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“The Impact of Mathematics Subject to Senior High School Students

Academic Performance ”

Cutora, Merylle Anne O.

Damolo, Cherimae Jean D.

Golosino, Hannelyn M.

Hingpit, Danriss

Madrid, Villaflor

Marte, Nicole Allison

Panganoron, April Joyce

Sarol, Rayven Mae V.

Bohol Northeastern Education Foundation

Senior High School

2023-2024
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CHAPTER I

THE PROBLEM AND ITS SCOPE

Introduction

Mathematics is a fundamental subject that plays a crucial role in the

educational development of students and their future career prospects. High

school is a critical period in a student's academic journey, where the

foundation for higher education and future career choices is laid. The

performance in mathematics during this stage can significantly influence a

student's educational and professional prospects. This phenomenon often

referred to as mathematics anxiety, can have a significant impact on students'

academic performance and overall well-being. Thus, it is common for students

to experience anxiety when confronted with mathematical tasks and

assessments.

In recent years, researchers have focused on factors such as negative

experiences with math, low self-confidence, and poor math teaching

practices. A study by Smith et al. (2019) found that math anxiety can be

influenced by the way teachers communicate math concepts and the use of

high-pressure assessment methods. Research conducted by Grootenboer

and Hemmings (2018) supports the idea that students often struggle to see

the practical applications of mathematics, which can lead to a lack of

motivation and disengagement with the subject.

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Mathematics makes an important contribution to human life, so it must be

studied at all levels of schooling, from elementary to high school

(Sumartini, 2016). In addition to possessing numeracy skills, students should

also have logical and critical problem-solving abilities when solving problems

in the form of routine queries and in the real world (Kusumawardani et

al, 2018). However, while mathematics have been a big help of our daily life

and educational knowledge, several studies revealed that people, especially

students acquire math anxiety in the process of studying mathematics.

Math anxiety, according to Saputra (2014) & Suárez-Pellicioni et al. (2016), is

a negative emotional reaction people have while dealing with mathematics or

in scenarios involving arithmetic. It is characterized by tension, fear, or anxiety

when faced with challenges or learning math. Numerous studies have

documented the negative effects of mathematics anxiety, such as the

incapacity to perform mathematical tasks, the reduction in mathematical

proficiency, the avoidance of mathematics courses, the restriction of future

career and college major choices, and negative emotions such as guilt and

shame (Dowker et al., 2016). As a result, unfavorable experiences with and

attitudes toward mathematics can lead to math anxiety, causing students to

rely heavily on their classmates and eventually developing into math phobia.

Literature background

A psychological disorder known as math anxiety is characterized by

sensations of fear, nervousness, or discomfort around math. When faced with

mathematical duties, such problem-solving, tests, or even basic computations,

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people who suffer from math anxiety frequently feel pressured or worried. This

fear can result in a decreased capacity to do math-related tasks, a decreased

sense of confidence in one's mathematical abilities, and, in extreme

circumstances, a complete avoidance of math’s. It is crucial to understand

that math anxiety is a widespread problem that can impact people of all ages

and socioeconomic backgrounds.

Perception has to do with the individuals’ feelings about, or appraisal

of, a given object, thing or a person based on the individuals’ past and present

experiences. The perception of students about mathematics remains crucial in

educational stakeholders’ quest for finding lasting solution to the problem of

poor performance and lack of interest in mathematics. These perceptions of

learners about Mathematics may be as a results of experiences learners have

gone through at their early stages in their educational life. Some will make a

discouraging statement such as “I hate math" (Whyte & Anthony, 2012)

“Mathematics is a difficult subject”, “I will never understand math". Such

statement can easily influence their counterpart perception that mathematics

should be avoided (Aliyu, 2019). Salifu et al. (2022) claim that a teacher's

attitude and method of teaching might affect how students see them. What

students think mathematics is about influences how they view the subject.

Furthermore, a study conducted by Ampadu (2012) revealed that the way a

teacher teaches mathematics and his personality played a significant role in

determining how positively or negatively students perceived mathematics.

Ampadu also emphasized that views and beliefs possessed by students have

the power to either support or obstruct learning.

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On the other hand, Mofreh et al. (2016) sought to identify how students

felt about mathematics and how their perceptions varied depending on where

they lived and gender. In a similar vein, Uwineza et al. (2018) investigated

gender attitudes and perceptions about enrollment and performance in

mathematics in secondary schools in Rwanda. The study's primary

conclusions indicate that, generally speaking, boys and girls have similar

opinions on how important math’s classes are. Boys, on the other hand, had

more unfavorable opinions of girls' aptitude for maths. Additionally, a small

percentage of females displayed unfavorable opinions, which may account for

their lack of confidence in math.

According to a lot of investigation, students have widespread

misconceptions and uninterested opinions about mathematics

(Kareera, 2019). According to Kareera (2019), Sam mentioned that a lot of

kids are afraid of mathematics and feel helpless when faced with

mathematical concepts. Sam laments even more that students view

mathematics as an excruciatingly hard, frigid, and abstract topic. Many

people, particularly students, think that the only people who can succeed in

mathematics are those who are academically gifted or who have "inherited

mathematical ability." On the other hand, some people think that an ongoing

condition over which they have little or no control is the cause of the general

difficulties in mathematics performance (Kabeera, 2019). Unfortunately,

students are prone to believe the opinions of those who will probably spread

negative rumors about the area. According to research by Mutodi & Ngirande

(2014), students who do the best in mathematics are labeled as "nerds."

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Because of this, pupils come to despise mathematics and believe that it is a

topic best left to a select few. Additionally, it frequently makes students feel

more stressed, anxious, and afraid because they overestimate their ability to

understand mathematics

As Singh (2020) study, students’ perceptions and their comprehension of

mathematics have a critical role in the success and competence they perceive

in themselves. Academic achievement and understanding of mathematics are

impacted by anxiety related to the topic. Math anxiety can also be caused by

low self-esteem and a fear of failing. The majority of first-year students believe

that this should be an elective offered to students at least at the beginning of

their degree program. However, a study conducted by Hagan et al (2020)

revealed that the students rated mathematics equally high to all other core

subjects due to its importance. The revelation also shows students agreement

that mathematics was important in their daily interaction which indicated a

positive perception. In addition, it indicated a positive perception towards

mathematics by stating that they enjoy sharing mathematical solution

strategies with their colleagues. Due to the enjoyment students had in sharing

mathematical solutions strategies, and is seen that mathematical knowledge

is for all. Therefore, it cannot be doubted that students have positive

perception towards mathematics due to their interest and enjoyment in the

continuity of mathematics being a core subject with the notion that everybody

needs mathematical knowledge.

