i

“I HATE MATH": THE GROUNDS FOR DISLIKING MATHEMATICS AMONG THE

SELECTED BSED – -ENGLISH STUDENTS

An Undergraduate Thesis
Presented to The Faculty of College Teacher Education
Ramon Magsaysay Memorial Colleges – Marbel, Inc.
Koronadal City

In Partial Fulfillment of the Requirements for the Degree

Bachelor of Secondary Education
Major in Mathematics

MARIMAR I. ABAGAT
JUNE 2023
 iii

ABSTRACT

The study aimed to determine how the first-year BSED --English students
describe their experiences in learning mathematics, specifically, the grounds for disliking
mathematics. This study used a qualitative research approach, mainly the
phenomenological method of inquiry. The researcher conducted this study at Ramon
Magsaysay Memorial College – Marbel Incorporated (RMMC-MI), located at Purok
Waling-Waling, Arellano Street, Barangay Zone II, Koronadal City, South Cotabato. The
respondents of this study were five (5) first-year Bachelor of Secondary Education
majors in English students who hate mathematics. The researcher used a semi-detailed
interview guide to gather the data needed for the study. Based on the thematic analysis
of the gathered data, three (3) emergent themes exist for the students' views on their
mathematics experiences: difficult, helpful, and significant. It also revealed three (3)
emergent themes for their feelings: positive, negative, and mixed emotions.
Moreover, it was found that mathematics experiences positively impact students'
motivation and encouragement in their academic performance. However, it negatively
impacts the learning and self-efficacy of the students. The mathematics experiences
may affect the students' interest in learning the subject and become the ground for why
they dislike mathematics. The study recommends that teachers and school
administrators discover ways to improve education standards for their constituents while
also starting extensive projects to examine how learning experiences affect students'
academic achievement.

Keywords: dislike of mathematics, mathematics experiences

 iv

TABLE OF CONTENTS

TITLE PAGE………………………………………………………………. i
APPROVAL SHEET………………………………………………………. ii
ABSTRACT………………………………………………………………… iii
TABLE OF CONTENTS…………………………………………………… iv

LIST OF TABLES…………………………………………………………. vii

ACKNOWLEDGEMENT…………………………………………………. viii

DEDICATION………………………………………………………………. ix

INTRODUCTION………………………………………………………. 1

Statement of the Problem……………………………………… 2

Purpose Statement……………………………………………… 2

Research Questions……………………………………………. 3

Theoretical Lens………………………………………………… 3

REVIEW OF RELATED LITERATURE…………………………….. 5

Students' Views on Their Mathematics Experiences…….. 5

Students’ Feels about Their Mathematics Experiences….. 11

Impact of the Mathematics Experience on the Academic

14
Performance of the Students………………………………….
Synthesis…………………………………………………………. 18

PROCEDURES……………………………………………………….. 19

Research Design………………………………………………… 19

Researcher's Role………………………………………………. 20

Research Participants………………………………………….. 21

Data Collection…………………………………………………… 21

Analysis of Data…………………………………………………. 23
 v

Inclusion Criterion……………………………………………… 23

Trustworthiness…………………………………………………. 24

Ethical Consideration…………………………………………… 24

FINDINGS………………………………………………………………. 27

Description of Participants……………………………………… 27

Analysis of Themes………………………………………………. 27

DISCUSSION……………………………………………………………. 40

Major Findings……………………………………………………… 40

Implications for Practice………………………………………….. 50

Overall Significance……………………………………………….. 53

Concluding Remarks……………………………………………… 54

References…………………………………………………………………… 56

APPENDICES

A. Letter to the Validators 67

B. Validation Sheet 70

C. Research Tool 73

D. Summary of Validators’ Rating on Research Tool 75

E. Letter of Permission to Conduct Study 76

F. Letter of Request to Conduct Study 77

G. Informed Consent Form for Participants 78

H. Interview Protocol for Participants 80

I. Participants Agreement Form 86

J. Interview Transcription among the Participants 89

 vi

K. Certificate of Appearance 104

L. Grammarian Certificate 105

M. Plagiarism Checker Result 106

CURRICULUM VITAE 108

 vii

LIST OF TABLES

TABLE
1 Students’ Views on Their Mathematics Experience 27
2 Students’ Feels about Their Mathematics Experiences 32
3 Impact of the Mathematics Experience on the 36
Academic Performance of the Students
 viii

ACKNOWLEDGEMENT
The researcher extends her heartfelt gratitude and appreciation to those who
helped and significantly affected the development of this research study.
Immeasurable thanks and gratitude were extended to the following individuals for
their assistance and support in making this study possible in any way.
To Vicente C. Garces Jr., EdD, her research adviser, for his encouraging
remarks, knowledge, understanding, time, effort, and patience in helping the researcher
during the process and development of the research study.
To the panelists, Archibeth Cardinas-Flamiano, MAEd, and Hector L. Lavilles
Jr., Ph.D. Ed, for sharing their knowledge and expertise by providing challenging
questions, suggestions, and messages of encouragement in developing the research
study.
To the participants, for allowing the researcher to collect significant data and
information and gave their time and effort to participate in this study.
To the researcher’s parents, Mr. Mar Abagat and Mrs. Marissa Abagat, and to
her cousin, Ms. Irene Abagat, for the financial support and for giving hope and
motivation to finish her study.
Lastly, thanks and gratitude to Almighty God for sustaining the researcher’s
good health and strength to finish her study.

The researcher,
Marimar I. Abagat
 ix

DEDICATION
The researcher happily dedicates this study to our Almighty God, who gives her
the strength, knowledge, and wisdom needed to complete this research. To her parents,
who instilled in her the characteristics of tenacity and devotion and who continuously
inspired her to strive for greatness in whatever she did. Thank you for shaping her into
the person she is today. You have been there for her every step of the way, through
good and bad times. Thank you for your unconditional love, advice, and support for her.
Thank you for believing in her, telling her she can do anything, and trusting herself and
Almighty God. Thank you so much for everything.
To her friends, Christine, Justin, Michelle Grace, Ila, Melody, Noel, Alyssa,
and Carl, thank you for supporting her in pursuing her dreams and pushing her to go
beyond her limits. You taught her not to give up whatever trials and problems she
encounters.
The researcher also dedicated this paper to her only best friend, Joie, for his
unending support and help to her. The researcher is immensely grateful for the moral
and emotional support he gave her to do her best every day.
To all the teachers who believed in her, especially Sir Renz Marrion Villota,
thank you for your time and motivational advice. Thank you for believing in her and
pushing her to her breaking point. The researcher genuinely dedicates this research as
one of the tools through which she obtained the knowledge you conveyed. Thank you for
what you have done.

The researcher,
Marimar I. Abagat
 INTRODUCTION
Students dislike mathematics for a variety of reasons. Recent studies show that a
significant percentage of students score low to moderate levels of mastery in
mathematics. There is a widespread belief among people that many students hate the
idea of learning mathematics. It can be due to various factors related to instruction and
students' cognitive, affective, and psychomotor attributes, subject matter, and the
learning environment (Gafoor & Kurukkan, 2015).
Filipino students rank mathematics as one of the most challenging academic
disciplines. Different nations continually pay attention to students' math ability since it is
regarded as the primary topic important for the country's expansion and development.
Students' daily lives depend on their ability to use their math knowledge and skills to get
through whatever challenges they may encounter (Capuno et al., 2019).
The Trends in International Mathematics and Science Study 2019 stated that the
Philippines scored lower than any other country participating in grade 4 Math and
Science assessments. According to Magsambol (2020), in mathematics, only 19% of
Filipino students were on the low benchmark, which means that these students had
some basic mathematical knowledge, while 81% still needed to reach this level. In line
with this, the Department of Education said it will continue to reform and upgrade its
education curriculum.
According to the study of Brown, Brown, and Bibby (2008), entitled "I Would
Rather Die": Reasons Given by 16-Year-Olds for Not Continuing Their Study of
Mathematics, the perceived difficulty and lack of confidence are important reasons for
students' lack of persistence with mathematics, as are perceived despise and boredom,
and as well as a lack of importance. Many students did not find the subject as relevant
as the other subjects, such as English, which they thought to be the basis of someone's
intelligence.
Most Ramon Magsaysay Memorial Colleges – Marbel Inc.'s freshmen students
affirmed their hatred of the subject. Even students and teachers from the Education
Department do not express love towards mathematics. Subsequently, students enrolled
in other specializations aside from mathematics stated that they did not like the subject
and took their courses to avoid it.
From this lens and the previous literature mentioned, the researcher explored the
experiences of first-year Bachelor of Secondary Education majors in English students in
learning mathematics. Specifically, the study explored the first-year Bachelor of
Secondary Education major's challenges in English students while learning
mathematics.

Statement of the Problem

Many students need help understanding and keeping up with the topics during
the mathematics learning process. Difficulties might be due to various attitudes and
experiences throughout the learning process. It is common to hear from students and
even ordinary people that they do not like mathematics because of its complex ideas.
This problem might have a severe effect on the student's academic performance.
In this scenario, students might not achieve effective learning outcomes, and teachers
will need help teaching mathematics. Understanding the students' views towards their
mathematics experiences would be helpful to meet the course objectives and pursue
education.
In such a situation, there is a more significant challenge for schools to have
effective teaching and learning strategies in mathematics. It is usual to experience
sadness, anxiety, confusion, hatred, and anger. However, it is best to explore the usual
experiences of the first-year Bachelor of Secondary Education major in English students
towards learning mathematics from diverse backgrounds. An in-depth understanding of
their experiences and uncovering the reality of such may form part of the department's
decisions to implement more relevant strategies and even amendments to such
endeavors.

Purpose Statement
Relative to advancing the educational scheme in addressing the emerging
problems in learning mathematics, the researcher crafted this study to explore the
experiences of the first-year Bachelor of Secondary Education major in English in
Ramon Magsaysay Memorial Colleges – Marbel Inc., Koronadal City, South Cotabato.
This study only focused on the in-depth understanding of the experiences of the
first-year Bachelor of Secondary Education major in English students in the mentioned
school during mathematics learning; thus, the generalization of the impact of
mathematics experiences of first-year Bachelor of Secondary Education major in English
students in another school would not be applicable in this study.
 Personal in-depth interviews at school were employed among key participants to
get the vital information needed without biases. Participants answered all questions
thoroughly during the discussion.
The student's personal experiences were presumed, as they served as the
primary output in the analysis stage. The student's personal experiences contributed
significantly to developing a solution that would aid them in generating recommendations
for the study's problem.

Research Questions
The succeeding research questions were formulated to assist and achieve the
purpose of the study:
1. How would the first-year BSED major in English students describe their experiences
in learning mathematics?
1.1 How does the first-year BSED major in English students view their experiences in
learning mathematics?
1.2 How do the first-year BSED major in English students feel about their
experiences in learning mathematics?
1.3 How do the experiences in mathematics of the first-year BSED major in English
students affect their academic performance?

Theoretical Lens
Albert Bandura's Social Learning Theory and constructivist theoretical framework
and the expectancy-value model of accomplishment motivation by Eccles and Wigfield
will be the foundation for this investigation. Social Learning Theory strongly emphasizes
how social interactions and observational learning influence an individual's opinions and
behaviors. According to this theory, students' distaste for Math may be influenced by
hearing peers' or significant others' similar sentiments in mathematics distaste among
Bachelor of Secondary Education major in English students. Forming negative self-
perceptions based on earlier unpleasant Math experiences or criticism from others may
also contribute to students' hate of Math.
According to social learning theory, the individual and the environment interact to
define each other (Bandura, 1977). This concept intrigues Bandura in the context of
Math classrooms and students' attitudes toward mathematics. The classroom setting can
influence a student's personality and attitude toward Math. Additionally, Bandura (1977)
introduces the idea of a model—a different person whose behaviors and the outcomes
of those behaviors influence the individual's behavioral decisions.
According to Bandura (1977), individuals would only emulate the behavior of
models who are similar to them or whom they respect. Self-efficacy, or the belief that
one can successfully achieve an inevitable result, is a third essential concept from the
social learning theory. Self-efficacy is crucial in the classroom setting since it affects how
persistent a person will be in completing any activity.
Constructivist theoretical framework and the expectancy-value model of
accomplishment motivation developed by Eccles, Wigfield, and colleagues are, thus,
predicated on the idea that students' attitudes toward some mathematical issues are
positively connected with achievement and the values contained in such assignments
(Wigfield & Eccles, 1994; Wigfield & Eccles, 2000).
In disliking mathematics, the theory integrates motivation, enjoyment, confidence,
value (usefulness), and related latent factors to explain students' performance in
studying mathematics. Constructivism is a type of discovery learning that is founded on
the idea that teachers should actively engage students in order to assist learning and
allow them to build their knowledge of the world and understanding of it using their own
prior experiences and schema (Bada & Olusegun, 2015).
 REVIEW OF RELATED LITERATURE
The researcher provides a review of related material that is pertinent to the
comprehension and clarity of the topic under consideration. These are based on the
findings of several studies relating to this research and consist of books, theses, and
studies from the internet written by both foreign and local authors.

