Chapter 5

DISCUSSION AND CONCLUSION

 This chapter presented the discussion of the collated data from the in-depth interview.

The themes drawn from the responses to the research question of the key participants during

the interview are discussed to examine the difficulties of PWD students in pursuing BSED

Mathematics. This chapter summarizes the result of the study in which the researchers

conclude and recommends for the betterment of this study and a conclusion.

           In this study, the bonafide student/s of Davao de Oro State Collage- Maragusan

Campus taking BSED Mathematics are the key informants from the study whom they can

share their difficulties of pursuing BSED Mathematics as student/s who are considered to be

a Person with Disability (PWD). There is one (1) participant involved in the in-depth

interview.

           In gathering the data, critical things were considered before, during, and after the

study. The essential things in this study were to ensure the confidentiality of their identity and

their statements to make them feel secure about their involvement.

Summary and Findings

Based on the findings of this research, the following data are generated.

What are the difficulties encountered by PWD students in pursuing BSED

Mathematics?

The emerging theme is generated about the difficulties encountered by PWD students

in pursuing BSED Mathematics. A participant shared difficulties in Cognitive and

Accessibility, Academic Achievement, Psychological Impact, and Lack of Attention and

Focus.
 Accessibility and Cognitive Difficulties. Many mathematical topics are inaccessible

to students who are blind or visually impaired because they are presented graphically and

need a visual display. As a result, PWD students fail to acquire and grasp mathematical ideas.

According to Mbofana and Chirume's (2022) research, students with visual

impairment perceive mathematics as an uneasy subject because of the challenging and

complicated ideas that rely primarily on visual instruction. Their motivation to study

mathematics is substantially inhibited by the absence of easy access to media.

Moreover, Aljundi and Altakhayneh (2020) claimed that developing mathematical

skills needs more time and effort for pupils with vision impairment. As a result, training

instructors to work with visually challenged students is incredibly challenging. It implies that

vision loss causes substantial issues, such as increased dependency on arithmetic learning,

separation from typical math learning, and taking longer to finish exercises. Additional

challenges include a lack of staff or instructors to help those visually impaired students, a

lack of instructional time during math courses, and a lack of topic competence in

mathematics, and many more.

Academic Achievement and Psychological Impact. Each impaired learner has

distinct qualities and shortcomings. In general, students with impairments usually outperform

their colleagues in academics, particularly in mathematics. As a result of their visual

impairment and associated cognitive problems, students with impairments struggled to

comprehend and absorb things. These encounters may influence the student's self-esteem and

confidence.

As a result of environmental factors like low participation, a lack of practice, poor

education, a poor curriculum, and a low quality of proficiency, mathematical learning is more
challenging (Sharma, 2020). Moreover, students who struggle with mathematics also suffer

with visual-spatial awareness, making it difficult to cope with graphical challenges. Some

kids struggle with Math learning issues such as lagging numbers, digit confusion,

understanding the mathematical language, problem solving, and memorizing basic ideas

(Gilley, Root, & Cox, 2021). Mathematics is likely to be a challenging subject for such

pupils, since they will struggle with computation and application challenges (Chin & Fu,

2021).

Lack of Attention and Focus. PWD students may have academic problems because

of their visual impairment and associated cognitive challenges when they do not pay attention

and focus. According to Nelson and Powell (2018), early identification of students with

mathematics learning challenges is crucial since it impairs future performance and, if not

addressed, may lead to the student lagging behind their classmates.

Students with disabilities struggle with fundamental numerical skills, fluent

computation, multi-digit number calculation, estimation/mental processing, and mathematical

reasoning, according to studies on the characteristics of students with disabilities. Moreover,

students with disability struggle with fundamental arithmetic skills such as number ideas,

counting, comparing, numbers and place value, and calculation (Kelly, 2020). Similarly,

mastery of numbers, geometric forms, graphs, size, distance, and fundamental operations

such as; addition, subtraction, multiplication, and division, are among these problems

(Aljundi & Altakhayneh, 2020).

What coping mechanisms of the PWD students employed in dealing with the difficulties

encountered in pursuing BSED Mathematics?