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Anxiety is a feeling of fear, dread, and uneasiness. It might cause you to

sweat, feel restless and tense, and have a rapid heartbeat. One of many

students might have is mathematics anxiety. Math anxiety is a real problem

from students facing today. Every person has a different reason for not being

interested in mathematics, based on this. The complexity of mathematics

makes it the subject where students are most likely to fail. It is believed that

interest has a vital role in students’ learning performance (Gilbert, 2016).

People naturally approach activities that pique their interest. Therefore, to

understand mathematics, students must have the interest and the desire to

learn it. According to ANIGBO (2016), interest has to do with preparedness or

mastery of mathematic knowledge that can enable the learner to cope with

next higher level of learning of the subject or related learning task. Khayati

(2014) then defines interest as a stimulus that increases the activity power.

Additionally, there are factors that affect the students’ interest. One of them

are mathematical challenges that students encounter due to a lack of

confidence that causes anxiety in high school students (Chávez et al. 2017).

According to Mollah (2017), students’ interest in mathematics might be

caused by teachers' unfavorable attitudes, improper teaching techniques,

students' negative classroom experiences, parents' unrealistic expectations,

and the stress of high-stakes tests. When solving mathematical problems in

such a complex environment, students are unable to reason logically and

rationally.
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In addition, the findings from a study revealed that student’s interest in

mathematics is dependent on whether students liked mathematics as a

subject. A study conducted by Adigun (2018), stated that interest is a very

powerful factor in improving the teaching and learning of Mathematics in

Nigeria. The degree and direction of attitude towards Mathematics are largely

determined by the kind of interest developed by students for Mathematics.

Any student with positive attitude towards Mathematics studies Mathematics

because s/he likes or has pleasure from acquiring mathematical concepts.

Students are likely to work diligently and most effectively at task in which they

are genuinely interested. A student who is not interested in Mathematics

tends to absent himself from Mathematics classes. But the subject demands

regularity and it is a sequence subject. If a student is absent even for a few

days, the sequence is broken and he fails to comprehend the subsequent

steps. It is the duty of the teacher to motivate and sustain students’ interest in

the Mathematics classes so as to advance the nation’s economic and

technical development.

Moreover, according to Aliyu et al (2019), the achievement of the peers is of

great importance because it encourages competition among students, and

this can motivate a student to develop an interest in the mathematics

classroom and reduce the level of mathematics anxiety. However, there is a

supporting evidence that learners can acquire or develop mathematics anxiety

as a result of the negative behavior of peers in mathematics (Sian L Beilock &

Willingham, 2014).
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From experience, some peers contribute significantly to their counterpart,

students developing anxiety not only in mathematics subjects but also in

mathematics-related subjects (Ailyu et al, 2019).However, Mosha (2017)

examined the influence of peer groups on adolescent students’ academic

performance at secondary schools. It was concluded that a peer group had

both negative and positive influences on adolescent students’ academic

performance (Filade et al. 2019). Positive influence contributed to adolescent

students’ academic performance, but not as expected. Conversely, sharing

peers’ negative experiences about mathematics affects students’ success and

self-belief in mathematics (Yurt, 2014).

The study of Filade et al. (2019) revealed that peer groups have a

significant influence on undergraduate students’ academic performance. It

was clear from the findings that peers do have a relatively strong influence

over students’ daily functioning and academic achievement. According to Yurt

(2014), sharing peers’ negative experiences about mathematics affects

students’ success and self-belief in mathematics. And yet, if the peer is

motivating his friend toward a particular positive behavior, it is possible that

the friend will develop an interest in that behavior (Aliyu et al, 2019).

Therefore, a peer has a significant role in helping or discouraging the learner.

If a peer is hardworking and serious academically, then there is a tendency for

the students associating with that peer to imitate and copy that peer’s serious

and hardworking attitude and vice versa (Aliyu et al, 2019).

In a class where the majority of the peers have a negative attitude towards
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mathematics, there is a likelihood of a student who is interacting with such a

group to be influenced by this behavior directly and to also develop a negative

attitude towards mathematics (Aliyu et al, 2019). This can be supported by the

assertion that “social interaction with the teacher and friends has a direct

effect on students’ learning” (Rice et al., 2013). According to Aliyu et al

(2019), one of the causes of mathematics anxiety could be from interaction

with peers. Aliyu et al, (2019) also stated that what peers say and do (their

speech and behavior) in their daily interaction with friends during mathematics

classes can have a direct effect on the level and frequency of mathematics

anxiety among individual students, where it can either intensify or minimize

mathematics anxiety. Nonetheless, a peers’ seriousness is a factor that can

engage the more anxious student to develop an interest in the mathematics

classroom; this can be justified by the fact that if the peer is always

concentrating on his book and studies, then a friend who is associating with

that peer may easily learn such a behavior and develop an interest in such an

area (Aliyu et al, 2019).

During the last decade girls achieved better grades in math than boys in both

primary and secondary school (Von Maurice et al.,2014), which makes

previous results questionable. As shown in studies by (Annisa et al., 2021),

female students are better than male students regarding problem-solving

abilities. This is demonstrated by comparing the average rate of male and

female participants with correct answers. However, a stronger expression of

negative emotional reactions in girls could be explained in manifesting

anxiety, which is more strongly expressed in adolescent girls (Dowker et

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al., 2016).

Maloney et al., (2012) also argued that gender differences in math anxiety

may at least be partially attributed to gender differences in spatial ability.

Boys’ relationship with math could be understood as if they have realized the

necessity for 'knowing' and 'handling' math in order to be able to work in

professions which are seen as more 'male' (Samuelsson &

Samuelsson, 2016). Also, Goetz et al. (2013) stated that female students are

more worried about their math achievement, which could be accelerated with

negative emotional reactions. Therefore, it would seem that this finding, in

combination with girls perceiving their math abilities as lower during high

school (Bieg et al., 2014), results in higher manifestation of negative

emotional and physiological symptoms, and higher mathematics anxiety in

girls, especially during concrete knowledge evaluation situations. Considering

boys have more confidence in their own math abilities (Bieg et al., 2014), it

seems their high motivation and satisfaction in learning math have a

protective role in regards to manifesting less worry and negative feelings

about their math achievement. However, a study conducted by Suhail et al.

