathematics.
26 | P a g e
SENIOR HIGH SCHOOL
REFERENCES
Cabuquin, J. C. (2022). Examining Multiple Intelligences and Performance of Science,
Technology, Engineering, and Mathematics (STEM) Students in the Specialized
Subjects. European Journal of Education and Pedagogy, 3(5), 55–60.
https://doi.org/10.24018/ejedu.2022.3.5.426
Custudio, J. E., Feliciano, L. M., Garing, A., Garcia, J., Manalo, S., & Serito, S. M.
(2017). Career Aspirations of Stem Students of University of Batangas Towards Stem
Careers - PDF Free
Download. https://www.dlsu.edu.ph/wp-content/uploads/pdf/conferences/research-
congress-proceedings/2017/LLI/LLI-II-035.pdf
Etcuban, J. O., Capuno, R., Necesario, R., Espina, R., Padillo, G., & Manguilimotan, R.
(2019). Attitudes, Study Habits, and Academic Performance of Junior High School
Students in Mathematics. International Electronic Journal of Mathematics Education,
14(3). https://doi.org/10.29333/iejme/5768
Hewson, S. (2019). The Mathematical Problems Faced by Advanced STEM Students.
University of Cambridge. https://nrich.maths.org/6458
Impact of Students’ Interest on Academic Achievement of Students in Mathematics in
Secondary Schools Ipaja L.C.D.A. (n.d.). Retrieved from
https://codemint.net/education/impact-of-students-interest-on-academic-achievement-of-
students-in-mathematics-in-senior-secondary-schools-ipaja-lcda/index.html
27 | P a g e
SENIOR HIGH SCHOOL
Kihwele, J. E., & Mkomwa, J. (2022). Promoting students’ interest and achievement in
mathematics through “King and Queen of Mathematics” initiative. Journal of Research in
Innovative Teaching &Amp; Learning. https://doi.org/10.1108/jrit-12-2021-0083
Mokhtar, S. F., Md Yusof, Z., & Misiran, M. (2012) Factors affecting students’
performance in mathematics. Journal of Applied Sciences Research, 8 (8). pp. 4133-
4137. https://repo.uum.edu.my/id/eprint/12750
Rafanan, R. J., De Guzman, C. Y. & Rogayan, D. J. (2020). Pursuing STEM Careers:
Perspectives of Senior High School Students. Participatory Educational Research, 7 (3),
38-58. DOI: 10.17275/per.20.34.7.3
Siregar, N. C., Rosli, R., Maat, S. M., & Capraro, M. M. (2020). The Effect of Science,
Technology, Engineering and Mathematics (STEM) Program on Students’ Achievement
in Mathematics: A Meta-Analysis. International Electronic Journal of Mathematics
Education, 15(1), em0549. https://doi.org/10.29333/iejme/5885
Wong, S. L., & Wong, S. L. (2019). Relationship between interest and mathematics
performance in a technology-enhanced learning context in Malaysia. Research and
Practice in Technology Enhanced Learning, 14(1). https://doi.org/10.1186/s41039-019-
0114-3
Zacharopoulos, G., Sella, F., & Cohen Kadosh, R. (2021). The impact of a lack of
mathematical education on brain development and future attainment. Proceedings of the
National Academy of Sciences, 118(24). https://doi.org/10.1073/pnas.20131551
28 | P a g e
Prepared by:
Manisha Mariabella M. Albotra Allysa Marie M. Bevera
Arabela E. Esguerra Maxinne Joy B. Lubi
Jazel T. Malaluan Laika P. Riva
Allyza Phoebe L. Villanueva
Noted by:
Jean Malaluan Genalyn Riva
Arnold Esguerra Lorena Bevera
Mariabelle Albotra Maribel Lubi
Judith Villanueva
Approved by:
Jay M. Tibayan

Research Paper Group 5

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

Research Paper Group 5

Uploaded by

Copyright:

Available Formats

FERNANDO AIR BASE INTEGRATED NATIONAL HIGH SCHOOL

SENIOR HIGH SCHOOL

Research Title Research Title Research Title

Presented to the Faculty of

Fernando Air Base Integrated National High School

Senior High School

of the Requirements in Practical Research II

Last Name, First Name M.

Last Name, First Name M.

Last Name, First Name M.

ENDORSEMENT FORM FOR FINAL DEFENSE

Research Title Research Title Research Title Research Title

NAME OF PROPONENTS: First Name MI Last Name

First Name MI Last Name

First Name MI Last Name

In Partial Fulfilment of the Requirements

has been examined and is recommended for Final Defense.

Last Name, First Name MI.

June 10, 2023

fulfillment in Practical Research II has been examined and is recommended for

acceptance and approval.

First Name MI Last Name

Accepted and approved by the Research Panel

in partial fulfillment of the requirements in Practical Research II

Panel Member Panel Member

First Name MI Last Name

The researchers would like to thank the following:

delivering priceless advice;

preparing them for their future;

the positive aspects of it; and above all

FT-CRD-113-00 | STI College Lipa

Researchers: Manisha Mariabella M. Albotra

Allysa Marie M. Bevera

Maxinne Joy B. Lubi

Allyza Phoebe L. Villanueva

Program: Science, Technology, Engineering, and Mathematics

Date of Completion: January 2023

selected using a simple random sampling method.

The study used quantitative research methodology. A close-ended questionnaire

FT-CRD-113-00 | STI College Lipa

students in mathematics and use statistics.

Endorsement Form for Final Defense ii

Approval Sheet iii

Table of Contents vii

List of Tables viii

Background of the Study 1

Significance of the Study 3

Limitation of the study 5

Chapter II: Review of Related Literature 6

Chapter III: Research Methodology 14

Chapter IV: Presentation and Discussion of Findings 19

Chapter V: Conclusions and Recommendations 23

FT-CRD-113-00 | STI College Lipa

2 Factors that affect the Mathematical disinterest of STEM students 19

who will pursue programs under Science and Technology in

3 Factors that affect the Mathematical disinterest of STEM students 20

who will pursue programs under Science and Technology in

4 Factors that affect the Mathematical disinterest of STEM students 21

who will pursue programs under Science and Technology in

5 A significant relationship between the contributing factors and 22

Background of the Study

a lack of interest in mathematics on academic performances and academic achievement