Students Views on Their Mathematics Experiences

According to Kikas, Mädamürk, and Palu (2020), Math is a complex subject
many upper middle-school students struggle with at school. In addition to knowledge,
skills, and motivation, effective learning strategies are essential in Math. Students in the
faculty of arts and sciences, in particular, struggle to effectively apply their pure
Mathematical knowledge because they are primarily interested in the pure aspect of
mathematics and lack sufficient knowledge of its applicability (Mumcu, 2018).
For many students, Math is boring, abstract, lacking in creativity, complex, and
very difficult to understand, hence the typical expressions of "I am of letters" or
"Numbers are not mine" (Gupta, 2020; Komariah & Sundayana, 2018). Most junior high
school students believe Math is tedious and challenging to learn. For students to enjoy
Math, Math teachers need help finding engaging teaching materials that may get them
involved (Komariah & Sundayana, 2018).
Due to an intense fear of making mistakes, a lack of understanding of
Mathematical concepts, and the belief that mathematics is complex and inactive,
students with moderate mathematics aptitude frequently experience Math anxiety.
Mathematics is a subject that Mathematically gifted students rarely study since the fear
they feel is something that everyone experiences (Rismayana et al., 2021).
Among other challenging courses, mathematics is a crucial school subject
(Asitah et al., 2022; Rayan, 2019). One of the most complicated academic courses is
frequently regarded as mathematics (Rayan, 2019). Mathematics is constantly
challenging for every student and is the most crucial subject among the research
challenges. When working on mathematics problems, students encounter challenges
and have the potential to make errors (Asitah et al., 2022).
In the same way, numerous students dislike the subject due to the difficulty of
learning mathematics and the extensive counting. The dislike of the subject harms the
value of mathematics courses since it causes students to have mathematics difficulties
(Mutiani & Suyadi, 2020). Higher difficulty levels are present even when the class is
passed, particularly in high school mathematics. Applying abstract (but not perceptual)
grouping was related to higher calculation and problem-solving skills (Ramdhani, 2020).
Consequently, students who struggle with learning mathematics are said to have
dyscalculia (Jati et al., 2020; Mutiani & Suyadi, 2020). The majority of students regard
mathematics as the most challenging subject. If something is not challenging, it is not
Math. Numerous factors might affect problems that students understand the
fundamentals of mathematics, including internal aspects of students who find
mathematics difficult and a lack of student motivation in learning mathematics. When
learning occurs, students become bored because of extrinsic factors like the teacher's
delivery, which is less engaging (Jati et al., 2020).
Although it has a bad reputation, it is vital in the modern world (Kikas et al., 2020;
Rayan, 2019). Mathematics fundamentally influences daily lives and is the language of
science, technology, and engineering. Additionally, mathematics can aid in our
comprehension of the more complicated aspects of the world, such as natural patterns,
social dynamics, and economic systems (Rayan, 2019). Math skills persisted over time,
and calculation and problem-solving skills mutually affected each other (Kikas et al.,
2020).
Furthermore, Gupta (2020) stated that mathematics strengthens one's analytical
thinking, sharpens one's intellect, fosters pragmatism, and its applications are helpful in
daily life. Everyday activities involve mathematics. Math is a subject that is part of the
study of one's kids and, as such, should be an effort for compression, which typically
involves constant practice.
The research revealed that although pre-service teachers saw classroom Math
and real-world mathematics as two different kinds of Math and found it difficult to relate
them to one another, they still saw Math as an essential component of life (Mumcu,
2018). It advised using genuine or realistic circumstances in the classroom to develop
people who can relate mathematics to everyday life and use it more successfully.
Teachers must be aware of and conversant with various cutting-edge and efficient
pedagogical knowledge and abilities to adopt several teaching strategies and
methodologies (Nkundabakura et al., 2023; Mumcu, 2018).
Moreover, students study mathematics to pass each level of the course. Math is
famous for having particularly challenging topics to master (Ramdhani, 2020; Sugiarti,
2022). They have only utilized calculators as their computed medium up to this point,
which cannot answer queries that call for additional analysis. Additionally, the
visualization tools only take the shape of actual things, like the space structures
exhibited in each lesson. Alternatively, the formula might be summarized and placed on
the classroom wall (Ramdhani, 2020).
Several students remarked that Math classes are frightening, ugly, and
challenging and do not appear relevant to daily life (Sugiarti, 2022; Chyquitita et al.,
2018). This situation represents a derogatory view of mathematics. Using a "brain gym"
strategy is one of the well-liked and dependable techniques to improve learning
concentration (Chyquitita et al., 2018). There are students who, on the other hand, find
enjoyment in the challenge of solving every Mathematical issue. This situation
represents a favorable view of mathematics (Sugiarti, 2022).
Additionally, Abu-Hilal and Abed (2019) stated that mathematics is one of the
most significant academic courses in school. With cutting-edge teaching resources,
students better understand Math and science lessons. On the other hand, students think
that science and Math are challenging disciplines. Due to their mentality, they refrain
from participating in these subjects in their higher education (Nkundabakura et al.,
2023).
Students and teachers struggle with it because it is one of the most challenging
courses. Teachers find it challenging to get their students interested in the subject.
Students should gain confidence in their ability to learn mathematics for programs and
initiatives to encourage participation in mathematics. Any curriculum should also
evaluate students' Math anxiety and place more emphasis on those with low to moderate
levels (Abu-Hilal & Abed, 2019).
A science that is used frequently in daily life is mathematics (Rayan, 2019; Yulia
& Karnadi, 2020; Gupta, 2020)—for example, a person employed in carpentry and
trading operations. However, many people still believe that mathematics is a topic that is
challenging and hard to grasp, particularly for students in junior high school. Even
though Math itself has been taught since early childhood and in elementary school,
students feel bored since instructional approaches still rely on traditional techniques like
the ability to write and count, and some students dislike mathematics in general (Yulia &
Karnadi, 2020; Kiswanto et al., 2018).
Although mathematics is a subject that will play a significant part in the future, it
is also one of the more challenging ones (Kokandy, 2021; Husnah et al., 2021). Due to
the dependence on logic, Mathematical theories of equations, proofs, and some
challenging Mathematical ideas, students frequently perceive mathematics as
challenging. This view adds to their poor performance and lack of interest in learning the
subject (Kokandy, 2021).
Many students criticize this class for various reasons, including repetitive learning
and the teacher's lack of variety. It is, therefore, challenging to comprehend. As a result,
education is crucial for the formation and growth of human resources. They can advance
science and technology, particularly mathematics (Husnah et al., 2021).
Also, Kiswanto, Hadiansa, and Hidayatullah (2018) stated that the study of the
size of spatial structure and change in mathematics. The value of magnitude is typically
determined using mathematics. Students should be taught mathematics at an early age
by their level. The issue is that people do not care about mathematics, which is
frequently considered challenging.
Additionally, students today need to pay more attention to their responsibility to
learn in favor of playing games solely for enjoyment. The goal of the problem-solving
process should be to pique the child's curiosity about mathematics. One of them is
offering educational games, particularly those that can aid in comprehending the
mathematics lesson (Kiswanto et al., 2018; Ulfat, 2023).
Ulfat (2023) also stated that mathematics has solved many practical issues by
helping people comprehend the logic underlying infinite processes and phenomena.
Such limitless applications range from grocery shopping to money management,
counting to experimental sciences, information technology, cryptography, patterns to
understanding nature, easy manipulations to decision-making techniques, mental
exercises to creating complex models, leisure games, and others.
Although Math is an organized topic and the elements are still connected, some
students need clarification about how challenging Math classes are, which makes them
unable to study and makes the learning environment unappealing to them (Permatasari
et al., 2022; Yulia, 2019). A science with many applications in daily life, including
carpentry, trade, and other activities, is mathematics. Nevertheless, some students who
dislike mathematics regrettably believe it is a tricky and dreadful subject (Yulia, 2019).
Math is a crucial topic in school and necessary for many daily duties
(Chukwuemeka, 2022; Prodigy Education, 2022). It is the basis for everything people
use daily, including computers, software, mobile technology, historic and contemporary
architecture, the arts, engineering, and sports (Chukwuemeka, 2022). Even less evident
advantages are a solid understanding of Mathematics. A solid foundation in Math can
lead to stronger memory, better problem-solving abilities, and enhanced knowledge of
and control over emotions (Prodigy Education, 2022).
According to Yuanita, Zulnaidi, and Zakaria (2018), education provides the next
generation with crucial knowledge and skills. Practical teaching approaches allow
students to learn and absorb information, and classroom learning is made more
engaging by teachers' efforts. The study of Mathematics inspires students to be creative
and critical thinkers who can solve problems rationally. Education in Mathematics is an
active, dynamic, and ongoing process.
Activities in this subject help students improve their reasoning, reason
methodically, critically, and comprehensively, and approach problems objectively and
openly (Choudhary, 2023; Yuanita et al., 2018). Teachers, students, and content
comprise the three main parts of teaching and learning. Teachers must be
knowledgeable and competent, and students need to be knowledgeable and have
excellent skills. By applying forward-thinking and challenging mental processes,
problem-solving abilities let students think creatively and critically, which will help a
nation develop and meet its demands (Yuanita et al., 2018).
Also, traditional Mathematics education is still prevalent in the Philippines'
educational system. It frequently needs to pay more attention to the objective of
Mathematics education, which is to equip students with the skills they need to deal
effectively with real-life circumstances. This concept impacts the students' diminishing
performance regarding their general Mathematical proficiency, particularly in problem-
solving (Rvnogie, 2022).
Apart from the above mentioned, The Scientific World (2021) stated that in daily
life, Math is beneficial. Every day, people apply Mathematical ideas and the skills
everyone develops from solving mathematics problems. Using mathematics, everyone
can identify relationships, comprehend patterns, and make future predictions. It aids
individuals in carrying out various crucial daily tasks (Algani, 2022; The Scientific World,
2021). The language of life, Mathematics, is used in practically every facet of living.
Using mathematics, people can identify relationships, comprehend patterns, and make
future predictions. Every day, everyone applies Mathematical ideas and the skills
everyone develops from solving mathematics problems.
Math can also help with finances (Choudhary, 2023; Emma, 2019). One may
quickly create their financial budget with the aid of Math. Cooking can benefit
significantly from Math. One of the most crucial aspects of human existence is the ability
to solve problems. One of the best methods to develop analytical thinking is through
Math. Every industry in the world employs math in some capacity. Mathematics offers
students a fantastic employment prospect (Choudhary, 2023).
Learning Math has many tremendously positive benefits for the human mind. It
improves our thinking ability, fosters analytical thinking, speeds up individuals' thinking,
promotes pragmatism, and can be used daily (Algani, 2022). Jobs in business and
finance may require an in-depth understanding of how to interpret graph analysis or
profit and earning statements. Even hourly individuals must check to see if their pay rate
multiplied by the hours worked accurately reflects their paycheck (Emma, 2019).
According to Schurr (2022), every element of life, including activities like cooking,
driving, and timekeeping, and professions like engineering, banking, finance, computing,
and accounting, rely heavily on Math. Every function requires a robust Mathematical
foundation, logical analysis, scientific prerequisites, and Mathematical techniques. It
serves as a language for describing scientific discoveries and activities.
Additionally, Math enables students to develop their capacity for thought,
increase their understanding of how things work, see the value of comprehension and
balance in all things, become faster and sharper with numbers, connect with other areas
of life that depend on numbers, and broaden their awareness of the world (Schurr, 2022;
Yadav, 2020). Mathematical models of natural events, human behavior, and social
systems are all included in the field of Mathematics today, which is much more than just
addition and subtraction. It also deals with measurements, observations, facts from
science, reasoning, deduction, and proofs (Yadav, 2020).
Similarly, Quddusi (2021) stated that because of its enormous significance and
advantages, Mathematics—the study of measurements, numbers, and space—was one
of the first sciences people set out to create. Several fields of Mathematics in science
are related to numbers, including geometric forms, algebra, and others. Mathematics
aids analytical thinking. It collects, breaks down, and connects the data to answer
mathematical questions.
Most people think that mathematics includes calculations, and they use
complicated formulas in school. On the other hand, Mathematics is undoubtedly one of
the most widely used languages, with applications in almost every area of everyday life.
Some people must know that they can calculate everything in life and that one does not
need to study (Chukwuemeka, 2022).
 Apart from the above mentioned, pre-service teachers' perspectives on the
nature and importance of Mathematics reveal that most regard Mathematics as a
discipline employed in daily life and other disciplines, so they care about Mathematics.
Another point of view on the usefulness and necessity of Math was the importance of
Math in solving everyday problems. Although some pre-service instructors stressed the
value and necessity of mathematics by demonstrating its connection to nature and
natural occurrences, the number of such participants was small (Yavuz Mumcu, 2018).
Likewise, Scholl (2023) listed why Math is essential in real life. Today, many
people worry about their mathematics skills. 93% of American adults, according to
research published in the National Library of Medicine, struggle with mathematics
anxiety. Research has shown that students who frequently answer math problems are
more engaged in the brain's regions of focus and concentration, which relate to
mathematics. Further, students were more capable of developing neural connections
between these regions.
To conclude, Mathematics is an essential academic topic because it provides
crucial life skills such as problem-solving skills and understanding shapes, angles, and
distances. One of the main advantages over many other academic courses is that its
notions are ubiquitous and quickly transferred to other languages. For instance,
Mathematics is essential to studying accounting and finance, medicine, information
technology, and other disciplines where statistics and numerical data are vital (Joyner,
2021).

Students’ Feels about Their Mathematics Experiences

According to Putwain, Becker, Symes, and Pekrun (2018), results from structural
equation modeling supported the idea that emotions and success are mutually
reinforcing. More accomplishment was predicted by higher enjoyment and lower
boredom, while more extraordinary academic achievement was predicted by greater
enjoyment and lower boredom. Consider the mediating effects of academic self-efficacy
and positive academic emotions (enjoyment and relief) in the relationships between
teacher support and academic engagement in a math class. Additionally, teacher
assistance impacted mathematics engagement through various channels, including
academic self-efficacy, enjoyment, and relief (Liu et al., 2018).
Research in mathematics education has revealed correlations between several
emotions and the quality of learning (Greensfeld & Deutsch, 2020; Di Leo, Muis, Singh,
& Psaradellis, 2019). Analysis of emotion-to-emotion transitions showed that students'
frustration largely transferred to negative emotions (such as frustration, boredom, and
anxiety), and confusion also primarily transitioned to negative emotions. However, when
the confusion was resolved, it transitioned to positive emotions (Di Leo et al., 2019). This
study provides fresh insight into the relationship between mathematics and emotions
and demonstrates the value of developing tactics to improve a good learning and
teaching environment for mathematics (Greenfield & Deutsch, 2020).
Furthermore, one of the disciplines that Filipino students find the most
challenging is mathematics. The study found that while the respondents had a neutral
view toward their self-confidence, enjoyment, and motivation in mathematics, they had
positive attitudes toward mathematics regarding its importance. It was shown that
students' attitudes and study habits substantially impact how well they succeed in
mathematics (Capuno et al., 2019).
On the contrary, previous studies have shown that high school students have
fewer positive attitudes toward mathematics than children in primary schools, and they
also have less favorable perceptions of their classroom settings and teacher-student
interactions. Students expressed less involvement, a less positive attitude toward
Mathematical inquiry, less enjoyment of mathematics, and more mathematics anxiety
(Deieso & Fraser, 2019).
There was a significant difference between students' self-efficacy for and
enjoyment of learning mathematics (Hanin & Van Nieuwenhoven, 2019; Zivkovic et al.,
2023). There were suggestions for Math teachers, school officials, students, parents,
and potential researchers (Hanin & Van Nieuwenhoven, 2019). Math anxiety and self-
efficacy substantially impact fifth-grade kids' mathematics performance through
hierarchical regression analysis. Results are explored regarding a fresh viewpoint on the
emotional and motivating elements of training in educational settings (Zivkovic et al.,
2023).
According to the findings of path analyses, control, and task importance
influenced students' feelings while solving problems, and those feelings predicted
cognitive and metacognitive learning techniques, which in turn predicted
accomplishment (Di Leo et al., 2019).
It was also stated that enjoyment positively correlated with accomplishment only
in mathematics, but anxiety did not. Compared to fourth-graders, second-graders
expressed more enjoyment and less boredom and worry (Raccanello et al., 2019; Goetz
et al., 2021). Over time, stronger positive feelings and weakened negative emotions
were linked to higher relationship quality. Higher positive and lower negative emotions
were consequently linked to better relationship quality. Although relationship quality and
emotional experience are significant dimensions in learning contexts, empirical research
should pay more attention to their relationship (Goetz et al., 2021).
Moreover, Pantoja, Schaeffer, Rozek, Beilock, and Levine (2020) stated that the
students' math achievement is adversely correlated with Math anxiety. While some
studies have hypothesized that low Math aptitude may cause Math anxiety, others have
countered that Math anxiety can affect people of all Math aptitude levels.
Moreover, Hill, Kern, Seah, and Van Driel (2021) also stated that numerous
mathematics classes exhibit poor student well-being due to high mathematics anxiety
and disengagement rates. Poor congruence between student values and classroom
experiences may contribute to poor well-being. The connection between students' values
and well-being in mathematics education is ambiguous, and it needs to be clarified what
student well-being is and how to encourage it within particular courses (Hill et al., 2021).
Achievement emotions are necessary for well-being and good academic
performance, but more needs to be understood about how they relate to instructional
effectiveness. Anxiety and boredom among students were found to be adversely
correlated with teacher support and classroom management, according to multilevel
regression analyses. These findings shed light on how different teaching styles affect
different aspects of student achievement and emotions in the classroom (Lazarides &
Buchholz, 2019).
Subsequently, Headley (2020) said that Math-related fear, worry, and
occasionally physical discomfort range from mild to severe when planning or doing
Mathematical tasks. Students who take Math courses at lower levels and opt for less
numerically demanding courses and occupations are known to have high levels of Math
anxiety. According to Pavelova, Erhardtova, and Zovinec (2023), up to 22% of adults in
the UK experience math problems that impede their daily lives. Wherever mathematics
is involved in some manner in daily life, those with higher levels of Math anxiety
frequently struggle. Individuals experience dread, tension, and anxiety due to these
challenges, and the impairment of mathematics abilities persists throughout adulthood
(Pavelova et al., 2023).
Furthermore, Mazana (2019) stated that numerous elements, including students'
attitudes toward the subject, teachers' teaching strategies, and the learning environment
at school, impact how well students learn and succeed in mathematics. It was shown
that there is a weak but substantial association between students' attitudes and
performance. The students' ability, instructional, and social-psychological contextual
elements were the ones that affected whether they liked or disliked Math. The findings
also indicate that ineffective learning and assessment strategies, institutional resources,
failure to comprehend instructions, and instructor didactic strategies are all factors in
exam failure.
However, Math learning is challenging since it incorporates both the cognitive
and emotive domains. Both good and negative emotions are experienced by students
during mathematics lessons, which impacts their learning. The students may also think
their Mathematical ability is fixed and unchangeable (Pollard & Birdsall, 2021). The Math
achievement scores were highest in the favorable profile. Moderate stability and rising
stability and structure were seen in profile membership. Examining the complexity of
students' emotional profiles and processes highlighted the importance of comprehending
them to improve educational assistance, development, and learning (Mata et al., 2021).
Consequently, Mata et al. (2021) stated that many primary school students
struggle to learn Math. Therefore, teachers must be aware of their unique learning and
emotional processes. The findings reveal three emotional profiles: positive, negative,
and intermediate. They also show that enjoyment dropped and boredom grew over time.
Moreover, a theoretical paradigm that connects success and feelings is put forth.
According to the paradigm, personal success increases good achievement emotions and
decreases negative ones. On the other hand, group-level success is supposed to
enhance people's negative emotions and decrease their positive emotions (Pekrun et al.,
2019).