(2021) revealed that male students from Anantnag District were seen with

high level of mathematical phobia as compared to female students that were

seen with moderate level of mathematical phobia.

Review of Related Studies

According to Rozgonjuk, D., et al (2020), their research findings

indicate that mathematics self-efficacy has a significant impact in mathematics

anxiety. As a result, one potential lesson from the current study's findings is
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that increasing students' mathematical self-efficacy may also be beneficial in

reducing mathematics fear. Because the current study was cross-sectional, it

is possible that reducing students' mathematics anxiety may be beneficial in

increasing their mathematics self-efficacy. Wang et al (2023) found that

enhancing children's math self-efficacy and confidence in learning

mathematics is crucial to their future mathematical development (Kyaruzi,

2023). Mathematical self-efficacy is described as a person's confidence in

their ability to perform mathematical problems and is thought to be a predictor

of math anxiety and performance (Son et al., 2017). Therefore, enhancing

mathematical self-efficacy in children becomes crucial not only for their

confidence in tackling mathematical problems but also for potentially reducing

math anxiety and improving their overall performance in the subject.

Confidence plays a pivotal role in how students approach math, impacting

their willingness to persist through challenges and ultimately influencing their

achievement levels.

A study indicates that a number of teachers' behaviors during math

lessons may be connected to a student's concern about the topic. These

behaviors include humiliating students in front of their peers (e.g., by

criticizing them or bringing their errors to the attention of the class), displaying

gender bias, having a bad attitude, reacting angrily when asked for

clarification, and demonstrating a lack of empathy for those who required

additional time to understand challenging math concepts (O'Leary et al, 2017).

Furthermore, Burke and Sass (2013) and Goethals (2001) conducted a similar

study, which found that engagement with students in the middle of the ability
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distribution benefits lower ability students more than interaction with outliers.

As a result, if a school wants to increase the performance of low-ability kids,

they should place them in classrooms with peers of moderately higher ability.

Similarly, pupils with high ability do best when matched with other students of

similar ability. As a result, students often regard their classmates as possible

academic setting (Newman et al., 2017).

At the University of Nottingham Malaysia Campus, Karjanto and Yong

(2013) investigated the degree of test anxiety in mathematics disciplines

among first-year undergraduate students in 2013. Just before taking their

midterm exams, 206 students in the sample answered test anxiety

questionnaires. Seven Likert questionnaire responses that described an

individual's emotional state before to the start of an exam were taken from the

Test Anxiety Inventory in order to gauge the degree of test anxiety in

mathematics.

Many studies over the years have indicated that many people have extremely

negative attitudes to mathematics, sometimes amounting to severe anxiety

(Maloney and Beilock, 2012). Nunez-Pena and Suarez-Pellicioni (2014) also

found that people with HMA showed a larger distance effect as well as a

larger size effect (longer reaction times to comparisons involving larger

numbers) than LMA individuals. Maloney and Beilock (2012) proposed that

mathematics anxiety is likely to be due both to pre-existing difficulties in

mathematical cognition and to social factors, e.g., exposure to teachers who

themselves suffer from mathematics anxiety. Additionally, they proposed that

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those with initial mathematical difficulties are also likely to be vulnerable to the

negative social influences; and that this may create a vicious circle.

Many studies over the years have indicated that many people have extremely

negative attitudes to mathematics, sometimes amounting to severe anxiety

(Maloney and Beilock, 2012). Núñez-Peña and Suárez-Pellicioni (2014) also

found that people with HMA showed a larger distance effect as well as a

larger size effect (longer reaction times to comparisons involving larger

numbers) than LMA individuals. Maloney and Beilock (2012) proposed that

mathematics anxiety is likely to be due both to pre-existing difficulties in

mathematical cognition and to social factors, e.g., exposure to teachers who

themselves suffer from mathematics anxiety. Additionally, they proposed that

those with initial mathematical difficulties are also likely to be more vulnerable

to the negative social influences; and that this may create a vicious circle.

THEORETICAL FRAMEWORK

Research Flow
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THEORETICAL BACKGROUND

Self-efficacy is the confidence that one has the ability to plan and carry out the

necessary steps to get through a particular situation. Bandura (1997) asserts

that human behavior is based on self-efficacy. Although self-efficacy

influences people's thoughts, feelings, motivations, and behaviors, people's

actions are mostly determined by their perceptions of their own abilities

(Bandura, 1995). An individual's assessment of his or her capacity to

complete the assigned tasks is known as self-efficacy (Bandura, 1995, 1997;

Schunk, 1991). It determines people's thought processes and emotional

reactions, as well as how much effort they put into a task, how long they will

persevere in the face of difficulties, and how resilient they will be in trying

circumstances (Phan, 2012). According to Usher & Pajares (2008), when

students achieve the desired results as a consequence of their efforts on a

task, their confidence in performing similar tasks increases. On the other

hand, their confidence in their capacity to do associated activities decreases

when their efforts do not achieve the desired outcomes. Additionally, they

mentioned that through seeing others, students develop their beliefs through

vicarious experience. They contend that children evaluate their academic

performance by contrasting themselves with certain people, including peers,

parents, and classmates. Therefore, assessment of an individual's

accomplishments helps in an assessment of that person's academic self-

efficacy during the learning process (Phan, 2012). Besides, observing a

successful performance can increase observers’ self-efficacy beliefs, whereas

observing failures can decrease performance (Schunk & DiBenedetto, 2020).

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However, if individuals believe they are incapable, they shrink away from

things that can help them reach their full potential and give up easily when

things get tough (Bandura, 1995). Such negative reinforcement can often

have the opposite effect of strengthening self-efficacy views as positive

encouragement. This shows that social persuasion, when combined with

other factors, can have a higher impact on self-efficacy than it does on its own

to establish a positive self-efficacy belief.