 The research query goes the way of how the PWD students cope up in dealing the

difficulties encountered in pursuing BSED Mathematics. Providing the theme of self-

motivation and academic resilience as one their coping mechanism. Students must be

proactive in exploring ways to lessen the adverse impact of their impairment on their learning

to achieve a positive learning outcome, such as figuring out tactics to control distractions and

focus better in class.

According to Tan, Padilla, and Lambert's (2022) research, some additional practices

centered on improving Mathematics learning for students with visual impairments include the

use of central mathematics led by the teacher to provide direct support, providing organized

and flexible staff collaboration to support them, adopting an inclusive philosophy that

incorporates a variety of services and the environment, such as using math coaches to support

them before, during, and after school. These initiatives include the need to redefine

mathematics' role, provide marginalized students with the tools they need to learn the

fundamentals of the subject, create learning models and curricula that are sensitive to the

needs of learners with disabilities, and raise societal awareness that disabilities are a

component of diversity that necessitates inclusion.

According to Tan, Padilla, and Lambert's (2022) research, some additional practices

centered on improving Mathematics learning for students with visual impairments include the

use of central mathematics led by the teacher to provide direct support, providing organized

and flexible staff collaboration to support them, adopting an inclusive philosophy that

incorporates a variety of services and the environment, such as using math coaches to support

them before, during, and after school. These initiatives include the need to redefine

mathematics' role, provide marginalized students with the tools they need to learn the

fundamentals of the subject, create learning models and curricula that are sensitive to the
needs of learners with disabilities, and raise societal awareness that disabilities are a

component of diversity that necessitates inclusion.

Perseverance. One of the coping mechanisms employed by the participant in dealing

the difficulties encountered in pursuing BSED Mathematics. Good ideas and approaches for

studying Mathematics are essential for overcoming challenges. Similarly, dedication to

knowing the subject matter and an appreciation of the benefits of listening carefully and

putting in extra effort can make the speed of learning more convenient in complying with a

given assignment.

According to Berkeley and Ray (2019), students with learning difficulties risk falling

behind their peers as their grade levels continue and the gap between them widens. Early

evaluation and suitable educational interventions are necessary to avert such a lousy

consequence (Mutlu,2020). Students with mathematics learning challenges may encounter

issues in the future if early and effective intervention programs are not undertaken. Effective

treatments can only be devised by identifying individual qualities, strengths, and limitations.

It may be advantageous for students to identify the subjects in which they perceive

deficiencies through teacher assessments and to build remedial programs.

Another theme generated by the question regarding the coping mechanism of PWD

students in dealing with the difficulties encountered in learning mathematics is active

engagement in learning. To obtain exceptional outcomes and improve individual

performance, designing learning that caters to each learner's requirements and interests is

necessary to maximize their engagement in the learning process.

As a result, having a plan that works for the individual's learning style and

requirements to overcome problems and distractions while pursuing Mathematics education

is critical. Learning challenges are considered situational, primarily external to the learner,
and caused by particular physical, educational, emotional, and environmental concerns

(Kunwar & Sharma, 2020). Mathematics students with impairments require specialized

training and assistance to address challenges beyond the scope of current Mathematics

teaching and learning. Such intervention should be helpful, efficient, and well-designed,

emphasizing achieving the best results possible (Sharma, 2020). Nonetheless, to accomplish

desired learning in students impacted by it through tailored instruction, the mathematics

instructor must be aware of his or her pupils' learning issues, including impairments.

What are the insights of PWD students about the difficulties they encountered in

pursuing BSED Mathematics?

 The recurring theme concerns PWD students' problems while taking BSED

Mathematics. A participant mentioned insights as a PWD student about their difficulties

pursuing Mathematics education. There were three significant themes generated, and these

are as follows: Everyday Relevance of Mathematics, Inclusive Education, and Overcoming

Challenges. The following are the perceptions expressed by the key informant in the study,

with the core ideas summed up.

Everyday Relevance of Mathematics. Mathematics is essential in virtually every

aspect of life. Mathematics promotes personality development by pushing students to tackle

real-world challenges that affect their communities. Not only is mathematics the most crucial

subject in school, but it is also one of the most vital things to learn about in life. Mathematics

is an abstract subject. As a result, it highlights the topic of natural learning difficulties. The

problem with mathematics learning is widespread. 