Impact of the Mathematics Experience on the Academic Performance of the

Students
According to Bhat and Arumugam (2020), Math difficulties indeed involve
mathematics or number concerns. Despite being a strong motivator, anxiety is little
understood. Eliminating anxiety enhances the possibility that future students will engage
in avoidance behavior since anxiety harms practice. It is possible to think about
Mathematical anxiety as a type of acquired helplessness. Since they are powerless to
escape the suffering of mathematics, they accept it wholeheartedly and put up with the
uncomfortable social and psychological suffering till it is through.
 Similarly, Zhang, Zhao, and Kong (2019) said that Math anxiety (MA) has been
linked to lower student Math performance. The findings revealed a strong negative
relationship between Math anxiety and performance. Furthermore, when moderator
variables were examined, this negative association was higher in research including
Asian students. Math anxiety affects people of all ages all over the world. Math anxiety
interacts with variables such as self-efficacy and motivation, which can either increase or
decrease Math anxiety. Math anxiety outcomes affect performance in Math-related
circumstances and long-term impacts such as effective (or inefficient) learning, course,
and even occupational decisions (Luttenberger et al., 2018).
Students who showed the lowest levels of Math fear and the highest levels of
motivation demonstrated the highest levels of Math proficiency and persistence.
Mathematics-related activities were more prevalent in the groups with high levels of
interest, self-concept, and instrumental motivation in mathematics (Xiao & Sun, 2021).
Also, Fuqoha, Budiyono, and Indriati (2018) stated that students desire to use a
good learning tool with three qualities: it should teach students not to give up easily, be
enjoyable, and be challenging. As a result, in addition to having a high level of learning
motivation, it is also necessary to have a solid knowledge of the mathematics subject
(Fuqoha et al., 2018; Stack & Dever, 2021). Academic success, engagement, and
related academic behaviors are all predicted by student motivation. Nevertheless,
despite the significance of motivation for academic success, only some studies have
looked at the contextual elements at the school and national levels that are related to
motivation.
The results show that contextual factors can predict students' interest in,
confidence in, and utility in Math. In addition to demographics and achievement, student
views of the school environment are a reliable and robust predictor of Math motivation.
The judgments of the students of school climate, or how they feel about their school,
greatly impacted how motivated they were in Math, including their belief that Math is
practical, their confidence in their math abilities, and their interest in Math (Stack &
Dever, 2021).
Additionally, there were statistically significant positive correlations between Math
grades, intrinsic motivation, integrated motivation, identifiable motivation, and Math self-
concept. In contrast, statistically significant negative correlations were observed between
Math self-concept, extrinsic motivation, and motivation. Additional regression analysis
supported these relationships independent of the variables' direction. The strongest
associations between Math grades and self-concept were discovered (Lohbeck, 2018).
Besides, Tze, Li, and Parker (2021) said that solid mathematics skills are crucial.
Students who enjoy mathematics early in elementary school are likelier to have solid
Math skills. These results contribute to understanding how fun and boredom relate to
mathematics success. These unexpected results may point to a cultural difference in the
emotions crucial to feeling about academic performance, mainly when the mediating
effects are inconsistent with our hypothesis.
It was discovered that students tended to perform better on mathematics tasks
when they had better intellectual abilities, higher perceived Mathematical competence
and higher intrinsic motivation, and when they perceived mathematics to be helpful.
According to evidence, intellectual prowess and motivational factors are related.
Additionally, in line with earlier studies, Abín, Núñez, Rodríguez, Cueli, García, and
Rosário (2020) concluded that the students' motivating factors were better predictors of
their Mathematical achievement than their intellectual ability.
As a result, tasks intended to boost students' self-confidence and perceived as
applicable should be included in the design of appropriate instructional strategies, but so
should tasks intended to spark students' interest, motivate them to dig deeper into their
studies, and encourage them to compete with themselves rather than their peers (Abín
et al., 2020; Parhiala et al., 2018). Motivation has also been linked to an individual's
emotions, and emotions have been shown to influence academic performance through
control and value cognitions. (Parhiala et al., 2018).
Also, intrinsic and extrinsic factors are crucial for a student's academic progress
because motivation is crucial to learning and success. Students' dedication to learning,
tenacity, environment, and demographic background impact their motivation. Motivation
greatly influences academic learning and success throughout childhood and
adolescence. The formation of the conceptual base of the students depends on
motivation. Both intrinsic and extrinsic motivation influences mathematics goals and
accomplishments. High intrinsic motivation students may also exhibit extrinsic motivation
in future goal orientation (Araño et al., 2022).
On the contrary, research on factors influencing students' mathematics
achievement has frequently overlooked the importance of psychological variables such
as emotional intelligence, self-esteem, and self-efficacy. Emotional intelligence, self-
esteem, and self-efficacy were found to have predictive solid powers on students'
academic achievement in mathematics. Thus, students' emotional intelligence, self-
esteem, and self-efficacy significantly predict their Mathematical ability (Ugwuanyi et al.,
2020; Ozkal, 2019).
The study discovered that the self-efficacy of the students’ views on learning and
performance in Math substantially predicted their mathematics achievement. The
students' self-efficacy and attitudes about learning and performance in Math positively
impacted their behavioral and affective engagement in Math while negatively predicting
their behavioral and affective disaffection (Ozkal, 2019; Morán-Soto & Benson, 2018).
Despite differing habits and attitudes, all participants indicated they were likely to
continue taking mathematics courses required for their major even after failing their first
college mathematics course (Morán-Soto & Benson, 2018).
In conclusion, grit and self-efficacy have been hailed as powerful performance
indicators. However, their combined contribution to predicting early adolescent school
achievement has yet to be thoroughly examined. All outcomes were favorably connected
to self-efficacy. It was revealed that, after adjusting for grade level, gender, and prior
achievement, subject-specific self-efficacy was positively associated with reading and
Math achievement. At the same time, grit was weak or irrelevant (Usher et al., 2019).
Synthesis
The literature review gathered the necessary and relevant studies that examined
the views, feelings, and the impact of the student's mathematics experiences in learning.
It includes previously published literature and studies about students' views, feelings,
and the impact of mathematics experiences. The focus of this review of related studies
and literature was to provide support for the main arguments of this research. The main
point of the studies was all about the views, feelings, and impact of mathematics
experiences on their learning and academic performance.
Some studies proved that students view mathematics as a complex subject, and
some revealed that mathematics is helpful and significant. Because the connection
between languages, history, and reality is more evident and reliable, it is simpler to
project and indulge oneself in these subjects than with mathematics, which appears
abstract, irrelevant, and impossible to decipher or grasp. The various approaches and
concepts in Math can be complex for some students to grasp, even though it is crucial to
comprehend the basics of mathematics. As a result of the pain and congestion, some
students have grown to despise the subject. However, all this accomplishes is to instill in
the students a hatred of Math. Also, it revealed that there are positive, negative, and
even mixed feelings toward learning mathematics. The findings suggested that students'
experience in mathematics influences their academic performance.
 PROCEDURES
This section includes a discussion of the research design, participants, sampling
procedure, data collection, instrument, and analysis used in the study to explore the
mathematics experiences of the first-year Bachelor of Secondary Education significant in
English students.

Research Design
This research aimed to explain and understand the mathematics experiences of
the first-year Bachelor of Secondary Education student in English who hates
mathematics in the school year 2022-2023. The study was a qualitative research
approach, mainly the phenomenological method of inquiry. This research method is a
critical process of direct observation, explaining, assessing, and verifying qualitative data
(Levitt et al., 2021).
Qualitative research requires researchers' thoughts before and during the study
process to give readers context and insight. Researchers need to consider their position
and take a firm view so that readers can comprehend the filters used for asking
questions and collecting and analyzing data. Researchers should not simply ignore or
avoid their own biases instead (Sutton & Austin, 2015).
In addition, this research described the experiences of first-year Bachelor of
Secondary Education significant in English students who hate mathematics, which
included the solidity and fragility that the respondents went through during their time
learning the subject. This phenomenological study explored the experiences of first-year
Bachelor of Secondary Education majors in English students towards learning
mathematics. In phenomenological research, the researcher analyzed and interpreted
the participant's narrative to describe the experience's overall structure.
The term phenomenology applies to the study of phenomena. Many people's
lived experiences share the meaning of a notion or reality in phenomenological research.
By contrast, in the case of a transcendental phenomenological approach, researchers
must separate themselves from their interactions with the phenomena under study by
confirming that they have encountered them (Lowes & Prowse, 2017).
Phenomenology is also concerned with how engaging with phenomena and
things requires a particular mindset and practicing attentive awareness of the things in
our environment as people live. The study concluded that there was a need for
arguments and explanations beyond philosophy exegesis and comprehension to
uncover the underlying causes of Experiential Events. The study demonstrates how to
conduct phenomenology directly on things with an attitude and skill set inspired by
phenomenology (Van Manen, 2021).
Participants were chosen for the study because they had the experiences the
researcher was looking into, hated the subject, were open to discussing their points of
view, and could clearly express their experiences. When conducting a phenomenology,
a diverse group of at least three and at most fifteen people should be present (Creswell
& Poth, 2016).
The researcher used personal, in-depth, semi-structured, or unstructured one-on-
one interviews to collect data. With each participant, there were often many lengthy
interview sessions. She should be adept at conducting interviews, given that she only
uses this one technique to gather data. Recording the interview is crucial for analysis.
The main objective was to ascertain what those who had experienced the phenomenon
meant to them. This research methodology can satisfy the current investigation's
purpose and, more specifically, its conclusions on the experience of that phenomenon
(Bengtsson, 2016).

Researcher's Role
The purpose of qualitative research is to obtain access to the ideas and feelings
of study participants. The role is complicated since it involves asking people to talk about
subjects that are sensitive to them. It is sometimes hard to remember past experiences
when the memories studied are very recent in the participant's mind. No matter how the
data is collected, the researcher's top priority is to protect participants and their
information (Sutton & Austin, 2015).
The researcher also wished to advocate for carrying the essence of the first-year
Bachelor of Secondary Education major in English students' experiences based on the
findings, how these findings may be extrapolated, and accommodate theoretical
conversation regarding the findings. She thought that while acknowledging some
inaccuracies caused by the observational interpretations of the phenomenon covered in
this study, readers may accept methods as a reciprocating value of the study. She can
offer the most effective responses to the arguments opposing her claims.
The researcher could represent future teachers, advocates, judges, biographers,
theorists, interpreters, constructivists, relativists, and other professionals. She may also
adopt constructivist, relativist, and interpretive personas. As a researcher, she identified
and supported fresh interpretations of this study. Because of this, she made connections
between complicated processes, puzzles, and problems, which should be clear to
readers.
As a constructivist, the researcher created new knowledge from these
interpretations. She also enabled readers to generalize the ideas covered in this study
from this point of view. She agreed that the narrative details in this work were justified.
The researcher also acknowledged that there are different ways to assess the
unique viewpoints and experiences of others in terms of their veracity and utility. She
was a relativist researcher who should consider that disparities exist in every element of
existence as the readers draw their meaning as individuals. She must, therefore, make
moral decisions to accommodate these various viewpoints and interpretations when
conducting the research.

Research Participants
The research participants in this study were five (5) first-year Bachelor of
Secondary Education major in English students from Ramon Magsaysay Memorial
Colleges – Marbel Inc., Koronadal City, South Cotabato, who hate mathematics and
wanted to share their experiences about learning mathematics despite their attitude in
learning the subject. This research investigated the mathematics experiences of first-
year Bachelor of Secondary Education majors in English students. The researcher
examined participants with rich experience of this phenomenon, considering that they
hate Math, their grade level, and the school where they enrolled. Also, she felt their
willingness to participate in this study to generate meaningful information for the
phenomenological analysis.
The researcher chose the participants of this study through purposive sampling.
It entailed finding and choosing people or organizations with expertise or understanding
of a particular topic. She established inclusion criteria for the participants' grade level,
school of enrollment, and experience-rich characteristics to provide specific information
about the study's objectives (Hays & McKibben, 2021).