Furthermore, Self-efficacy theory is predicted by factors such as

mathematics self-concept, mathematics anxiety, interest, emotional support,

motivational processes, and students' approaches to learning (Zakariya et

al., 2020). There is a substantial correlation between self-efficacy and

mathematics self-concept, interest, and perceived usefulness of mathematics

(Lopez et al., 1997). Also, previous studies show that there is a bidirectional

relationship between mathematics anxiety and mathematics self-efficacy. That

is, students with high self-efficacy tends to exhibit low mathematics anxiety. In

turn, students with high mathematics anxiety are associated with low self-

efficacy on mathematics tasks (Rozgonjuk et al., 2020). More so, Skaalvik et

al. (2015) show that students' perception of emotional support received from

teachers predicts mathematics self-efficacy which in turn predicts motivational

processes such as effort expends on mathematics tasks, persistence on

difficult mathematics problems, intrinsic motivation, and help seeking

disposition. On the other hand, Özcan and Eren Gümüş (2019) show that

mathematics motivation predicts mathematics self-efficacy which in turn

predicts retrospective metacognitive experience i.e., students' narrative of

their metacognitive activities after solving a mathematics task.

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Cognitivism is a psychological theory that focuses on mental processes

such as thinking, memory, and problem-solving as the key elements of

learning. It posits that learning occurs through the organization and

manipulation of mental structures, emphasizing the importance of internal

cognitive processes in understanding and retaining information. Cognitivism

has influenced educational practices by promoting strategies that engage

learners in active processing, critical thinking, and the development of

cognitive skills. According to a study done by Lovemore & David (2010) this

theory aims to elucidate the phases of post-lesson collaborative reflections

among student teacher peer pairs, deduced in part by the pairs themselves.

The dialogues, devoid of judgment or predetermined agendas, allowed

analysis of classroom contexts. Isaacs (1999) emphasizes that the quality of

these reflections depend on trust, openness, good communication, and the

absence of undue power dynamics. Genuine post-lesson reflective dialogues

enable student teachers to learn from peers, expanding their instructional

repertoire (Abma & Broerse, 2010). The cognitive theory, grounded in

theoretical and practical evidence, emphasizes from diverse perspectives,

fostering individual teaching identities. Effective exploring the teaching

practice dialogues require skills such as listening, respecting, suspending

judgment, and voicing opinions. This theory offers insights for teacher

educators into enhancing student teacher instructional practice through

reflection, though further investigations in varied contexts are necessary for a

comprehensive understanding.
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Constructivism is a learning theory asserting learners actively build

knowledge through experiences and interactions, not passively receiving

information. In education, constructivism promotes student-centered learning ,

where learners engage actively, explore concepts, and construct

understanding. Teachers become facilitators, guiding and supporting rather

than delivering information. Constructivism’s influence extends to instructional

design, technology-enhanced learning, and various educational approaches,

recognizing the dynamics and interactive nature of learning with unique

learning perspectives and prior knowledge. According to a study conducted by

Johnson. A.R. (2018) the application of constructivism theory in mathematics

education, focusing on its impact on student learning outcomes. Drawing

theories of Piaget and Vygotsky, the research focuses on active engagement,

collaborative learning, and problem-solving in developing in a deep

understanding of mathematical concepts. The study uses a literature review to

identify to identify key constructivist principles and their practical implications

in the classroom. A longitudinal analysis of student performance using

qualitative and quantitative data reveals a positive correlation between

constructivist pedagogy and enhanced mathematical proficiency. The findings

underscore the importance of active engagement and social interaction in the

learning process, and encourage educators to adopt constructivist

approaches to foster a dynamic and effective mathematics education system.

In conclusion, self-efficacy theory posits that a student’s belief in their ability to

succeed academically directly influences their performance. Higher self-

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efficacy correlates with increased effort, persistence, and resilience, leading to

improved academic outcomes. The more students demonstrate their self-

efficacy in their academic performance, the lower the possibilities the students

acquire math anxiety.

Legal Basis

This study focuses on the legal bases associated with students' perceptions,

interests, and concerns about academic mathematics in order to discover

legal justification for its claims. The Philippine Constitution upholds the right to

quality education for all citizens. Researchers studying math anxiety may find

legal support in Article XIV Education, Science and Technology, Arts, Culture

and Sports Section 1, of the 1987 Constitution provides that, "The State shall

protect and promote the right of all citizens to quality education at all levels,

and shall take appropriate steps to make such education accessible to all."

The Article XIV, Section 1, reflects the Philippines' commitment to education

as a fundamental right and a cornerstone of national development. It obligates

the government to protect, promote, and make accessible a high-quality

education for all its citizens, thereby striving for a more equitable and

educated society. This constitutional provision serves as the basis for the

country's educational policies and initiatives, emphasizing the importance of

inclusivity and quality in the Philippine education system. By means, it

discusses how quality education for students make their school life easier as

they can learn thoroughly, and understand what the lesson was all about

which can lessen the anxiety students have with their academic performance.
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Republic Act 10612, known as the "Fast-Tracked S&T Scholarship Act

of 2013," focuses on providing scholarships and support for students pursuing

degrees in science and technology fields. While the act doesn't explicitly

mention mathematics, it indirectly relates to the subject. In the context of

science and technology education, mathematics often plays a crucial role as a

foundational discipline. Many scientific and technological fields heavily rely on

mathematical concepts, theories, and applications. Therefore, by promoting

scholarships in science and technology, including fields such as engineering,

physics, and computer science, RA 10612 indirectly contributes to the

development and application of mathematics in these disciplines. The act

aims to enhance the country's capabilities in science and technology, and

proficiency in mathematics is integral to achieving this goal. It underscores the

importance of supporting students who excel in science, technology,

engineering, and related fields, recognizing the interconnectedness of these

disciplines, including mathematics, in fostering innovation and progress. By

supporting students in these fields, RA 10612 aims to enhance the country's

capabilities in scientific research, innovation, and technological

advancements, with mathematics as a vital component of this educational

framework.

Statement of the Problem

This research intends to find out how math subject affects senior high school

students’ academic performance and achievement in Bohol Northeastern

Education Foundation for the school year 2023-2024.

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Specifically, the study sought to answer the following questions:

1. What is the profile of the students in terms of:

1.1. age;

1.2. gender; and,

1.3. strands?

2. What are the live experiences of the students in mathematics in terms of;

2.1. Interest; and

2.2. Perceptions?

3. What are the level of academic performance in terms of mathematics

subject?

