Researcher: Carlo G. Valdez Adviser: Jobell B.

Jajalla, MAEd
INTRODUCTION PURPOSE OF THE STUDY
Today, mathematics is one of the most difficult subjects in many academic institutions. The problems in learning The purpose of this multiple case study was to
mathematics among senior high school students is evident especially in the Technical-Vocational and Livelihood (TVL) explore and understand the experiences, difficulties,
track. Among all the school's strands, the Computer Servicing System (CSS) Strand, Home Economics (HE) Strand, and coping mechanisms, and insights in learning mathe-
other TVL (Dressmaking, Caregiving, Automotive, Crop Production, and so on) received fair to poor scores on the mathe- matics concepts among Technical-Vocational and
matics competency test which includes the learning competencies in Functions and their Graphs, Business Mathematics, Livelihood (TVL) graduates who pursued mathemat-
and Logic Areas. The result indicates that TVL students are lack of mathematical knowledge compared to other the aca- ics education in the Kapalong College of Agriculture
demic strand. Moreover, the study discovered that 32% of the prerequisite competencies for senior high school as identi- Sciences and Technology in Kapalong, Davao del
fied by the grade 10 Math teachers fall under the not ready category. This informs that the students did not acquire mas- Norte.
tery of the prerequisite competencies. Hence, it was stressed out that students are not ready on the General Mathemat- At this stage of research, the difficulties in
ics’ topics (Mamolo, 2019). learning mathematics were described as the chal-
In Shadegan Iran, specifically in Islamin Azad University, one of the current problems in the field of mathematics is lenges and struggles experienced by the Technical-
the lack of basic knowledge in mathematics that leads to difficulties in learning mathematics. A large number of college Vocational and Livelihood (TVL) graduates while
students experience difficulties and have trouble understanding different mathematics problems because of their poor learning mathematics concepts, as well as the inabil-
previous knowledge about the concept of mathematics. The students with lack of knowledge and information about math- ity and failure to understand and solve different math
ematics experience difficulties in solving problems and makes them afraid or shy. Lack of knowledge in mathematics chal- problems from different courses due to the underly-
lenged the educational system's health and richness in the country (Kiarsi & Ebrahimi, 2021). ing factors that led to the low academic performance
Moreover, in Cagayan, Philippines, specifically in Andrews Campus of Cagayan State university in the Philippines it and achievements of the students.
was found out in the study that BSED Mathematics students’ performance in the subject was impacted by their lack of
knowledge, poor problem-solving abilities and inability to use the right mathematical concepts and methods. Their prob- RESEARCH QUESTIONS
lem specifically relates to remembering formulas, procedures, and facts form basic mathematics, to retrieving infor-
mation’s slowly, to maintain accuracy in mathematical works, and to forgetting prior knowledge (Siniguian, 2018). 1. What are the experiences of Technical-
Vocational and Livelihood (TVL) graduates who
The researcher was interested to conduct this study because it is highly important to society. There is urgency to con-
pursued mathematics teacher education?
duct this study because difficulties in learning mathematics are a pressing concern in almost educational institutions at
present, not just locally and nationally but globally. If this problem is ignored, it will continue to exist and negatively affect 2. How do Technical-Vocational and Livelihood (TVL)
the quality of learning of the students, especially the teacher candidates in mathematics. Thus, it is important to pursue graduates who pursued mathematics teacher edu-
this study because it may lead to the revisiting and adjustment of the curriculum guide to address issues and the formula- cation cope with the challenges of learning mathe-
tion of effective teaching techniques and strategies that will assist students in learning mathematics. Another is that it can matics concepts?
also lead to the development of students’ mathematical problem-solving skills, which will help them be equipped in the 3. What are the insights that can be derived from
field of mathematics. Technical-Vocational and Livelihood (TVL) gradu-
There is no enough study that explore the experiences of the TVL graduates in learning mathematics. The previous ates who pursued mathematics teacher education
study conducted by Casinillo et al. (2020) in Visayas, with the title “Assessing Senior High Students’ Learning Experienc- that can be shared with their peers and to the aca-
es in Mathematics” explored the learning experiences and its cognitive factors of Mathematics among senior high school deme in general?
students including the Technical-Vocational and Livelihood Tracks (TVL). Which revealed that attitude of students influ-
ences their learning experiences and academic performance. Also, the study of Mamolo (2019) with the title “Analysis of THEORETICAL LENS
Senior High School Students’ Competency in General Mathematics” which examine the mathematical competency of • Theory of Challenge and Support by Sanford
senior high school student including Technical Vocational and Livelihood (TVL) track specifically the CSS strand, Home (1986)
Economics Strand, Dressmaking strand, Caregiving Strand, and Crop Production strand which indicates that TVL stu- • Transactional Model of Stress and Coping by Laz-
dents have fair competency compared to academic strand. However, this study explores the experience that includes dif- arus and Folksman(1984)
ficulties, coping mechanism, and insights of Technical Vocational and Livelihood (TVL) graduates who pursued education
Experiential Learning Theory (ELT) by Kolb (1984)
in Kapalong College of Agriculture Sciences and Technology (KCAST) at Kapalong, Davao del Norte.
•