Data Collection
One of the most widely used research methodologies is the phenomenological
approach. This study can use a variety of data collection and analysis methods and
sources. The most common and preferable methods for gathering data are interviews
and observations. The researcher is positioned alongside participants as co-creators of
knowledge to pursue understanding and meaning (Harrison et al., 2017).
First, the researcher decided whether the phenomenological study approach was
acceptable for the research problem. When the researcher has observable experiences
with boundaries and wants to comprehend those experiences fully, a phenomenological
study is a good strategy. Through purposive sampling, she then determined who the
participants were. The study focused on the experiences of diverse people as the
participants for this study. It involved first-year Bachelor of Secondary Education major in
English students who hate mathematics enrolled at Ramon Magsaysay Memorial
Colleges - Marbel Inc., Koronadal City, South Cotabato.
The information gathered for this study investigation was typically thorough and
drew from various sources, including interviews, records, and observations. A thorough
description of the study has formed as a result of the data collection. The researcher
included extensive information about the study's background, the order of events, and its
ongoing activities. Following this explanation, she concentrated on a few significant
questions or analyses of themes to comprehend the intricacy of the subject rather than
to generalize beyond it.
One analytical technique was used to pinpoint the issues inside the study in
finding common themes beyond the study. Notably, the researcher established validity,
reliability, and objectivity using the standards of trustworthiness. The qualitative research
study must establish credibility, transferability, dependability, and confirmability. When
performing this phenomenological investigation, the researcher considered ethical and
social concerns and included methods to secure those concerns. She matched the
terms with the approval letters from the department office, participants, and school
heads to carry out the study.
In getting the approval for the conduct of the study, a letter of invitation was
written to the participants, who made up the purposive sampling. Data collection
activities started when the participants agreed to participate in the study. The researcher
explained the study's objectives to the participants and requested their agreement before
recording their responses for analysis and interpretation in the strictest confidence.
Furthermore, the researcher informed the participants that the study was
designed with their convenience in mind and that they could negotiate if the need arose.
She also informed the participants that the interview's results were for academic
purposes only and that the study was conducted with no personal bias against the
participants.

Analysis of Data
The investigation's particular component was taken into consideration when
analyzing the study. The study's attempt to solve a qualitative problem led to the
application of the phenomenological method. It was possible to analyze how the
participants' shared experiences were similar using the phenomenological approach.
The description goes into great length about data analysis, comprising thematic analysis
of themes. The data-gathering methods for this descriptive study are utilized in various
combinations and configurations based on the research questions (Jamon et al., 2021).
Personal reflections, note-taking, and documentary analysis were data-gathering
methods or procedures employed in grounded theory. Performing statistical analysis
helps develop and offer specific methods or tactics to improve the study's subject. The
mathematics experiences of first-year Bachelor of Secondary Education are significant in
English students who hate the subject. Furthermore, personal reflection and
documentation analysis were employed to identify crucial insights.
The data was then analyzed using the researcher's coding, theme analysis, and
categorization. Coding is recognizing meaning in text or other data objects, looking for
and identifying concepts, and discovering linkages between them. An in-depth
understanding of a person, an interaction, a group, a scenario, an organization, or a
culture is achieved by carefully examining qualitative data.
When categorizing data, a researcher tries to organize the patterns they have
noticed into valuable groups or categories. By connecting sets of previously coded data,
this method frequently produces variety. Therefore, utilizing the suggested techniques,
the students' journey status, particularly their learning pedagogies, will be reported
(Marker & Fink, 2017).

Inclusion Criterion
The research participants in this study were five (5) first-year Bachelor of
Secondary Education major in English students who stated that they hate mathematics
and were enrolled in Ramon Magsaysay Memorial Colleges – Marbel Inc., Koronadal
City, South Cotabato. Two male and three female students were selected from Ramon
Magsaysay Memorial Colleges – Marbel Inc. In choosing the participant, the major was
proven to be considered. The study included only students from first-year Bachelor of
Secondary Education major in English who hate mathematics and was created as a
precondition to the research statement and primary objective. Age and gender were not
considered when picking the respondent. Before the research needs, the primary
criterion required was that students hate Math and were enrolled in the first-year
Bachelor of Secondary Education major in the English department and program.

Trustworthiness
It is crucial to follow and apply the standards of trustworthiness to establish the
validity, reliability, and objectivity of qualitative phenomenological investigations. As a
result, the researcher noticed and gave some thought to credibility, transferability,
reliability, and confirmability.
To establish credibility or internal validity, the researcher used data-gathering
techniques such as in-depth interviews, document analysis of the journal entry, and
observation. She also pre-engaged with the participants to establish rapport and
pleasant circumstances before collecting data. As the results were incongruent with the
preliminary findings, transferability was addressed through a series of interviews using
the same set of questions to confirm the external validity of the results.
On the other hand, dependability was defined as the detailed specification of the
research design and its procedural implementation to ensure the study's reliability.
Regarding confirmability, the researcher stated why he chose one strategy over another,
including specifics, merits, and shortcomings.

Ethical Consideration
The study took into account ethical and societal concerns. Several protections
were used to ensure research rigor and avoid the temptation to investigate this study,
assuring informants of its secrecy and non-disclosure procedures, assuaging their
anxieties, and creating trust and confidence. The study was driven by ethical values
such as respect for others, beneficence, fairness, consent, and secrecy (Tolley et al.,
2016).
Respect for individuals involves a commitment to safeguarding study participants'
freedom and, if autonomy may be limited, to protecting people from exploiting their
shortcomings. Attach authorization from the Education department, followed by the
program director of the Education students, for data collection and approvals.
 Informed and voluntary consent guarantees that first-year Bachelor of Secondary
Education major in English students understand what it means to participate in a
particular research project so that they can make an informed, deliberate decision to
participate or not. The consent form is one of the most valuable tools for protecting
human rights during research (Ewell, 2022).
The researcher made it evident that the proceedings would be recorded before
beginning the in-depth interviews by verbally and in writing outlining the study's goals
and purpose. She obtained their consent before asking them to sign a written
authorization. She also considered that the informants should be acknowledged because
they were the ones who were participating in the study in the first place, so she informed
them of the findings and outcomes of the study.
Beneficence involves a commitment to limiting research risks, including
psychological and social maximizing research respondents' advantages to lower the
risks of harm to first-year Bachelor of Secondary Education major in English students.
Regarding the disclosed information, the interviewee's anonymity was preserved.
Students who major in English in their first year of their Bachelor of Secondary
Education degree are safeguarded to prevent data or information files from being left
lying around in notebooks or unsecured computer files (Bloom & Crabtree, 2006; Bricki
& Green, 2007; Veale et al., 2022).
The confidentiality of the findings and the preservation of the informants'
identities through a coding system to conceal their genuine identities are communicated
to them. Students were informed that after the study was complete, the entire database,
including digital voice recorders, typed transcripts, field notes, and other relevant items,
would be destroyed (Alquizar, 2018; Surmiak, 2018).
Justice demands a dedication to establishing an equitable system of the
advantages and disadvantages of research. The study has a procedure for thanking
participants for their contributions to the study's success and compensating them in
various ways for their work (Bloom & Crabtree, 2006).
A thorough personal interview with respondents is required for an in-depth
interview to understand their viewpoints on a particular concept, arrangement, or
circumstance. The researcher probes the participant's experiences, ideas, and
perceptions. The researcher's and interviewer's personal and professional attributes are
primarily responsible for an in-depth interview's effectiveness (Neuman, 2014).
 The researcher must also pay close attention and consider and understand the
responses from the subjects. It is essential for a researcher and interviewer to have
clear, logical thinking and to act fast when considering the key elements of the first-year
Bachelor of Secondary Education central in English students' responses. Students were
assured that the information they provided her during the interview would be kept
confidential and that no one else could access their experiences or personal accounts.
As a result, the researcher has developed a distinctive viewpoint and refrained from
making any subjective judgments about the responses provided by the participants
during the interviews (Rafferty, 2015; Park & Kim, 2018).
Additionally, during the study, the well-being of the first-year Bachelor of
Secondary Education major in English students was considered, and any issues that
might impact the participants must be acknowledged and addressed. The researcher
also hired a student to verify the interview transcripts to guarantee the accuracy of the
data gathered.
 FINDINGS
Description of Participants
Participant 1 (Student A) is a 19-year-old first-year BSED major in English
student from Ramon Magsaysay Memorial Colleges – Marbel Inc., Koronadal City,
South Cotabato Province.
Participant 2 (Student B) is an 18-year-old first-year BSED major in English
student from Ramon Magsaysay Memorial Colleges – Marbel Inc., Koronadal City,
South Cotabato Province.
Participant 3 (Student C) is a 19-year-old first-year BSED major in English
student from Ramon Magsaysay Memorial Colleges – Marbel Inc., Koronadal City,
South Cotabato Province.
Participant 4 (Student D) is a 20-year-old first-year BSED major in English
student from Ramon Magsaysay Memorial Colleges – Marbel Inc., Koronadal City,
South Cotabato Province.
Participant 5 (Student E) is a 19-year-old first-year BSED major in English
student from Ramon Magsaysay Memorial Colleges – Marbel Inc., Koronadal City,
South Cotabato Province.

Analysis of Themes
This section presents the analysis of themes by categorizing data, including the
views, feelings, and impact of mathematics experiences based on the accounts of the
first-year Bachelor of Secondary Education major in English students.
Table 1 presents the views of the first-year Bachelor of Secondary Education
major in English students on learning mathematics. It revealed three emergent themes:
difficult, helpful, and significant.
Table 1. Students Views on Their Mathematics Experience
Cluster Themes Emerging Themes
1. Learning mathematics is challenging Difficult
2. It is difficult to remember the process
of problem-solving
3. Studying mathematics is difficult
4. It is hard to decode formulas
5. It is difficult to solve Mathematical
problems
6. Mathematics is a difficult subject
7. It is not easy to know the solution to a
certain problem
 8. It is hard to cope with the lessons
9. Memorizing formulas is not easy
10. It is hard to think of a way to solve
the problems
11. Mathematics is very helpful in my
growth as a student
12. Mathematics can help me face real
complex problems.
13. Challenges in mathematics are
helpful to motivate me to become more
eager to learn
14. Mathematics can be used in our
daily lives
15. Learning mathematics will enhance Helpful
my critical thinking
16. Studying how to solve helps us
manage our money
17. Learning mathematics helps to
budget wisely
18. Mathematics is applicable in life
19. It is useful in solving real-life Math
problems
20. It can be helpful in the future
21. Mathematics is a strong approach to
understanding the universe
22. Mathematics is connected to solving
real-life problems
23. Mathematics is applicable in life
24. It gives lessons not only in mental
factors but also emotionally
25. It is significant in building
establishments and even simple
buildings.
26. Math is all around us and is Significant
necessary to understand accurately and
efficiently
27. Learning mathematics will help me to
become knowledgeable in holding
money
28. It makes us wise in budgeting.
29. Learning mathematics is essential to
practice critical thinking
30. Mathematics is significant in our life,
as it is related to financial management

Main Theme 1: Difficult

The study discovered that the views of the first-year Bachelor of Secondary
Education major in English students on learning mathematics are difficult. These can be
seen in the case of Student A, who mentioned that learning mathematics was
challenging. Student B mentioned that decoding the formula took much work, and
Student C found it hard to get the solution. Student D needed help solving problems.
Meanwhile, Student E struggled with memorization of formulas.
These are evident in the verbatim account of the participants as follow:

Student A: I can see that joining Math classes is enjoyable and

quite challenging. (Line 4)

Student B: The challenges or challenge I have experienced while

learning mathematics is that sometimes, I cannot decode the
formula, so my brain cannot process it, resulting in difficulty when
it comes to solving. (Line 162-164)

Student C: The challenge is when I am having a hard time

answering mathematics questions. If I really do not get the
solution for the problem or the topic. (Line 301-302)

Student D: Syempre hindi man hapos ang mag solve sang Math
kay may ara sang time nga mabudlayan ko kag nang mabudlayan
ko mag ano sa isip ko kung paano mag solve sang problems. (Of
course, it is not easy to solve Math because there are times that I
experience difficulties and I find it difficult to think about how am I
going to solve the problems.) (Line 433-435)

Student E: Challenge? Siguro ang mga ano… mga pag… para

sa akun lang, mga pagsulo sang formulas kay syempre kung
hindi mo maintindihan ang isa ka formula, hindi ka man maka-
solve sang tama. (Challenge? I think, for me, it is the
memorization of the formulas because if you can’t understand
one formula, you will not be able to solve it correctly too.) (Line
530-532)
One of the sciences that is employed frequently in daily life is mathematics. For
example, it is used in carpentry and trading operations. However, many people still
believe that mathematics is a topic that is difficult and difficult to learn, especially for
junior high school students. Nevertheless, Math has been taught since the early grades
of elementary school. In addition to the fact that some students dislike Math subjects,
teaching methods still rely on traditional approaches, like the ability to write and count,
which causes students to feel bored. Not just in terms of topics and learning tools, which
are still traditional in style and only based on books (Yulia & Karnadi, 2020).
Main Theme 2: Helpful
The study also revealed that the views of the first-year Bachelor of Secondary
Education major in English students on learning mathematics are helpful. This could be
seen in the case of Student A, who mentioned that learning mathematics is helpful to
grow as a student. Student B thought that it gives lessons that can be applied in life, and
Student C was affected to do more, do better, and practice solving. Student D thought
that mathematics could be helpful in the future, and Student E mentioned that it helped
her to boost her critical thinking skills.
These are evident in the verbatim accounts of the participants as follows:

Student A: Studying mathematics is very helpful for me to

grow as a student. KayKay maka encounter ko sang complex
problems, which will boost my eagerness to learn more about
how to get it right. (Studying mathematics is very helpful for
me to grow as a student because I can encounter complex
problems, which will boost my eagerness to learn more about
how to get it right.) (Line 32-34)

Student B: I think Math is more on problem-solving, and so

life is. So, I think Math is makahatag siya sang kumbaga daw
idea and lessons nga pwede mo siya ma apply sa life. (I think
Math is more on problem-solving, and so life is. So, I think
Math can give ideas and lessons to be applied in life.) (Line
169-171)

Student C: It affects me to do more and do better and

practice in solving the problems because, in experience, there
is learning. (Line 304-306)
Student D: Learning mathematics can help you in the future,
and it will give you knowledge about sa kung mag solve ka.
(Learning mathematics can help you in the future, and it will
give you knowledge about problem-solving.) (Line 432-433)

Student E: Nag grow ko as a student in learning

mathematics. Mas na boost ko ang critical thinking ko sa pag
solve. (I grew as a student in learning mathematics. It made
me boost my critical thinking skills in solving.) (Line 546-547)

In everyday life, Math is quite helpful. Daily, people apply Mathematical ideas
and the skills people develop by solving Math problems. Thanks to mathematics, people
can describe relationships, comprehend patterns, and forecast the future. People can
accomplish a lot of crucial daily tasks with its assistance. Nearly every element of life
uses mathematics, which is the universal language. Thanks to mathematics, people can
describe relationships, comprehend patterns, and forecast the future. Daily, people apply
Mathematical ideas and the skills people develop by solving Math problems (The
Scientific World, 2021).