4. Is there a significant relationship in students’ academic performance in

terms of mathematics subject and the students’ level of experience?

5. Based on the findings of the study, what are the recommendations?

Null Hypothesis

H01: There is no significant relationship between the respondents’

profiles and the following:

1.1 Perception in mathematics; and

1.2 Interest level in mathematics.

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H02: There is no significant correlation between the perception in

mathematics and academic achievement in the subject.

H03: There is no significant correlation between the interest in

mathematics and academic achievement.

H04: There is no significant relationship between the profile of the SHS in

mathematics and the level of experience.

Research Flow

LEGAL BASES:
Self -efficacy Theory
ArtricleArticle XIV, Section 1 of
It refers to an individual’s belief in the 1997 Constitution
their capacity to execute behaviors
necessary to produce specific This section emphasizes the
performance outcomes. importance of education and the
 (Bandura, 1977)

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INPUT PROCESS

Profile of the Respondents Data Gathering Procedure

Perception in Mathematics Statistical Treatment

Interest Level in Mathematics Summary of Findings, Conclusion and

Recommendations
Level of Academic
Performance in Mathematics Data Analysis

Data Interpretation

Figure 1 Research Flow

Significance of the Study

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This study aims to delve into students' perspectives and experiences in

learning mathematics, with the goal of gaining insights into effective teaching

strategies and identifying potential barriers to learning, and how mathematics

anxiety affects the high school students' academic performance.

Parents. The results of the study will help them understand that a

simple mathematic difficulties will lead to a much greater anxiety that can ruin

their children’s academic performance and psychological state.

Students. The results of the study will help them determine that their

perception towards mathematics might be influenced by the mathematics

anxiety they have been experiencing.

Administrators. The results of the study will serve as a guide in

planning the curriculum with the thought of teaching the students mathematics

efficiently.

Future Researchers. The results of the study would serve as their

guide and reference as they go through in conducting their future research

related to this study.

Community. The results of the study would help the community to

conduct seminars about the importance of having education in the

mathematics subject and how it can help in conducting projects.

Research Methodology
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This section outlines the steps that will be taken to investigate the

research problem, as well as the rationale for using specific procedures or

techniques to identify, select, process, and analyze data in order to better

understand the problem, and allowing the reader to critically evaluate the

study's overall validity and dependability that aims to address the

development and collecting of the accumulated data with precision and

honesty. It includes the research design, research respondents, research

setting or environment, research instruments, data procedures, and ethical

considerations.

Research Design

This quantitative study will utilize the descriptive-correlational research

design in determining the significant correlation between the independent and

dependent variables. For the data collection, the researcher will use adopted

questionnaires. The study will use the findings as the basis in maintaining or

improving classroom strategies related to perception and interest in

mathematics and how they affected mathematical performance.

Research Environment
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The study will be conducted in Ubay, officially the Bohol Northeastern

Education Foundation, one of the popular schools’ students choose to study

at Ubay is in the northeast of the province, and has an uncontested area of

258.132847 square kilometers (25,813.2847 hectares) and has a contested

area of 5.87 square kilometers (587.8688 hectares) with other Municipality per

certification issued by the Land Management Bureau (LMB) of the DENR. It

has a 61 kilometers (38 mi) of coastline. It is the largest (estimated eight times

(8x) larger than the capital city of Tagbilaran) and most populated municipality

in Bohol

Figure 1. Map of Ubay, Bohol

The town of Ubay in Bohol is known as one of the most progressive

towns in the province and is known as an agricultural town. In fact, it is

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dubbed the Dairy Capital of Bohol. Their farms and rolling terrain though, give

a lot of opportunity for exploration! Consequently, the researchers had chosen

to conduct the study in this district considering the location of Bohol

Northeastern Education Foundation (BNEF).

Figure 2. Map of Bohol Northeastern Education Foundation, Ubay

Research Respondents

The number of respondents for this study was randomly selected 50

senior high school students. Included in this study are those who are officially

enrolled in the current semester and school year of Bohol Northeastern

Education Foundation, Senior High School Department.

 28

Research Instruments

Questionnaire will be used in the study. There are three parts in the

questionnaire that will answer the query of the study. First is the students’

profile that will give the background of the respondents of the study. Second is

the level of students’ perception of mathematics as a subject. Then, the

students’ level of interest in mathematics as the third part of the instrument.

The research instrument is an adapted instrument from Jang (2009) which

explicitly describes the perception and interest of the students in mathematics

as a subject.

Data Gathering Procedure

A. Asking Permission. The researchers will seek approval from the

Basic Education Principal to conduct a research study inside the

campus of Bohol Northeastern Education Foundation.

B. Gathering of Data. After the approval, the researchers will conduct the

survey to the randomly selected 50 senior high school students of

Bohol Northeastern Education Foundation through printed

questionnaires. Enclosed in the questionnaire is the questions about

the students’ perceptions and experiences when facing mathematics.

The researchers will then retrieve the answered questionnaires after

they answer it.

 29

C. Recording and Tabulation. The researchers will organize all the data

correctly and ensure that no items are left unanswered by thoroughly

checking the retrieved questionnaires.

Ethical Considerations

The researchers will carefully follow and evaluate ethical concerns and

standards throughout the study to guarantee that the data provided by the

chosen respondents are truthful and accurate reflection of their personal

experiences on mathematics. The researchers should avoid making any

comments or judgments that would sway the chosen individuals' trust,

opinions, or confidence. As a result, the researchers will describe the purpose

of the study to the participants and will highlight that their participation is

voluntary and that they are not obligated to discuss their personal experiences

if they did not choose to. Nonetheless, their willingness to participate in the

study will make a significant contribution to the research's success as well as

the insights they provided, which may aid those who are interested in the

study's importance. According to Merriam (2009), ethical issues with relation

to data collection and distribution of findings in investigations are likely to

surface.

Prior to the answering of the questionnaire, the researchers will ensure that

the respondents' identities, as well as the data they supplied, would be kept

confidential.
 30

Statistical Treatment

DUMMY TABLE FOR THE DATA ANALYSIS

F
%= ×100
N

Where: F- frequency

N- Total number of Respondents

100- Constant value of factor

SOP Variables Statistical

Treatment

1 Profile of the Respondents:

age Frequency &

Percentage
sex

strand

2 Student-respondents’ perception in Weighted Mean

mathematics

3 Student-respondents’ level of interest in

mathematics
Weighted Mean

4 Student-respondents’ level of academic

 31

performance in mathematics? Weighted Mean

Operational Definition of Terms

For the purpose of clarification, the important terms used in the study

were operationally defined.