Mathematics aims to bridge the gap between education and real life. As a result, it has

always received particular attention in the educational curriculum. Instructors have a critical

role in recognizing and analyzing students' problems with mathematics learning in the

classroom. Teachers must also identify issues connected to learners' neuropsychological and
cognitive profiles, a lack of required knowledge and abilities for Mathematics learning, and

poor linguistic skills (Sharma, 2020).

Inclusive Education. Every student is entitled to learn. Nonetheless, for those PWD

students, the educational environment may provide certain obstacles, needing modifications

and concern. Discrimination may influence a student's ability to focus on academics and stay

up with the class. As a result, Mathematics teachers must establish an inclusive learning

atmosphere in which students feel secure and comfortable. 

Jimoh (2020) states that teachers must learn about students with impairments. Teachers must

study the weaknesses and features of the varied learners in the category for the identified.

Students with impairments generally outperform their classmates in academics, particularly

in mathematics. As a result, instructors must have a better understanding of the requirements

of students with disabilities and remain vigilant in order to satisfy those needs. According to

Weiss, Markowetz, and Kiel (2018), understanding students' limitations is essential. Must be

used to produce learning tools appropriate for students' requirements. Instructors must

commit additional time and effort to mathematics teaching for children with impairments.

Overcoming Challenges. It may be challenging to pursue a career in mathematics

education. Regardless of any difficulties or challenges, learning is exciting and enjoyable.

Students must learn to establish confidence and deal with any difficulties that may arise.

Mathematical thinking and the ability to establish connections between concepts are vital for

all students, even those with learning impairments. 

According to Yang and Xin (2022), students with learning difficulties must have the

same access to learning resources, take high-stakes state assessments, and meet the same high
standards as their peers. These educational laws also emphasize improving mathematical

competency, including conceptual knowledge and cognitive abilities.

 Conclusion

           Based on the analysis of the gathered data, the following conclusion was drawn:

Difficulties Encountered by PWD Students in Pursuing BSED Mathematics in the Case of

Second-Year Mathematics Students have difficulty pursuing BSED Mathematics. From their

response to the first question, the participant struggles academically and psychologically and

has a lack of focus due to their condition. The participant revealed that their performance in

school is affected, as in the case of the participant having a visual impairment. The

participant also revealed that it affected their psychological aspect as it affected their self-

confidence and self-doubt about their condition. Moreover, their impairment caused for lack

of concentration in their study.

On the other hand, despite the difficulties encountered by the participant, there is a

coping mechanism that serves as their stepping stone to pursue a career in mathematics.

These are motivation and academic resilience, perseverance, and active engagement in

learning. From the participant's responses, they pursue mathematics with the motivation to

achieve success and be resilient academically. They persevere in their study despite many

obstacles, but they are willing to take the risk for their future career, and their disability is not

the reason to give up on pursuing their desired course. Moreover, active participation and

engagement in school make them more motivated to achieve the peak of success.
 Lastly, the participant shared their insights for not only the PWD students but all,

stating that regardless of difficulties, students must learn to establish mathematical thinking

ability and connections between concepts, specifically for those with learning impairments.

Though being a Student with a Disability is not that easy, it is only a challenge for them to

overcome and pursue the course they want to.

Therefore, the result denotes that the identified PWD Student had difficulty pursuing

BSED Mathematics.

Recommendation

Based on the findings and conclusion of the study, it is suggested that future

researchers investigate the learning difficulties of students not only in mathematics but in

other areas or courses to address the struggles of PWD students in pursuing their careers.

Moreover, future researchers should look for other research and articles for future studies.

In addition, the teachers are recommended to focus on the students with impairments

in order for them not to be left behind in the class discussion. Furthermore, teachers should

help students with disabilities mold themselves to develop their self-esteem and self-growth.

This case study will serve as a guide for other researchers related to this study for

further investigation.

Concluding Remarks

With the PWD students' difficulties in pursuing BSED Mathematics, it is essential to

have determination despite several challenges they encounter. Having disabilities can be

problematic in attaining the desired career, but this will motivate them to achieve the
milestone ahead to pursue what they want. As for those Student with Disabilities,

perseverance and hard work is the only key to success. This study encourages not only

students with disabilities but this is for all, including teachers, that motivates every individual

to pursue their career despite individual indifference.