Main Theme 3: Significant

Finally, the first-year Bachelor of Secondary Education major in English students
view learning mathematics as significant. This could be seen in the case of Student A. It
was significant for her to manage her money. For Student B, it was significant for his
mental and emotional health, and for Student C, it was important for him because it was
useful in everyday life. Meanwhile, Student E mentioned that it was significant in
budgeting.
These are evident in the verbatim accounts of the participants as follows:

Student A: Yes, budlay ang Math pero importante gid siya sa

life ta kay amuni gid ang permi ta makita like sa kwarta kag
sa mga bagay nga may ara ta. So, para maintindihan ta ni,
need ta gid magtuon sang Math. (Yes, Math is difficult but it is
important in our lives because it is what we always see just
like in money and the things we have. So, in order to
understand this, we need to learn Math.) (Line 46-48)
Student B: Just like sa answer ko kagina, so since logical
and Math, there are a lots of lessons na hindi lang sa mental
but also emotional na factors na pwede ibulig sang Math.
(Just like in my answer earlier, since Math is logical, there are
a lot of lessons that aren’t just helpful mentally but it is also
emotionally helpful.) (Line 187-189)

Student C: Even though Math is difficult, we need to

understand it more because mathematics can be used in our
daily lives. (Line 318-319)

Student E: Dako siya nga impact para sa akun kay syempre

ang Math kasali gid na sa kabuhi ta. Syempre gauyat ta sang
kwarta. Dako siya impact sa akun kay dali na lang ma solve
ang mga bagay nga halimbawa may ara ta sang baklon maka
budget gid ta sang tama. (It has a huge impact for me
because Math is involved in our lives. Of course, we hold
money. It had a huge impact on me because it becomes
easier to solve things like for instance, if we are going to buy
something, it will help us budget right.) (Line 549-552)
 Every part of life involves Math, including routine activities like driving,
timekeeping, and cooking, as well as professions like engineering, banking, finance, and
accounting. Every function requires a solid Mathematical foundation, logical analysis,
scientific prerequisites, and Mathematical techniques. It serves as a vocabulary to
describe the accomplishments and efforts of scientists. Math also enables students to
develop their capacity for thought, increase their understanding of how things work, see
the value of comprehension and balance in all things, become faster and sharper with
numbers, connect with other areas of life that depend on numbers, and broaden their
awareness of the world (Schurr, 2022).
Similarly, to better understand the world, mathematics reveals hidden patterns.
Mathematical models for natural events, human behavior, and social systems are among
the many applications of the field that go well beyond simple addition and subtraction.
They also deal with facts, measurements, and observations from science, reasoning,
deduction, and proof (Yadav, 2020).
Table 2 presents what the first-year Bachelor of Secondary Education major in
English students feel about their mathematics experiences. It revealed three emergent
themes: positive emotions, negative emotions, and mixed emotions.

Table 2. Students’ Feels about Their Mathematics Experiences

Custer Themes Emergent Themes
1. I feel excited and eager to learn
mathematics
2. Learning mathematics makes me
awake
3. Learning mathematics is healthy in
Positive Emotions
fueling our mind
4. I feel willing and eager
5. I feel confident
6. Learning mathematics is fun
7. I enjoy learning mathematics
8. I feel pressured and afraid Negative Emotions
9. I feel afraid and scared
10. I lost interest in everything
11. I feel exhausted
12. I easily give up
13. I feel nervous
14. I feel not so sure
15. I have fear, difficulties, and
nervousness.
16. I feel disappointed
17. I feel anxious
 18. I feel tired
19. I don’t feel confident
20. I am afraid to fail
21. I can’t concentrate
23. I feel nervous about the results
23. If exhaustion occurs, it leads to
tardiness
24. Not sure whether my answer is right
or wrong
25. Learning mathematics is challenging
yet exhausting
26. I enjoy it, but at the same time, I feel
nervous
27. I feel nervous, but later on, I feel
good Mixed-Emotions
28. I am a bit worried if my teacher calls
me to answer
29. It is challenging but makes me feel
tired
30. I feel challenged and excited
31. I have so much frustration
sometimes

Main Theme 1: Positive Emotions

The study discovered that first-year Bachelor of Secondary Education major in
English students felt positive emotions about learning mathematics. These can be seen
in the case of Student B, who mentioned that he felt that mathematics helps him be
awake.
These are evident in the verbatim account of the participants as follow:

Student B: Starting the day with mathematics is better

than ending the day with mathematics. Mathematics will
make you so awake in the morning. (Line 206-207)

During the students' experiences in learning mathematics, some positive

feelings, such as students' opinions of their Mathematical motivation, enjoyment, and
self-confidence, were neutral. Hence, they had favorable opinions on the subject's
significance. According to research by Capuno et al. (2019), students' attitudes and
study habits significantly influence their mathematics performance.
Main Theme 2: Negative Emotions
The first-year Bachelor of Secondary Education major in English students felt
some negative emotions about learning mathematics. These were evident in the case of
Student A, who felt pressured and afraid. Student B felt exhausted, which led to
tardiness, and Student C had fear, difficulties, and nervousness. Student D felt anxious
and had panic attacks. Meanwhile, Student E felt challenged and exhausted.
These are evident in the verbatim account of the participants as follow:

Student A: I feel so pressured and afraid because of the fact that I

am not a fast learner when it comes to solving Math problems, and I
easily forget the step-by-step process of how to solve those certain
problems. (Line 59-61)

Student B: Exhausting often leads to tardiness, so it is possible

that I may easily give up, and I still can't solve the equations for
how many minutes. (Line 230-231)
Student C: For me, fear, difficulties, and nervousness are the
emotions that I feel. I am afraid that I might not get the right
answers, and I am also nervous about the results of a certain
activity or test in Math. (Line 339-342)

Student D: Anxiety gid kay di mo na dayun bal-an ano himuon. So,

kailangan mo gid mag ask sa mga classmates mo nga nakabalo.
Ma kulbaan ka tapos mag panic kay hindi mo na bal-an. (It is really
anxiety because you will not know what to do next, so you need to
ask your classmates who know. You will get nervous and panic
because you do not know.) (Line 482-484)

Student E: Challenging at the same time exhausting. Kay syempre

ang Math abi may ara sang procedures. Syempre as a student,
ning kis-a lang gapamati ti syempre budlay gid siya ipasunod sunod
ang mga formulas, mga stages. (Challenging at the same time
exhausting. Because Math has procedures, as a student who
seldom listens, it is hard to follow the formulas or stages.) (Line
568-572)

It was concluded that mathematics is difficult, and students might feel negative
emotions while learning it. Analysis of emotion-to-emotion transitions showed that
students' frustration largely transferred to negative emotions (such as frustration,
boredom, and anxiety), and confusion also primarily transitioned to negative emotions.
The findings showed that frustration (24.34%) and perplexity (22.63%) were the
emotions that occurred the most frequently when solving problems (Di Leo, Muis, Singh,
& Psaradellis, 2019).
Main Theme 3: Mixed- Emotions
The first-year Bachelor of Secondary Education major in English students also
felt mixed emotions. These were evident in the case of Student A, who felt excited and
eager to learn, and Student B, who felt challenged but excited. Student D felt nervous
but found it nice to learn Math, and Student E enjoyed it but was also nervous.
These are evident in the verbatim account of the participants as follow:

Student A: I feel excited and eager to learn. (Line 54)

Student B: While answering Mathematical Problems, I feel

challenged yet exciting. (Line 212)

Student D: Na feel ko nga nakulbaan gid ko tapos pag ara

ka na gali sa time nga tunga tunga nga ano nga ga discuss
na bala haw, ma feel mo man gali nga ayy nami man gali
mag learn sang mathematics, makabulig gali ni sa imo. (I
really felt nervous then if we were in the middle of the
discussions. I feel that it is nice to learn mathematics. It can
actually help you, too.) (Line 448-450)

Student E: Enjoyment pero at the same time maka feel ka

gid sang kulba kay syempre what if mali ang imo nga
answer. (Enjoyment, but at the same time, I can feel
nervous because I think that what if my answer is wrong.)
(Line 574-575)

Mathematical learning is complicated since it requires both intellect and feelings.

Both positive and negative emotions are experienced by students throughout Math
class, which affects their learning. The student may also think that their Mathematical
ability is fixed and unalterable. These factors are all related to the results of
Mathematical learning. Emotions such as nervousness and excitement are unstable.
According to the results, students had a variety of attitudes and beliefs, and they also felt
various emotions when learning Math. Their comments also revealed a variety of
perspectives on how malleable their mathematics abilities were. There are some
methods for making people feel better about mathematics (Pollard & Birdsall, 2021).
Inevitably, learning Math is difficult for many students, and teachers must
understand students' learning and emotional processes when it comes to Math. The data
show that satisfaction dropped while boredom grew, exhibiting three emotional profiles:
positive, negative, and intermediate. The favorable profile demonstrated the most
extraordinary Math achievement results. Profile membership was consistent and grew
more stable and structured with time. The significance of comprehending the
complexities of students' emotional profiles and processes to improve educational
assistance, development, and learning was emphasized (Mata et al., 2021).
Positive emotions were more strongly correlated with higher relationship quality,
and negative emotions were less strongly correlated over time. In turn, better
relationship quality was linked to a lower level of negative emotions and a higher level of
happy emotions. One year later, the strength of the student-teacher connection was
more strongly correlated with initial feelings than the opposite was true. Furthermore,
although the relationships between relationship quality and emotions were generally
equal across academic disciplines, their potency varied depending on the emotion
(Goetz et al., 2021).
Table 3 presents the impact of the first-year Bachelor of Secondary Education
major in English students’ mathematics experiences on their academic performance. It
revealed two emergent themes: positive impact on motivation and encouragement and
negative impact on learning and self-efficacy.

Table 3. Impact of the Mathematics Experience on the Academic

Performance of the Students
Cluster Themes Emergent Themes
1. It made me strive harder and study
more
2. It motivates me and encourages me to
persevere more
3. It made me strong in solving problems
in life
4. It made me more eager to achieve
high grades
5. I made me become a problem-solver
Positive Impact on Motivation and
6. It helped me grow as an individual
Encouragement
7. It shapes a child’s mindset toward
mathematics
8. Difficulties have positive outcomes
9. It is useful for both mental and
emotional health
10. It serves as my motivation
11. I can gain high grades in the future
12. It gives me encouragement
13. It allowed me to be better
14. It gives me anxiety and the feeling of Negative Impact on Learning and
being unmotivated Self-Efficacy
15. It sometimes leads to depression
16. It is difficult to achieve success
17. I can’t focus on anything
 18. It gave me a hard time solving
difficult questions
19. I got low grades which are very
disappointing
20. It gives me low self-confidence
21. Lack of assistance from those who
know
22. It gives pressure
23. It is hard to cope up
24. Lack of knowledge
25. It is hard to solve because of the
difficulty level
26. I become lazy in answering problems
27. It lowers my confidence
28. It is hard to analyze mathematics
29. It made me lose my interest
30. It gives me panic attacks and
depression

Main Theme 1: Positive Impact on Motivation and Encouragement

The study found that the mathematics experiences positively affected the first-
year Bachelor of Secondary Education major in English students’ academic
performance. These were evident in the case of Student A. Her mathematics
experiences made her motivated and encouraged. For Student B, it helped him to be a
problem-solver, and Student C said that it motivated him to strive harder. Meanwhile,
Student D and Student E mentioned that they gained knowledge and motivation to have
higher grades in the future.
These are evident in the verbatim account of the participants as follow:

Student A: It motivates me, encourages me to persevere

more, and helps me to grow as an individual. (Line 136-
137)

Student B: Learning mathematics makes me become a

problem solver when it comes to my academics. (Line 275-
276)

Student C: The positive effect of my mathematics

experiences is gin motivate niya ko to strive harder pa gid
sa pag learn. (The positive effect of my mathematics
experiences is that they motivated me to strive harder in
learning.) (Line 380-381)
 Student D: Naka gain ko sang knowledge kag ang positive
niya pa gid kay maka gain na ko high grade in the future if
ever maka encounter ko liwat sang same struggles kay bal-
an ko na subong kung ano himuon ko. (I gained
knowledge, and the positive effect of it is that I can gain
high grades in the future if I ever encounter the same
struggles because I now know what to do.) (Line 503-505)

Student E: Tong mga challenges and circumstances nga

to kay kailangan ko gid malampasan kag himuon nga
motivation para mag taas grades ko sa Math. (Those
challenges and circumstances are needed to be passed by
me and make it as a motivation to have high grades in
Math.) (Line 614-615)

Students worldwide have lost their motivation to learn mathematics because of

their experiences. However, it may be all right. For instance, Math achievement and
persistence were highest in the subgroup of students with the slightest Math fear and the
most drive. The groups that displayed the most Math-related behaviors had high interest
levels, self-concept, and instrumental motivation in mathematics. Strong correlations
were found between students' judgments of the school climate, or how they feel about it,
and their motivation for Math, as well as their self-confidence, interest in Math, and
opinions about the usefulness of Math (Xiao & Sun, 2021; Stack & Dever, 2021).

Main Theme 2: Negative Impact on Learning and Self-Efficacy

The study found that the mathematics experiences also harmed the first-year
Bachelor of Secondary Education major in English students academic performance.
These were evident in the case of Student A, who mentioned attention difficulty,
analyzing mathematics, and difficulty in achieving success. Student B had difficulty
solving difficult questions, and Student C mentioned that it had lowered his self-
confidence in solving, and he felt pressured by the people around him. Student D said
that she found it hard to solve because of the difficulty level and did not know enough
about it, while Student E mentioned that it also lowered her confidence.
These are evident in the verbatim account of the participants as follow:
 Student A: The negative effect is attention difficulty, analyzing
mathematics, and difficulty in achieving success. (Line 140-
141)

Student B: I think the negative effect of my experiences is

that they give me a hard time solving difficult questions. (Line
279-280)

Student C: 1 For me, the negative effect is you will have low
self-confidence sa pag solve and maka feel sang pressure
from the people around you. (For me, the negative effect is
that you will have low self-confidence in solving and feel
pressured by the people around you.) (Line 384-385)

Student D: Budlay mag solve kay tungod sa difficulty level.