Interest. It is one of the attitudinal and influential variables that are predictors

of students’ achievement in learning or avoidance of learning mathematics

(Singh et al., 2002). In this study it is used as one factor that ca possibly affect

the respondents’ academic achievement.

Mathematics. It is an abstract subject; hence, it causes many students to

lose interest, thus resulting in low achievement. It is used as the subject to be

studied.

Students’ Mathematics Academic Achievement. This term specifically

refers to students’ mathematics achievement such as mathematics grade in

first and their most recent mathematics grade from school tests. In this study,

it is the assessment of how well did they perceived and enjoy the class.

Students’ Mathematics Perception. Students’ perception can be described

as students’ beliefs and emotions regarding their knowledge of mathematics

and their competence in learning mathematics. It is used as how they view the

subject and the way they respond to the learning process of the subject.
 32

Questionnaire

The Impact of the Mathematics Subject to Senior High School student’s

Academic Performance

Please check √ the data provided that corresponds to our answer. Rest

assured that the identity of the respondents will be treated CONFIDENTIAL.

1. Profile of the Respondents

1.1 Age 1.2 Sex

16 - 17 Male

18-19 Female

20 - Above

1.3 Strands

STEM ICT

HUMSS A & B IA

ABM

Instruction: Using the 5 points scale shown below. Rate the following

questions by placing a √ in the box. Please answer the questions honestly

and carefully. Do not leave each item unanswered.

 33

5 – Strongly Agree 2 - Disagree

4 - Agree 1 – Strongly Disagree

3 - Undecided

Student-respondents’ perception in mathematics 5 4 3 2 1

1. Mathematics is abstract and boring.

2. Mathematics is very complex to my

understanding

3. Mathematics has nothing to improve in my life.

4. Mathematics is full of rules and procedures

5. Mathematics is meant for students who are

talented and higher achievers.

6. Mathematics is not difficult as compared to

other subjects

7. Negative perception of students from basic

schools affects student interest in mathematics.

8. There are so many formulas in mathematics

therefore students cannot do well in

mathematics.
 34

9. Students’ misconception about mathematics

affects their perception of mathematics

10. Students feel they are not involved in the

teaching and learning process.

5 – Strong Agree 2 - Disagree

4 - Agree 1 – Strongly Disagree

3 - Undecided

Student-respondents’ level of interest in 5 4 3 2 1

mathematics

1. Mathematics is a very interesting subject.

2. Students like mathematics because they don’t

have to memorize it, it could all be figured out.

3. Students enjoy studying mathematics in S.H.S

than any other subjects.

4. Students will like to avoid mathematics if an

option is given.
 35

5. Students lose interest in mathematics due to

the negative misconception held by students

6. Students like solving new problems in

mathematics on their own.

7. Mathematics makes students feel

uncomfortable

8. Students dislike mathematics due to its

complex nature.

9. When students hear the word “mathematics”,

they have the feeling of dislike.

10. Teachers do not involve students in the

teaching and learning of mathematics.

5 – Strongly Agree 2 - Disagree

4 - Agree 1 – Strongly Disagree

3 - Undecided
36
Student-respondents’ level of academic 5 4 3 2 1

performance in mathematics?
37

1. I consistently complete my
mathematics assignment on time.
2. I actively participate in class
discussions related to mathematics.
3. I seek additional help or clarification
when facing challenges in
mathematical concepts.
4. I dedicate sufficient time to self-
study for mathematics outside of
regular class hours.
5. I feel confident in my ability to solve
complex mathematical problems.
6. I regularly review and revise my
notes to reinforce mathematical
concepts.
7. I actively engage in group study
sessions for mathematics.
8. I attend extra tutoring or academic
support sessions for mathematics
when available.
9. I set specific goals for my academic
performance in mathematics.
10. I consistently review feedback
provided on enhancing my
understanding of mathematical
assessments.
11. I actively use online resources to
enhance my understanding of
mathematical concepts.

12. I find the teaching methods used in

my mathematics classes effective
for my learning.

13. I am proactive in seeking

clarification from m mathematics
teacher when needed.
14. I manage my time effectively to
balance mathematics study with
other subjects.
15. I actively participate in review
sessions before mathematics
exams.
16. I take organized and comprehensive
notes during mathematics lecture.
17. I utilize mnemonic devices or
memory aids to remember
mathematical formulas or concepts.

18. I consistently complete assigned

reading related to my mathematics
coursework.
 38

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3443

CHAPTER II

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

In this chapter, the researchers presented the analysis and interpretation of

the data gathered from the respondents through the questionnaire. The
 43

questionnaire gathered information on the profile of respondents in terms of

age, gender, academic track, students-respondents’ perception in

mathematics, and students-respondents’ level of interest in mathematics.

Table 1. Profile of the Respondents

1.1 Age

Age F % Rank

16-17

18-19

20- Above

Table 1.2.Sex

Sex F % Rank

Male

Female

Table 1.3. Academic Strand

 44

Track F % Rank

STEM

HUMSS A & B

ABM

ICT & HE

I.A

Table 1.4. Student-respondents’ perception in mathematics

Item F % Rank

Mathematics is abstract and boring.

Mathematics is very complex to my understanding

Mathematics has nothing to improve in my life.

Mathematics is full of rules and procedures

Mathematics is meant for students who are talented

and higher achievers.

 45

Mathematics is not difficult as compared to other

subjects

Negative perception of students from basic schools

affects student interest in mathematics.

There are so many formulas in mathematics

therefore students cannot do well in mathematics.

Students’ misconception about mathematics affects

their perception of mathematics

Students feel they are not involved in the teaching

and learning process.

Table 1.5. Student-respondents level of interest in mathematics

Item F % Rank

Mathematics is a very interesting subject.

Students like mathematics because they don’t have

to memorize it, it could all be figured out.

Students enjoy studying mathematics in S.H.S than

any other subjects.

Students will like to avoid mathematics if an option is

given.
 46

Students lose interest in mathematics due to the

negative misconception held by students

Students like solving new problems in mathematics

on their own.