METHODOLOGY
THE RESEARCH EMPLOYED VALIDATED IN- THERE WERE 10 PARTICIPANTS WITH 5 CASES,
A QUALITATIVE MULTIPLE TERVIEW GUIDE EACH CASE CONSISTING OF 2 PARTICIPANTS
CASE STUDY APROACH QUESTIONS IN THIS STUDY — Purposive Sampling

ORGANIZATION AND INTER- DATA ANALYSIS IN-DEPTH

TRANSCRIPTION AND
PRETATION OF THE ANA- -Thematic Analysis TRANSLATION INTERVIEW
LYZED DATA

RESULTS
Experiences of Technical-Vocational and Coping Mechanism of Technical-Vocational and Livelihood (TVL) Insights from Technical-Vocational and Livelihood (TVL)
Livelihood (TVL) Graduates who Pur- Graduates who Pursued Mathematics Teacher Education in Graduates who Pursued Mathematics Teacher Educa-
sued Mathematics Teacher Education Learning Mathematics Concepts tion in Learning Mathematics Concepts

1. Lack of Basic 1. Studying the Lessons 1. The Need to Change One’s Stig-
Foundation in 2. Doing the Note-taking Strategy ma on Mathematics
Mathematics Con- 2. Importance of Giving Extra Time
3. Using Supplementary Learning Resources
cepts for Study
4. Watching Tutorial Videos
2. Difficulties in Solv- 3. The Importance of Collaboration
ing Mathematical 5. Utilizing Useful Technology
6. Collaborating with Classmates 4. Valuing the Importance of Mathe-
Problems matics
3. Lack of Self- 7. Receiving Assistance from Teachers
5. Consider Learning Mathematics
confidence 8. Drawing Motivation from One’s Family as Fun

DISCUSSIONS
IMPLICATION FOR THE PRACTICE
• The result of the analysis of this multiple-case study shed light to the lived experiences, diffi-
culties, coping mechanisms, and insights of TVL graduates who pursued mathematics edu-
cation in learning mathematics concepts. With this data in hand, it is time to consider the im- CONCLUDING REMARKS
plications of improving the learning experiences and providing for the needs of TVL gradu-
ates as they pursue their journey in learning mathematics.
As an undergraduate student in sec-
• The study discovered that TVL graduates who studied math faced challenges. They lacked ondary education, I decided to research
basic math knowledge, struggled with problem-solving, and lacked confidence. This affected TVL graduates who chose math educa-
their understanding of subjects like calculus, trigonometry, advanced stats, and geometry.
tion. I talked to 10 different people and
They also had trouble with complex math problems and lacked confidence to solve them. To
learned about their experiences, prob-
help these graduates, we need to improve their math knowledge and self-confidence.
lems, how they dealt with them, and
• One solution is for these graduates to use coping strategies like studying, note-taking, using what they learned.
extra learning materials, watching tutorials, and working with peers. They can also seek help Right from the start, the experts who
from teachers and get motivation from their families. reviewed my work knew I was serious
• The study's findings can benefit KCAST administrators. They should offer small group tutori- about it. I put a lot of time and effort into
als with expert math teachers, especially for TVL graduates. They could also provide special everything, from talking to people, writing
math classes for incoming BSEd Math students from non-math backgrounds. Improving inter- down what they said, looking at the infor-
net access and computer labs would help too. mation, and sharing what I found. There
• The BSEd Math program head could require students to do pair tutoring with those struggling were many tough moments, but I stuck
in math. They can also conduct seminars on study habits and coping mechanisms. with it. I took a big risk, but I did it not just
for my degree but because I really cared
• Instructors can use pair learning activities, where struggling students partner with knowledge- about it. I hope this study makes a differ-
able ones. They can create YouTube videos for extended learning and assign senior students ence for the people who read it and that
to make self-help video materials. This can be integrated into course syllabi. they think it's a good piece of work.

REFERENCES
- Casinillo, L. F., Palen, M. N. E., Casinillo, E. L. & Batidor, P. G. (2020). Assessing senior high student’s learning experiences in mathematics by Indonesian Journal of Educational Studies (IJES), 23(1), 44-60.
http://ojs.unm.ac.id/index.php/Insani/index
- Kiarsi, S. & Ebrahimi, S. F. (2021). Students' lived experience of factors affecting difficulties in learning mathematics: a phenomenological study. Ilkogretim Online - Elementary Education Online, 20 (6), 1047-
1058, https://dio.org/ 10.17051/ilkonline.2021.06.111
- Mamolo, L. A. (2019). Analysis of senior high school students' competency in general mathematics, Universal Journal of Educational Research 7(9), 1938-1944. https://doi.org/10.13189/ujer.2019.070913
- Siniguian, M. T. (2018). Students difficulty in solving mathematical problems. International Journal of Advanced Research in Engineering and Applied Sciences, 6(2), 1-12. https://www.academia.edu/9066326/