Wala ko enough knowledge tungod sa na experience ko so di
ko gid ma solve ang budlay nga problems. (It is hard to solve
because of the difficulty level. I do not have enough
knowledge because of what I have experienced, so I really
can't solve hard problems.) (Line 508-510)

Student E: Maka lower gid siya sang confidence. (It can really
lower confidence.) (Line 618)

The experiences of the students have widened the effects on their academic
performance. In another study, most interviewees stated they did not believe they were
competent in mathematics, although they reported a relatively high degree of
Mathematical self-efficacy. Participants who had a good balance between these two
variables reported being more likely to put in extra effort and seek extra assistance to
improve their math skills. Participants with a mismatch claimed to be more prone to put
off and make little attempt to increase their Mathematical proficiency while attributing
their difficulties to other forces. All participants said they were likely to keep taking the
mathematics courses they needed to take for their majors even after failing their first
college mathematics course, despite displaying various behaviors and attitudes (Morán-
Soto & Benson, 2018).
 DISCUSSION
This part presents the discussion of findings, comparisons of findings to other
existing literature, the overall significance of the study, implications for practice, and
concluding remarks.
Major Findings
After an in-depth analysis of the data gathered, the following findings were drawn:
Students Views on Their Mathematics Experience
It was revealed that the views of the first-year Bachelor of Secondary Education
major in English students on learning mathematics emerged from three emergent
themes: difficult, helpful, and significant.
Difficult. Many people find mathematics a complex and challenging subject. With
this, students need help solving problems related to mathematics. They need help
understanding formulas and equations and finding it hard to find solutions and answers.
Math is much more complicated to grasp than other courses since it frequently entails
using multiple steps to solve issues. Some students may become impatient with Math if
they have to repeat a process repeatedly since doing so can get tedious rapidly.
Due to its abstract and cumulative nature, mathematics has some inherent
challenges. Therefore, students need a solid foundation because they might only be able
to acquire new things with prior knowledge. Many children have high expectations for
how tough Math will be but low personal value tied to it. One of the leading causes of
students' resistance to mathematics is their lack of comprehension and self-perception of
low content knowledge, which allowed them to form a negative perception. Students
acknowledged that their unfavorable opinion was not something they had only recently
developed.
Also, Schoenfeld (2020) cited that many occupations, notably science,
technology, and engineering, depend on mathematics. However, mathematics is
sometimes regarded as challenging. As a result, many students drop out of STEM
(science, technology, engineering, and mathematics) subjects, closing the door to jobs in
such fields. Most people think that Math is tough. In addition, many people think, "It is
okay—not everyone can be good at Math." Due to these views, many students
discontinue studying mathematics as soon as they are no longer obligated to do so. For
people who consider mathematics "optional," giving up on learning may seem
acceptable, but it is exceptionally troublesome for society.
 Similarly, mathematics has been defined as needing to be more need to be more
quickly and easily accomplished, taking considerable effort, expertise, or forethought to
complete successfully. Math is challenging for many students because it requires
patience and perseverance. Numerous students find that mathematics requires much
work and only comes naturally or easily. Students must occasionally invest much time
and effort into this subject. This indicates that the issue is primarily one of perseverance
rather than intelligence for many. Additionally, because they do not set their deadlines for
"getting it," students may run out of time as the instructor moves on to the next subject
(Fleming, 2019).
According to Langoban (2020), making mathematics accessible to students is
among a teacher's most significant tasks. Since the level of mathematics taught in higher
education is higher than that of the subjects taught in secondary and primary education,
more and more students are finding that they struggle the most with it there. It was
structured into three fundamental areas: the teacher's instruction delivery, the student's
abilities and experiences, and the school's physical attributes. As a result, three factors,
namely teachers, students, and the environment that restricts their interaction, cause
students to find mathematics challenging. If any of these three issues are addressed, the
potential of the majority of students may be well-spent.
In the context of the study of Kiarsi and Ebrahimi (2022) about students' actual
experiences with the causes of issues in the study of mathematics, data were thoroughly
analyzed, yielding three main themes (individual factors, teacher-based factors, and
environmental factors) and eight subthemes (Math anxiety, students' previous poor
knowledge, students' inadequate practice, lack of parental support, teachers' negative
attitudes toward mathematics, the use of inappropriate teaching methods, inconvenient
teaching-learning environments, family and social factors.
Also, Das (2020a) said mathematics is considered an abstract discipline. Most
students believe that mathematics is merely an idea or thinking that does not have a
solid or physical presence. Since the upper classes hold this belief, we cannot honestly
say it is unreasonable. They are learning a subject thought to exist just as a concept in
textbooks is difficult. After all, people believe what they see.
Furthermore, it's simple to understand what an individual believes. Thus, the last
sentence alone can lead to a simple conclusion. Mathematics is challenging.
As stated by Guita and Tan (2018), Horario also claimed that mathematics was
the second-most challenging topic at both the primary and high school levels. As a
result, Senator Angara, head of the Senate Committee on Education, Arts, and Culture,
emphasized the lack of proficiency and expertise in mathematics, science, and
technology as the primary contributors to the nation's poverty and suffering.
Furthermore, according to a study, several factors affect how well students learn
Math, including misconceptions about the subject, a lack of time for homework at home,
a lack of background knowledge, a lack of interest on the part of the student, poor
teaching methods, the failure to connect Math lessons to real-world situations, and an
overall failure to inspire students to pursue Math (Bhusal, 2021).
Similarly, Chand, Chaudhary, Prasad, and Chand (2021) stated that most
students thought mathematics was challenging. According to the students' comments,
most did not want to continue studying mathematics at the university level, and more
than 50% preferred learning other topics. Additionally, more than 50% of the instructors
said that students struggled with mathematics and mainly failed because of their fear of
the topic. More than 50% of educators who responded to the survey felt that students
needed more fundamental Math skills and rarely engaged in classroom activities.
Helpful. Most first-year Bachelor of Secondary Education significant in English
students find mathematics helpful despite what they are going through. This kind of
attitude is good. However, it would be more achieved when there is a high Math self-
efficacy among them. This was crucial in the upbringing of students when they were
learning mathematics. It offers a method for comprehending patterns, quantifying
connections, and making future predictions. Math is an effective tool for communication
and understanding across cultures. Students can use it to tackle challenging challenges
and make sense of the world.
This result was supported by the study of Salingay (2018), who found that
students strongly agreed that Math is a topic that will help them in their work and their
careers. Additionally, the students have a positive outlook on the value of Math, not just
as a subject but also in their daily lives and even as they age. They also view Math as a
good use of time. Thus, the respondents understood the value of Math before the study
was conducted.
However, Math reasoning abilities were predicted by overall Math utility ideas.
Students' propensity for productivity significantly predicted math achievement. The
findings point to a complex relationship between students' ideas of mathematics' utility,
yet Math achievement is correlated with how much students value Math. Overall, these
findings help educators build Math curricula for students that more deliberately include
real-world applications to teach mathematics concepts and, as a result, increase
students' awareness of the value of Math in their everyday lives. Parents and instructors
can aid in boosting young children's mathematics skills by enhancing their understanding
of Math applications outside of the classroom and their perceptions of Math's value
(Metzger, 2019).
Subsequently, Metzger, Sonnenschein, and Galindo (2019) stated that most
students believed that Math was essentially something that was learned and applied at
school and that it heavily focused on simple Math operations. Older students
demonstrated a greater awareness of mathematics as a part of daily life than younger
students. However, they continued to see mathematics as primarily a school subject.
The findings imply that students' perceptions of mathematics' utility value (or usefulness)
may be related to their awareness of mathematics in everyday life. Although students
participated in-home activities that could encourage Mathematical development, the
frequency of participation was unrelated to the student's awareness of mathematics in
everyday activities. Young students may have unrealized possibilities to apply the
mathematics they learn in school to real-world situations.
Significant. The first-year Bachelor of Secondary Education major in English
students finds mathematics significant in understanding the universe and solving real-life
problems. It offers individuals the chance to grasp better or interpret information. People
can think critically and creatively daily if they learn to use numbers correctly and will not
need assistance with mathematics difficulties. The value of Math is relevant to all job
sectors, regardless of industry or field.
According to academics, teaching mathematics is crucial in the twenty-first
century since it significantly impacts how well students develop their problem-solving
skills and cross-curricular experiences. It is also crucial to cultivate students' higher-
order thinking skills, including questioning, critical thinking, problem-solving, and creative
thinking, in the twenty-first century and imparting knowledge to them. Mathematics is the
cornerstone of these skills. In addition to teaching mathematics concepts and
procedures, prior research has underlined the need to support students' critical thinking,
interpersonal communication, problem-solving, and knowledge-construction skills
(Hwang & Tu, 2021).
However, the fact that high school students need to take mathematics seriously
more is one of the main issues facing mathematics education.
 Even though this structural science can lead to well-paying careers in
engineering, statistics, education, and technology, they are interested in more than just
this field. The lack of understanding of mathematics in the primary and secondary
grades due to insufficient practice, as the practice is one of the best ways to
comprehend mathematics, is one of the leading causes of disinterest in mathematics, in
the opinion of Das. Teenagers need to consider all the advantages that mathematics
might offer them in the future since they perceive it as something uninteresting,
challenging, and unrelated to their lives (Das, 2020b).
Moreover, due in part to increased awareness of the value of mathematics in
today's society, there is a rising emphasis on the need for improved mathematics
education in several industrialized nations. Such expectations can even be evident in the
attitudes of some governments or professional organizations, which push for a more
significant percentage of workers with advanced mathematics skills (Obradovic &
Mishra, 2020).
On the other hand, Amrit (2023) stated that mathematics is one of the courses
people study in school that is thought to be the most crucial. It is more than just a
subject; it is a tool that people employ daily to address issues, make choices, and
comprehend the environment. This capacity to think logically and analytically, which is
necessary for success in a variety of professions, including finance, science, technology,
and engineering, is aided by mathematics. It is a fundamental topic that serves as the
basis for many other topics and is significant to personal and professional life.
The history of mathematics shows that societies have advanced significantly
whenever they accorded the study of mathematics the proper weight. Science and
technology have advanced thanks in part to mathematics. Since mathematics belongs to
everyone, it is not the sole property of any nation, race, or state. The results of the joint
efforts of all humans are what humanity now has in the form of Mathematical knowledge.
The statement that the history of mathematics is the history of civilization is, therefore,
not hyperbole. Since all economic processes depend on understanding how numbers
operate, they interact with reality. How some equations, which should ordinarily have a
simple solution, have an infinite number of solutions, mathematics is at the core of
commerce. If people engage in its study, mathematics has many beneficial effects on
human minds. It strengthens human analytical thinking, sharpens the mind, fosters
pragmatism, and its applications can be used in daily life (Jayanthi, 2019).
 Making the subject difficult does not mean students do not see mathematics as
relevant or significant. However, since people perceive it as complicated or challenging,
they often lose interest in studying it. With this, teachers play a significant role in
motivating the students and guiding them to learn the fundamentals of mathematics.

Students’ Feels about Their Mathematics Experiences

It was revealed that the first-year Bachelor of Secondary Education major in
English students emerged with positive, negative, and mixed emotions during their
mathematics experiences.
Positive Emotions. Students experience both good and bad emotions. Positive
emotions were separate from pleasurable sensation and undifferentiated positive affect
and included pleasant or desirable situational responses, ranging from interest and
contentment to love and pleasure. These feelings help people grow and succeed in the
future and serve as indicators of a person's general well-being or contentment. This
emotion has been shown to affect longevity, mental and physical health, work
performance, and academic performance.
Therefore, the impact of task emotions (such as enjoyment, rage, stress,
annoyance, relaxation, and boredom) on learning, performance, and achievement is
more remarkable when the student is actively engaged in that activity. If students know
that they will engage in academic activities that will help them reach their goals or
improve their learning and over which they feel they have significant control, they may
be filled with anticipation (Gómez et al., 2020).
Positive emotions and memory are strongly correlated, with students who
correctly recognized their positive emotions reporting that they were more likely to learn
mathematics than students who correctly identified their negative emotions. Qualitative
research revealed that happy emotions in learning are more likely to contribute to
stronger memory than negative emotions, which are the opposite. Additionally, interview
data revealed that when a teacher infused good emotions into their lessons through
humor, encouraged students with encouraging words, and included them in the
classroom, memory performance in mathematics improved (Amran & Bakar, 2020).
Negative Emotions. Negative emotions like hatred, fear, anxiety, and sadness
are frequently grouped, regardless of their characteristics. According to research, many
negative emotions affect cognition and behavior in various ways. Other unfavorable
feelings, such as boredom, exhaustion, and anxiety, have been shown to reduce
cognitive resources, which has a detrimental effect on academic and school
performance.
Thus, in terms of emotional aspects, most studies involving elementary school
students have looked into the deleterious impact of unfavorable emotions, like Math
anxiety, on Mathematical performance. The emotional responses associated with Math
anxiety and delight are opposed: the former is seen as a negative or unpleasant
emotional response. At the same time, the latter denotes a positive or pleasurable
experience. Notably, the emergence of Math anxiety has significant short- and long-term
detrimental effects in addition to lowering mathematics performance. For instance, when
looking at mid-term impacts, students with high levels of Math anxiety tend to bypass
enrolling in Math-intensive courses, have unfavorable attitudes toward mathematics, and
continue to have a low opinion of their Mathematical prowess. Long-term effects include
fewer career options and a reduced standard of living (Zivkovic et al., 2023).
Based on Bulaon (2019), due to unpleasant classroom experiences,
mathematics creates negative feelings. Five days a week, most students' waking hours
are spent interacting with the teacher and other students in this classroom.
This social contact results in many emotions that significantly impact learning
mathematics.
A position is taken that the instructor can positively impact students' emotions
and that negative emotions can benefit mathematics learning if the teacher is the
primary source of emotions in the classroom. Detrimental deactivating feelings like
boredom have a detrimental impact on motivation.
Also, Nyman's (2020) findings thus imply that due to the reciprocal links between
emotion and motivation, educators face a significant problem in dealing with the distinct
emotion-motivation pattern in each student. Even though it is challenging to map every
facet of this complexity, findings show that students who express negative emotions and
poor motivation lack the seeming sensation of ownership of the power of mathematics.
Emotions and motivation are products of events for the person. Therefore, it must be
assumed that teachers can help students transition from having negative feelings toward
mathematics to having a more positive relationship with it. This will allow them to take
ownership of mathematics practices and powers and recognize that Math is what
Schoenfeld (2020) refers to as a discipline of exploration and sense-making.
Mixed-Emotions. Most first-year Bachelor of Secondary Education major in
English students felt affected by negative and positive emotions from their mathematics
experiences, called mixed emotions when they struggled with both implications of what
they had experienced. Moreover, students who experienced no change in their
emotional state throughout Math class had conflicting opinions on whether or not talking
about emotions for a more extended period would be more beneficial.
Even though there are mixed emotions within and outside the classroom,
previous research has ignored chiefly these interactions in favor of separate emotions.
Students may have mixed, neutral, or favorable feelings about mathematics. However,
students who experience mixed emotions perform better than those who experience
negative feelings. Students who feel good about themselves succeed the most.
Emotional profiles explain some of the relationships between expectation and
achievement. Positive and negative emotions explain the relationship between value and
achievement (Karamarkovich & Rutherford, 2021).
Thus, according to Moate (2021), positive emotions were associated with peer
interactional elements such as students supporting one another's learning, peer
feedback and cognitive support, positive emotional states of peers (such as "energetic",
"enthusiastic", or "interested"), admiration from peers, and healthy rivalry among peers.
However, working in groups has often been linked to various emotions. Negative
emotions were associated with poor social contact, low peer participation, and bullying.
However, Mazana, Montero, and Casimir (2020) showed that most Math
lecturers and professors had conflicted feelings about their students' aptitude and the
teaching-learning process. Improvements to the teaching-learning environment,
classroom instructions, teaching techniques, student learning techniques, teacher
training programs, community attitudes, and accountability are among the suggested
measures to improve the issue. For educators and other stakeholders to assess the
implications for mathematics curricula and instructional techniques at all levels of
education, the data provide information regarding the trends of mathematics
achievement and associated factors.