Mathematics makes students feel uncomfortable

Students dislike mathematics due to its complex

nature.

When students hear the word “mathematics”, they

have the feeling of dislike

Teachers do not involve students in the teaching and

learning of mathematics.

Profile of the Respondents

Respondent Age Sex Strands

s

1 1 2 4

2 1 1 4

3 1 2 4

4 2 2 4

5 1 1 4

6 1 2 4
 47

7 2 1 4

8 2 2 1

9 2 1 1

10 2 2 1

11 1 1 1

12 1 2 1

13 1 1 1

14 1 2 1

15 1 2 1

16 1 1 1

17 1 2 1

18 2 1 1

19 1 2 3

20 2 2 3

21 2 2 3

22 1 1 3

23 2 2 3

24 1 2 3

25 1 1 3

26 2 2 3

27 2 1 5

28 2 1 5

29 2 1 5

30 2 1 5

31 1 1 5

32 2 1 5
 48

33 1 1 5

34 2 1 2

35 1 2 2

36 1 2 2

37 1 1 2

38 2 2 2

39 1 1 2

40 1 1 2

41 1 2 2

42 2 2 2

43 2 2 2

44 2 2 2

45 1 1 2

46 2 2 2

47 2 1 2

48 1 1 2

49 2 1 2

50 1 2 2

PERCEPTIONS

Respondents Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10

1 4 4 4 5 4 5 4 5 4 4

2 3 4 3 4 4 2 3 4 4 4

3 5 5 3 4 3 2 1 5 4 4

4 2 4 2 3 2 4 3 3 3 3
 49

5 4 3 2 3 3 3 4 2 3 3

6 3 4 3 5 3 1 5 4 5 4

7 2 4 2 3 2 2 4 4 4 2

8 5 5 2 5 2 1 5 4 5 5

9 3 4 5 3 4 4 3 3 4 3

10 5 5 5 5 5 3 3 5 3 3

11 3 3 2 3 5 2 2 4 3 2

12 2 4 2 4 3 2 3 2 4 4

13 3 3 1 4 1 3 4 3 4 2

14 3 3 2 5 2 2 3 3 3 4

15 5 5 2 5 1 2 4 5 4 4

18 5 3 2 5 5 1 3 4 3 4

17 3 4 1 4 4 3 4 4 4 4

18 4 4 2 4 4 3 3 4 4 3

19 4 5 2 4 4 3 5 3 4 3

20 3 2 4 5 3 2 3 4 3 2

21 4 2 5 4 4 2 3 5 1 4

22 2 4 1 4 2 2 3 1 5 2

23 2 4 1 5 5 2 3 1 5 2

24 1 2 1 5 1 2 3 4 3 4

25 5 4 5 4 5 4 5 4 5 4

26 3 3 3 3 3 3 3 3 3 3

27 3 3 2 4 4 4 3 4 3 2

28 4 4 5 4 4 3 4 5 4 5
 50

29 3 4 2 3 2 2 3 4 4 4

30 3 2 3 4 4 1 3 4 3 4

31 3 4 4 5 3 4 5 4 4 3

32 4 3 1 2 5 3 2 5 4 3

33 3 2 2 4 3 3 2 4 3 2

34 1 3 1 4 4 3 4 5 4 4

35 3 2 2 4 4 2 4 4 4 3

36 3 4 3 5 3 3 2 4 3 3

37 3 5 4 4 2 5 5 5 5 5

38 3 4 5 5 5 3 4 5 4 4

39 3 3 2 3 2 3 2 4 3 2

40 3 2 5 3 3 3 3 4 3 4

41 3 2 3 4 3 4 3 4 4 4

42 4 3 5 2 5 2 4 5 5 3

43 2 3 2 4 2 2 3 2 3 2

44 4 3 2 4 3 2 2 1 3 2

45 1 2 1 5 5 3 2 4 3 2

46 1 4 2 4 2 2 4 4 4 2

47 4 3 1 4 2 3 4 3 3 4

48 3 4 2 5 3 5 2 5 1 3

49 3 4 3 5 5 4 4 5 1 3

50 4 4 4 4 2 2 3 4 4 3

Total

INTERESTS
 51

Respondents Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10

1 4 5 4 4 4 5 5 4 4 4

2 4 4 4 4 4 4 4 4 4 4

3 3 2 1 4 4 2 5 5 5 3

4 4 4 3 3 2 4 3 3 3 3

5 2 3 2 4 3 2 5 5 5 3

6 4 3 1 5 4 2 3 5 5 3

7 2 2 2 4 2 4 4 2 2 4

8 1 1 1 5 5 1 5 5 5 3

9 4 3 4 4 4 3 2 4 3 5

10 1 2 1 3 3 1 3 3 5 3

11 4 3 2 5 3 3 3 3 2 2

12 4 3 2 4 4 3 4 4 4 3

13 4 4 4 4 5 4 3 4 5 1

14 4 4 4 4 5 4 3 4 5 2

15 4 3 3 3 4 2 5 5 5 1

18 2 4 3 4 3 2 5 4 4 3

17 4 2 3 4 2 2 4 4 4 2

18 4 2 2 4 4 4 4 4 4 4

19 4 4 5 4 3 4 4 2 1 3

20 3 1 2 4 2 3 2 4 3 1

21 4 3 3 5 2 3 4 3 3 5

22 4 3 3 1 2 2 2 5 4 1

23 4 3 3 1 3 5 4 5 4 1
 52

24 3 1 1 5 4 2 3 4 4 1

25 5 5 5 4 3 3 5 4 5 4

26 2 3 2 2 4 3 2 3 2 2

27 4 3 4 3 2 4 2 3 2 4

28 3 3 3 3 4 3 5 4 4 4

29 4 3 4 3 4 2 3 4 5 4

30 3 3 4 2 4 3 5 3 4 3

31 5 4 3 3 4 2 1 1 1 4

32 5 2 3 5 3 5 4 3 2 4

33 3 2 2 3 4 3 2 4 3 2

34 5 3 4 3 2 4 3 3 3 1

35 4 3 2 4 3 3 3 4 4 2

36 4 2 3 2 4 4 3 4 2 3

37 4 5 4 5 5 5 5 4 5 5

38 4 5 3 5 4 5 4 5 4 4

39 4 4 3 3 3 3 2 3 2 3

40 2 3 2 4 3 2 2 4 3 3

41 4 3 3 4 4 3 2 2 4 3

42 3 5 3 5 3 2 5 3 4 3

43 4 2 2 3 3 2 2 3 3 3

44 4 2 2 2 3 3 2 3 2 2

45 2 3 2 4 1 3 5 3 1 4

46 4 2 2 2 2 4 2 2 4 4

47 4 4 2 4 2 5 1 5 3 2

48 5 4 4 2 2 4 2 1 2 4
 53

49 5 4 4 2 2 4 2 1 2 4

50 2 2 2 3 4 2 4 4 4 3

Total

ACADEMIC PERFORMANCE

Respondents Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10

1 5 4 5 5 4 4 5 5 4 4

2 4 4 4 4 4 4 4 4 4 4

3 3 4 5 3 1 1 3 2 2 3

4 4 4 4 3 3 3 3 3 3 4

5 1 3 3 2 2 1 3 2 2 2

6 2 1 5 3 1 1 1 1 1 2

7 2 4 2 2 4 4 3 2 2 2

8 1 1 4 1 1 1 1 1 1 4

9 5 4 3 4 3 4 4 4 3 4

10 3 1 5 1 1 1 1 1 1 2

11 4 4 4 3 3 4 4 4 4 4

12 3 3 3 3 2 4 4 2 2 3

13 4 4 5 4 3 5 3 4 4 4

14 3 4 4 4 3 5 3 2 3 4

15 4 4 5 3 3 5 5 5 5 5

18 3 2 3 2 3 2 3 2 3 1

17 3 3 4 4 3 4 4 4 4 4
 54

18 3 3 3 2 3 3 3 3 4 4

19 4 5 5 4 4 4 4 4 4 5

20 2 4 4 3 3 3 4 2 2 3

21 4 3 5 3 1 4 4 3 3 1

22 5 5 4 5 5 5 2 1 4 2

23 5 4 5 5 3 2 1 1 4 3

24 5 4 4 4 2 4 2 2 2 4

25 5 4 3 5 4 5 5 4 5 4

26 2 3 4 3 3 3 3 3 2 3

27 4 4 3 2 4 3 4 4 4 3

28 3 3 3 3 3 3 3 3 3 3

29 4 3 4 3 4 3 4 3 4 4

30 2 2 3 2 4 3 3 4 3 2

31 5 3 2 2 3 2 3 4 3 2

32 5 3 2 4 3 2 5 4 3 4

33 3 2 3 2 4 3 3 2 4 3

34 5 5 5 5 5 5 5 5 4 5

35 3 4 4 4 3 3 4 3 4 4

36 4 4 4 4 4 3 3 4 3 5

37 5 4 5 5 3 5 5 2 3 4

38 3 3 4 3 4 4 3 3 3 3

39 3 2 3 3 3 3 4 3 3 3

40 3 3 4 3 2 4 2 3 2 2

41 4 4 3 3 3 3 3 3 4 4

42 5 3 5 2 5 3 5 3 5 4
 55

43 4 4 4 3 4 4 4 3 4 4

44 4 4 4 3 4 4 4 3 4 4

45 3 2 2 2 3 3 4 3 3 3

46 4 4 4 4 4 4 3 2 2 2

47 3 2 4 2 3 2 4 3 5 2

48 4 4 4 4 3 5 4 2 4 3

49 4 4 4 4 2 2 4 2 4 4

50 4 3 4 3 2 2 3 2 2 3

Respondents Q11 Q12 Q13 Q14 Q15 Q16 Q17 Q18 Q19 Q20

1 5 4 4 5 5 5 4 4 5 4

2 4 4 4 4 3 4 3 4 4 4

3 3 3 4 2 2 3 1 1 1 3

4 3 4 5 5 4 3 3 4 4 5

5 3 3 2 4 4 4 3 2 3 3

6 5 3 5 4 3 5 4 4 3 4

7 3 3 2 4 4 4 3 3 2 3

8 1 2 4 1 1 1 1 1 2 5

9 4 4 4 3 4 2 4 5 4 3

10 4 1 2 1 1 3 3 2 3 3

11 5 5 4 5 5 5 1 3 4 4

12 2 4 4 4 3 2 3 3 4 4

13 4 3 3 4 3 3 3 4 3 3
 56

14 4 3 3 4 3 3 3 4 3 3

15 4 5 4 5 5 5 4 4 4 5

16 2 3 2 4 2 4 4 3 3 4

17 4 3 4 3 3 4 3 3 3 3

18 4 4 3 4 5 5 4 4 4 4

19 4 4 4 4 4 4 4 3 4 4

20 4 4 4 3 4 4 3 2 4 4

21 2 5 5 1 3 4 5 3 2 1

22 3 4 4 4 4 3 3 4 4 4

23 5 4 3 5 5 5 3 5 3 3

24 4 4 4 4 5 5 2 2 4 5

25 5 5 2 5 3 5 5 4 5 4

26 3 3 3 2 2 3 3 3 3 3

27 4 3 4 2 4 3 4 3 4 4

28 3 3 3 3 4 4 4 3 4 4

29 3 4 3 4 3 2 2 4 3 3

30 3 2 3 1 4 3 3 2 4 3

31 3 5 3 4 3 3 2 3 4 2

32 3 4 3 4 5 3 4 5 4 2

33 2 4 3 2 3 3 2 4 3 3

34 5 5 5 5 5 5 3 5 4 5

35 4 4 4 4 4 4 4 3 3 5

36 4 3 4 4 3 4 3 2 4 4

37 5 5 5 5 5 5 1 4 5 5

38 4 3 4 3 3 3 3 4 2 4
 57

39 3 3 2 3 3 3 2 3 2 3

40 2 3 2 4 2 3 2 3 2 2

41 4 4 3 4 4 4 4 3 3 4

42 1 5 3 1 5 4 5 2 5 3

43 2 4 3 2 4 4 4 4 4 4

44 2 4 3 4 3 4 4 4 4 4

45 5 2 4 1 3 2 4 2 4 1

46 4 4 4 4 4 2 4 4 2 2

47 4 2 3 4 2 1 5 3 2 5

48 5 2 4 1 5 2 4 2 5 3

49 4 4 2 4 4 4 2 2 2 4

50 4 2 3 3 2 4 3 2 4 4

TOTAL
58
59
60
61
62