Impact of the Mathematics Experience on the Academic Performance of the

Students
Finally, the effects or impact of the mathematics experiences on the academic
performance of the first-year Bachelor of Secondary Education major in English students
have two emergent themes: positive and negative.
 Positive Impact on Motivation and Encouragement. Students who are
motivated in the classroom can better concentrate on a primary objective or result. By
doing this, they become unaffected by potential distractions and can focus for extended
periods. Students who are driven exhibit behavior that is goal-oriented. In addition to
being significant in and of itself, motivation is a crucial predictor of learning and success.
Students who are more driven to learn to do better in class and on standardized tests
endure longer and put up higher-quality effort.
Similarly, based on Michaelides, Brown, Eklöf, and Papanastasiou (2019),
Mathematical learning and performance on tests are influenced by the attitudes and
motives of students. Key motivational elements crucial to learning and success are
captured by pertinent theories (such as self-determination, expectancy-value, self-
efficacy, self-concept, and achievement goal theory). In general, although the
associations are frequently small, students with higher self-efficacy and enthusiasm in
mathematics and those with a higher value on the subject perform better. Numerous
studies have investigated different aspects of student motivation and how they relate to
performance. Meta-analyses have revealed a positive (though frequently modest)
relationship between student motivation and academic success (measured in various
ways and using various theoretical frameworks).
Additionally, the importance of motivation processes for students' academic
success and other adjustment processes like attitudes toward learning and school,
disruptive behavior in class, coping with challenges and failure, and overall wellness has
been recognized more and more in recent decades. The degree of a student's drive to
study and persist in the educational system significantly impacts the student's academic
results. Measures of students' educational expectations and goals are the most famous
empirical markers of motivation. The premise behind these measurements is that, on the
one hand, a student who aspires to attain a high level of education has the required
motivation to do so, and, on the other hand, a student with high motivation will express a
high level of aspirations. Study performance and learning motivation were positively
correlated (Davidovitch & Yavich, 2018).
How Math is taught in schools significantly impacts how students feel about
Math, how motivated they are to learn it, and how successful they are. Along with the
time allotted to teaching mathematics, official papers like curriculum and similar steering
documents typically outline how instruction in these topics should be structured. Math is
typically taught as a separate topic in the curriculum for mandatory education (Horváth et
al., 2022).
However, Mean (2021) discussed that students and mathematics have a
complicated relationship. Some people adore it, but most of the time, people have
negative feelings. As the semester goes on, these emotions might cause students to
become less motivated, making it challenging to remain interested in the subject.
Teachers need help to address this declining motivation.
Moreover, many middle school teachers need help encouraging students to
participate in class and maximize their learning opportunities actively. Adolescents
frequently need to improve in educational enthusiasm and engagement, particularly in
Math. Research has indicated that, particularly in females, students' drive to learn
mathematics declined as they entered middle school and advanced into the upper
grades (McGlothlin, 2022).
Negative Impact on Learning and Self-Efficacy. Studies have shown that more
confident students are more likely to challenge themselves, learn new things, and are
more resilient during challenging transitions like switching schools. It has been said that
confidence is the best indicator of academic success. Math negativity frequently begins
early and grows unchecked. Mathematics anxiety and low self-esteem might result from
misconceptions about mathematics, hostile parenting, a pattern of not understanding
Math subjects or fear of making mistakes. Children lose motivation when they incorrectly
think that speed and getting one good answer will accurately assess a child's Math
aptitude and intelligence. Many early Math lessons consist of rote memorization.
Evidence demonstrates a significant relationship between students' approaches
to studying mathematics and their Mathematical self-efficacy. Zakariya, Nilsen,
Goodchild, and Bjørkestøl (2020) demonstrate that there may be a causal link between
approaches to studying first-year mathematics and Mathematical self-efficacy. Thus,
first-year mathematics is learned more in-depth by students with high mathematics self-
efficacy than those with low mathematics self-efficacy. Thus, students' processes and
techniques for studying mathematics are influenced by their level of mathematics self-
efficacy.
Also, learning mathematics requires a healthy sense of self. Students evaluate
and assess themselves as part of developing their self-esteem, which is a component of
self-concept. However, some students still do not view themselves favorably, leading to
low self-esteem or confidence when learning mathematics. Their negative experiences
before studying mathematics can contribute to low self-esteem or confidence. In
contrast, students' outcomes in learning mathematics are positively impacted by their
sense of self-worth. Studies show that self-esteem and Math learning success are
positively correlated (Nabila & Widjajanti, 2020).
Low self-efficacy is associated with anxiety and Mathematical disengagement,
both chronically unhelpful habits. Students may benefit from instructor supervision to
evaluate their learning experiences following a growth mindset because this is the point
in the learning process when self-efficacy is most likely to alter (Street, Malmberg, &
Stylianides, 2022).
According to Arifin and Herman's study from 2021, there is a strong correlation
between students' Mathematical understanding and Math self-efficacy. Mathematically
confident students often have a superior understanding of the subject. This suggests
that students confident in their ability to succeed in mathematics are likelier to perform
well on tests evaluating their Mathematical understanding. On the other hand, students
with low Mathematical self-efficacy usually struggle with the subject and perform poorly
on related tests. These studies emphasize the importance of self-efficacy beliefs in
influencing students' performance and comprehension of Mathematical concepts.
Moreover, students with low mathematics self-efficacy usually need help
understanding mathematics and do poorly on related tests and Math tasks. Developing
students' Math self-efficacy is crucial for improving their motivation and Math
achievement (Grigg et al., 2018).

Implications for Practice

Based on the experiences of the five informants of this study, the researcher
sought to seek the realities of understanding the mathematics experiences of the first-
year Bachelor of Secondary Education significant in English students. The researcher
believed that this undertaking would be a significant source of information not only for
the locale of the study but also for all the students who undertake the same experiences
in learning mathematics.

On the Students’ Views on Their Mathematics Experience

Difficult. Students may experience difficulties in mathematics, such as solving,
analyzing, and comprehending numerical data, but they must accept the reality that they
must learn the subject. However, due to the difficulties they have experienced, they
dislike learning mathematics. As Ukobizaba, Ndihokubwayo, Mukuka, and Uwamahoro
(2021) stated, teachers should relate the mathematics they teach in the classroom to
real-world situations, adequately prepare lessons prior to delivery, explain Mathematical
concepts using clear examples, assign sufficient homework and exercises, give tests
with provision for feedback, implement significant group projects, and display humor
while attending to the needs of various student groups.
Helpful. Students also think learning mathematics is helpful in many other ways,
even though learning is challenging. This may help them have a driving force to learn the
subject. Students should have a high reliance on the help of mathematics to study it and
continue to achieve their dreams.
Significant. Learning the fundamentals of mathematics is challenging, but
students know the significance of it in everyday life. The primary justifications for the
value of mathematics, however, can be divided into three more categories: mathematics
is a crucial ability for all adults in life generally; a population with a high level of
Mathematical literacy will support the nation's economic growth; and mathematics is
valuable for its reason.

On Students’ Feels about Their Mathematics Experiences

Positive Emotions. Mathematics experiences may result in positive emotions;
for instance, students may experience enjoyment and excitement in learning
mathematics. As Frenzel, Lampen, and Brodie (2019) asserted, emotional experience
has a crucial role in determining students' perceptions of their Mathematical abilities and
motivation and engagement, both of which are crucial for learning. Learners are more
likely to control their emotions and behavioral and cognitive engagement if they are
supported in understanding their emotional cognition as emotions experienced during
cognitive exercise. Such control over one's emotions and behavior can promote group
participation and emotional awareness.
Negative Emotions. The students have also felt negative emotions due to their
experiences in learning mathematics. Take control of these emotions by communicating
with peers, teachers, and especially with the family. Students may do activities like
walking early in the morning, making healthy foods, and learning materials at home.
According to Bulaon (2019), motivation is negatively impacted by negative deactivating
emotions like boredom. When students become bored, they become distracted by other
ideas, and their mind starts to wander, which limits their attention—a skill crucial for
learning mathematics. Depending on the student’s temperament, positive deactivating
emotions like relief and negative activating emotions like irritation, anxiety,
embarrassment, and wrath can benefit or harm learning. The students may avoid the
test (a negative effect) or be inspired to study and get ready for it (a positive effect),
depending on how anxious they are about the impending test.
Mixed Emotions. Learning mathematics may bring positive and negative effects
and mixed emotions in students. In academic contexts, students encounter a range of
emotions that influence their perceptions and actions. Academic emotions significantly
impact students' motivation, learning strategies, cognitive resources, self-regulation,
academic self-concept, and academic accomplishment. In addition to influencing the
social climate in classrooms and educational institutions, emotions affect students'
achievement, attention, engagement, and personality development (Gläser-Zikuda et al.,
2018).

On the Impact of the Mathematics Experience on the Academic Performance of

the Students
Positive Impact on Motivation and Encouragement. Students worldwide have
lost their interest in learning mathematics because of their experiences. However, the
impact of the experiences may be all right. For instance, mathematics experiences give
motivation and encouragement for students to strive harder and do better in the future.
Thus, compared to individuals who produced other narratives, quantitative analyses
showed that participants who regularly wrote positive narratives reported much-reduced
mathematics anxiety and higher levels of Math self-expectancy and value.
Additionally, those who repeatedly wrote negatively about their turning points
were likelier to say they would avoid mathematics in the future. As John, Walters,
Klenczar, and Robnett (2020), even years after the event, an individual's memory of their
early mathematics experiences might influence their attitude toward Math, motivation,
and plans to pursue it. Math education implications are highlighted.
Negative Impact on Learning and Self-Efficacy. Mathematics experiences
may widen the effects on the students. Students who have experienced many difficulties
and negative attitudes or feelings in Math may cause them to dislike the subject. Further,
according to Seo and Lee (2021), acquiring these negative experiences may lead
students to worry that their social identity will be considered when evaluating their math
skills rather than their academic success. Whether or not this threat experience is
related to poor academic achievement, it harms people's physical and mental health.
The results indicate lessening students' perceived threat in Math classes.
Based on the study, it is recommended that the practical requirements of
excellent or straightforward categories of implementation are met by the learning tools
that have been created. Practicality is the consideration of convenience in the
development of educational technology. In the idea of ease, constructed learning tools
should be simple to comprehend and utilize. The facilities offered by evaluation
instruments regarding preparation, use, interpretation of results, and saving define
practicality in educational evaluation. Creating practical learning aids using the 4-D
paradigm results in effective learning tools, enhancing students' problem-solving skills
and attitudes (Hwang & Tu, 2021).
On the other hand, as cited by Hendriana, Johanto, and Sumarmo (2018),
Kloosterman stated that when it comes to the teaching and learning process, self-
confidence is defined as both a thorough understanding of the task at hand as well as
becoming accustomed to solving it, observing the methods of successful people,
becoming accustomed to having Mathematical self-confidence attitudes, carrying out
integrated and continuous mathematics teaching processes, stopping pretending,
thinking positively, and avoiding having negative thoughts. Additionally, the 2013
Curriculum advises that mathematics soft skills like self-confidence (MSC) and hard
skills like Mathematical problem-solving ability (MPSA) be increased proportionately and
appropriately. Problem-based learning (PBL) is a type of mathematics teaching-learning
strategy.
Similarly, Siagian, Saragih, and Sinaga (2019) concluded that employing PBL
materials increased students' abilities to solve Mathematical problems and engage in
metacognition. This study demonstrates how crucial it is to consider students'
Mathematical learning to maximize their potential. As a result, Math teachers will likely
be able to employ these learning models by creating high-quality learning resources for
students to use in their math classes.
Finally, the study's conclusions or findings could not be generalized to other
concerned and pertinent people based on the experiences of the five informants who
shared their stories. As a result, the researcher advises that additional research pertinent
to this study be carried out at additional research sites and with additional carefully
chosen participants to compare and corroborate the key findings.
Overall Significance
The first-year Bachelor of Secondary Education majoring in English from Ramon
Magsaysay Memorial Colleges – Marbel Incorporated experienced difficulties and
challenges in their mathematics learning experiences. It was found from this study that it
is essential to value the students' distinctive perspectives on their emotional and
academic well-being. They discussed their positive and negative experiences, giving the
information needed to finish this study report. Despite the adverse effects of the
mathematics experiences on the students, each response showed that they were
committed to finishing the school year by making the most of their motivation to work
harder.
Thus, this research aims to make available to the general public the mathematics
experiences and viewpoints of first-year Bachelor of Secondary Education majors in
English students. Students' real-world experiences resulted in new possibilities and
ideas for future research on learning mathematics.

Concluding Remarks
The result of this study was an insight into the mathematics experiences of the
first-year Bachelor of Secondary Education significant in English students. The study
found that the students viewed their mathematics experiences as challenging, helpful,
and significant. As to the feelings, the students found their mathematics experiences
created negative, positive, and mixed emotions. Meanwhile, the first-year Bachelor of
Secondary Education major in English students experienced the positive and negative
effects of their mathematics experiences on their academic performance.
Hence, the study revealed that the grounds for disliking mathematics among the
selected first-year Bachelor of Secondary Education major in English students include
the difficulty of the subject, the negative emotions of the students, such as anguish and
fear, and their mathematics experiences had an impact on their learning and self-
efficacy.
Likewise, Schiefele and Csikszentmihalyi (2020) opined that learning
mathematics can be genuinely affected by past mathematics experiences. A study
indicated that interest was mainly responsible for the quality of the mathematics
experience. The strongest correlation between skill level grades and course level was
found. Also, grades but not course level were substantially connected with experience
quality.
 The researcher believes terrible experiences may have long-lasting effects on
students' learning. However, lessons from these experiences may also cause
fundamental changes. Seeing it as relevant and helpful may serve as a force to make
students engage in mathematics learning. The results provide a foundation for
conceptualizing failure in mathematics as an autobiographical experience and
separating it from a negative experience, together with past studies on negative
experiences. Gaining a theoretical understanding of failure's nature and failure
experiences appear less relational than first thought (Lutovac & Kaasila, 2021).
While considering different possibilities, School Administrators might discover
ways to improve education standards for their constituents while also starting extensive
projects to examine how learning experiences affect students' academic achievement.
Giving students a chance to watch their peers solve issues successfully or having the
teacher describe how other students solve difficulties might enhance their vicarious
experience in mathematics learning. Students' self-efficacy beliefs would rise if they
successfully addressed issues (Simamora et al., 2019).
In conclusion, with every learning difficulty, it is necessary to address problems,
plans, and procedures. Amid challenging times, collaboration is the most vital factor to
consider. People should contribute to the formation of mathematics education,
embracing the needs and unique learning styles of everyone. The developed learning
device is valid, both in terms of content and construction validity; there is an
improvement in the Mathematical relationship ability of students using the device
developed, and the educational tools developed meet the effective criteria, as measured
by the Mathematical connection capacity of students accomplished, the ideal period of
student engagement fulfilled, achievement of the instructor manage education fulfilled,
and student favorable reaction (Menanti et al., 2018).
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 APPENDIX C
Research Tool
Semi-structured Interview Guide Questions
“I HATE MATH”: THE GROUNDS IN DISLIKING MATHEMATICS AMONG THE
SELECTED BSED-ENGLISH STUDENTS

Main Question:
1. How would the first-year BSED – English students describe their experiences in
learning mathematics?
Stand-In Questions:
1.1 How do the first-year BSED – English students view their experiences in
learning Mathematics?
1.1.1 What did you see upon you joining Math classes?
1.1.2 What motivates you to learn mathematics?
1.1.3 What challenges did you experience during the learning process in
mathematics?
1.1.4 How do these challenges affect you personally? Why do you say so?
1.1.5 How did you address the challenges to improve your performance? Tell
me more about it.
1.1.6 What are your strategies to learn your responsibilities during the Math
classes? Tell me more about it.
1.1.7 How does this learning help you grow as a student in mathematics? Tell
me more about it.
1.1.8 What do you believe is the overall impact of learning mathematics on your
life? Why do you think that?
1.1.9 How will you encourage your fellow students to learn mathematics?
1.1.10 Can you briefly summarize your experiences as a learner of
mathematics?
1.2 How do the first-year BSED – English students feel about their experiences
in learning Mathematics?
1.2.1 How do you feel when you are about to start your day and learn
mathematics? Can you tell me more about why you feel that way?
1.2.2 What do you feel when you are answering Mathematical problems? Why
do you say so? Tell me in detail.
1.2.3 What were the emotions that develop while you were learning
Mathematics? Tell me in detail.
1.2.4 How do these emotions affect you in learning the subject? Why do you
say so?
1.2.5 To what extent do these feelings hinder your productivity? Tell me
something about it.
1.2.6 What will be the factors that will motivate you to think positively in learning
Mathematics? Can you give the reason for it?
1.2.7 What will be the factors that will change your mood negatively in learning
Mathematics? Why do you say so?
1.2.8 What do you feel when problems occur in learning Mathematics? Can you
tell me more about it?
1.3 How do the experiences in Mathematics of the first-year BSED – English
students affect their academic performance?
1.3.1 How could these experiences affect you as a student or as a person?
Can you elaborate on both?
1.3.2 What do you think is/are the effect of your mathematics experiences on
your academic performance? Why do you say so?
1.3.3 Aside from the effect that you have mentioned, are there any other
circumstances in which you experience difficulties in learning
Mathematics? Can you tell me about it?
1.3.4 What do you think is/are the positive effect of your Mathematics
experiences on your academic performance?
1.3.5 What do you think is/are the negative effect of your experiences in
learning Mathematics?
1.3.6 How do you cope up with the negative effects in Mathematics
experiences to your academic performance?
1.3.7 What reflection can you share to other students based from the
experiences of learning Mathematics?
 APPENDIX J

Interview Transcription among the Participants

1 Interview Transcription (Participant 1)

2 Me: Good afternoon, we will start with stand-in question #1.
3 What did you see upon you joining Math classes?
4 Participant 1: I can see upon joining Math classes is enjoyable and quite challenging.
5 Me: Okay. What motivates you to learn Mathematics?
6 Participant 1: My determination to learn mathematics because it gives us a strong
7 approach to understanding the universe.
8 Me: What challenges did you experience during the learning process in
9 mathematics?
10 Participant 1: The challenges that I have experienced in the learning process in
11 mathematics is I easily forget in problem-solving.
12 Me: How do these challenges affect you personally?
13 Participant 1: It affects me so bad to the point that madulaan na ko gana mag study
14 sa mathematics.
15 Me: Why do you say so?
16 Participant 1: Kay amuna gid ang na experience ko kag budlay gid siya.
17 Me: Next question, how did you address the challenges to improve your
18 performance?
19 Participant 1: I address the challenges to improve my performance by studying every
20 lesson nga gina discuss sa amun every day.
21 Me: Can you tell me more about it?
22 Participant 1: Every after our classes, pagpuli ko sa balay, gina try ko solve ang
23 problems nga gin hatag sa klase.
24 Me: What are your strategies to learn your responsibilities during the Math classes?
25 Participant 1: I copy the topics and nagapatudlo ko sa mga classmates ko sa mga
26 lessons nga hindi ko na gets.
27 Me: Tell me more about it.
28 Participant 1: If for example hindi ko ma gets ang lesson or kung paano na solve
29 tong certain nga problem, ga ask ko help sa classmates ko kung paano ba siya ma
30 solve kag makuha ang right answer.
31 Me: How does this learning help you grow as a student in mathematics?
32 Participant 1: Studying mathematics is very helpful for me to grow as a student kay
33 maka encounter ko sang complex problems and then this will boost my
34 eagerness to learn more on how to get it right.
35 Me: Tell me more about it.
36 Participant 1: As a student, maka face gid kita sang complex problems nga abi natun
37 hindi na ma solve pareha sa Math problems, pero from time to time, makapangita gid
38 ta paagi nga makuha ang right answer.
39 Me: What do you believe is the overall impact of learning mathematics on your life?
40 Participant 1: mathematics can help us, in general, to face real complex problems.
41 Me: Why do you think so?
42 Participant 1: I think about that because we know naman na budlay ang Math pero
43 kapag tun-an ta siya maayo, ma gets ta man siya and connected siya sa pag solve
44 sang real life problems.
45 Me: How will you encourage your fellow students to learn mathematics?
46 Participant 1: Yes, budlay ang Math pero importante gid siya sa life ta kay amuni gid
47 ang permi ta makita like sa kwarta kag sa mga bagay nga may ara ta. So, para
48 maintindihan ta ni, need ta gid magtuon sang Math.
49 Me: Can you briefly summarize your experiences as a learner of mathematics?
50 Participant 1: I enjoy breaking down problems myself in cooperation with other
51 students. I do not feel different from the others in how the teacher deals with me. I
52 enjoy solving because I know the teacher will help me.
53 Me: How do you feel when you are about to start your day and learn mathematics?
54 Participant 1: I feel excited and eager to learn.
55 Me: How do you feel when you are about to start your day and learn mathematics?
56 Participant 1: Kay amuna man ang makita ko sa iban so na encourage ko man sarili
57 ko nga maging amuna man.
58 Me: What do you feel when you are answering Mathematical problems?
59 Participant 1: I feel so much pressured and afraid because of the fact that I am not a
60 fast learner when it comes to solving Math problems and I easily forget the step-by-
61 step process on how to solve those certain problems.
62 Me: What were the emotions that develop while you were learning mathematics?
63 Participant 1: Afraid and scared.
64 Me: Why?
65 Participant 1: Ayyy my God.
66 Me: Why do feel afraid or scared?
67 Participant 1: Kay bal-an ko sa sarili ko nga ang capacity ko pag abot sa Math is not
68 that high.
69 Me: How do these emotions affect you in learning the subject?
70 Participant 1: Mawawalan ako ng focus to the point na hindi ko na ma answeran ang
71 problem.
72 Me: Why do you say so na mawawalan ka ng focus?
73 Participant 1: Kay syempre kay the more ang pressure sa akun in that times na pag
74 bal-an ko nga daw hindi ko na gid siya ma answeran.
75 Me: To what extent do these feelings hinder your productivity?
76 Participant 1: To the point that I will lose my concentration.
77 Me: Tell me something about it.
78 Participant 1: If I feel scared and afraid, waay na ko sa present time nga ga solve.
79 Hindi na ko maka concentrate.
80 Me: What will be the factors that will motivate you to think positively in learning
81 mathematics?
82 Participant 1: I think the factors that will motivate me to think positively in learning
83 mathematics kay ang mga tao nga ara sa palibot ko kag sa kung paano ko imotivate
84 ang sarili ko.
85 Me: Can you give the reason for it?
86 Participant 1: Kay if may positive aura ang mga tao sa palibot ko, ma apektuhan man
87 ko and if gina motivate ko gid sarili ko sa pag learn sang Math, maging positive gid
88 ang effect.
89 Me: What will be the factors that will change your mood negatively in learning
90 mathematics?
91 Participant 1: Siguro pag gina down ako sang mga classmates ko kag matam-an na
92 ka pressure.
93 Me: Why do you say so?
94 Participant 1: Amo sina kay syempre in that case abi pag gina down ka na,
madulaan
95 ka na confidence sa sarili mo nga makaya mo pa na answeran.
96 Me: So, you’re talking about confidence?
 97 Participant 1: Yes po.
98 Me: What do you feel when problems occur in learning mathematics?
99 Participant 1: I lost interest in everything.
100 Me: Can you tell me more about it?
101 Participant 1: Madulaan ko gana and then pag abot dira na point, waay na, down na.
102 Kay if magka problema, ginakimkim ko na siya all throughout.
103 Me: How could these experiences affect you as a student or as a person?
104 Participant 1: It affects me so much to the point that I need to strive harder and study
105 more.
106 Me: Can you elaborate more about the affect to you as a student or as a person?
107 Participant 1: Bal-an ta man nga when it comes to mathematics palitik gid siya kayo
108 so amo sina nga part, need mo gid siya mag strive hard kag mag study gid in order
109 for you na matun-an ang mga problem solving.
110 Me: What about as a person?
111 Participant 1: As a person, for me in real life, ma connect ko siya sa akun nga real
112 life situation, mas maganahan pa ko nga mag strive pa gid harder.
113 Me: What do you think is/are the effect of your mathematics experiences to your
114 academic performance?
115 Participant 1: Feeling anxiety and unmotivated.
116 Me: You have Math anxiety and you feel unmotivated? Why?
117 Participant 1: Kay natam-an ka pressure, damo damo na pa gid gasulod sa mind ko
118 kag hindi lang mathematics abi ang subject nga gina encounter ko. So, diba ang
119 mathematics is ano complex gid na siya nga subject kag sa amo sina nga point,
120 magkakaroon gid ako sang anxiety kay di ko na bal-an paano i-solve nang mga
121 bagay nga na dira.
122 Me: Aside from the effect that you have mentioned, are there any other
123 circumstances that you experience difficulties in learning mathematics?
124 Participant 1: Aside from the effects that I have mentioned earlier, I have also
125 encountered depression.
126 Me: Depression? Why?
127 Participant 1: Kay dira nga time, actually ha, based on my ano sa experience ko gid
128 dati pag grade da sa mga ano grade 12, like sa ginhambal ko kagina, weakness ko
129 gid na pag abot sa Math, sa amo situ, na pressure ko kay ang mga classmates ko
130 kay kabalo gid sila kayo. Kabalo mag solve, bal-an nila ang step-by-step process. So
131 by that time, nadulaan na ko gana kumbaga pa, nahambal ko sa sarili ko nga “ngaa
132 nakaya nila, ako hindi?”. Amo dayun situ, and then nag panic attack ko tapos nag
133 lead sa depression.
134 Me: What do you think is/are the positive effect of your mathematics experiences to
135 your academic performance?
136 Participant 1: It motivates me and encouraged me to persevere more and helps me
137 to grow as an individual.
138 Me: What do you think is/are the negative effect of your experiences in learning
139 mathematics?
140 Participant 1: The negative effect is attention difficulty, analyzing mathematics and
141 difficulty in achieving success.
142 Me: How do you cope up with the negative effects in mathematics experiences to
143 your academic performance?
144 Participant 1: I train myself to be patient in every situation that I might encounter as a
145 student and I surround myself with the person that will help me to improve my
146 knowledge or learning skills in mathematics and help me to strive harder.
147 Me: What reflection can you share with other students based on the experiences of
148 learning mathematics?
149 Participant 1: I believe that mathematics experiences can really shape a child’s
150 mindset towards mathematics. It has definitely shaped mine. Unfortunately, it has
151 been a long journey of growing my interest in Math and I am still working on it.
152 Interview Transcription (Participant 2)
153 Me: Good afternoon, we will start with the stand-in question # 1, What did you see
154 upon you joining Math classes?
155 Participant 2: Aside from Science, mathematics was one of the subjects I don’t like in
156 school, but attending Math classes gives me excitement.
157 Me: What motivates you to learn mathematics?
158 Participant 2: What motivates me to learn mathematics is my own passion to learn,
159 not just by being forced by someone.
160 Me: What challenges did you experience during the learning process in
161 mathematics?
162 Participant 2: The challenges or the challenge I have experienced while learning
163 Math is sometimes I can’t decode the formula so my brain can’t process it, resulting
164 in difficulty when it comes to solving.
165 Me: How do these challenges affect you personally?
166 Participant 2: Those challenges actually motivate me to learn and to become eager
167 more.
168 Me: Why do you say so?
169 Participant 2: I think Math is more on problem solving and so life is. So, I think Math
170 is makahatag siya sang kumbaga daw idea and lessons nga pwede mo siya ma
171 apply sa life.
172 Me: How did you address the challenges to improve your performance?
173 Participant 2: I think the focus is the key to easily transmit the lessons to yourself.
174 Me: Can you tell me more about it?
175 Participant 2: Since mathematics is more logical, ma test ang brain mo on how
176 level your knowledge is.
177 Me: What are your strategies to learn your responsibilities during the Math classes?
178 Participant 2: One strategy that I am appertaining to myself is to believe in the power
179 of your senses especially in listening.
180 Me: Can you elaborate on the listening skills?
181 Participant 2: Since you have listening skills, you can decode that information
182 that you have heard from your instructor about the formulas o kung paano mo na na
183 solve. So, listening is vital and significant.
184 Me: How do this learning helped you grow as a student in mathematics?
185 Participant 2: It helps me to answer equations with ease and efficiency.
186 Me: Tell me more about that one. Yung ease and efficiency.
187 Participant 2: Just like sa answer ko sa una, so since logical ang Math, there are a
188 lots of lessons na hindi lang sa mental but also emotional na factors na pwede ihatag
189 sang Math.
190 Me: What do you believe is the overall impact learning mathematics on your life?
191 Participant 2: As a future architect, mathematics is a vital in my chosen field.
192 mathematics is significant to build establishments and even simple buildings. So, we
193 need Math.
194 Me: So, you plan to proceed architecture after you finish this course?
195 Participant 2: Yes po.
196 Me: Why do you believe in that idea?
197 Participant 2: Since damo bi gahambal nga mathematics is useless. So, gusto ko
198 lang nga ma expound nga mathematics isn’t useless but is useful.
199 Me: How will you encourage your fellow students to learn mathematics?
200 Participant 2: I think I can motivate the learners in making a creative way of teaching
201 in the sense that it is more interactive and fun.
202 Me: Can you briefly summarize your experiences as a learner of mathematics?
203 Participant 2: Learning mathematics is challenging yet fun, especially the moment
204 that your answers are correct. It gives a feeling of satisfaction.
205 Me: How do you feel when you are about to start your day and learn mathematics?
206 Participant 2: Starting the day with mathematics is better than ending the day with
207 mathematics. mathematics will make you so awake in the morning.
208 Me: Can you tell me more about why do you feel that way?
209 Participant 2: Since every morning, if bag-o kita bugtaw. I think Math is healthy para
210 ma fuel ang atun nga lawas kag ang brain when it comes to solving.
211 Me: What do you feel when you are answering Mathematical problems?
212 Participant 2: While answering Mathematical problems, I feel challenged yet exciting.
213 Me: Can you tell me more details about that?
214 Participant 2: As we all know that mathematics is challenging and budlay and damo
215 sang mga learners nga hate gid nila ang Math.
216 Me: What were the emotions that develop while you were learning mathematics?
217 Participant 2: Honestly, mathematics is exhausting especially when you are not
218 familiar with the topics.
219 Me: Can you elaborate that for me?
220 Participant 2: Exhausting ang Math kay for example, there are questions nga you are
221 unfamiliar tapos di mo bal-an kung paano i-solve, may ara sang formula nang hindi
222 mo siya kaya ma understand, so, it is exhausting kay budlay.
223 Me: How do these emotions affect you in learning the subject?
224 Participant 2: Those emotions affect me to become more eager to learn and solve
225 the problem.
226 Me: Why do you say so?
227 Participant 2: So, since there are exhaustment, as a student, as a learner, one of our
228 goal in life is to learn. So, in order for us to learn, we need to have eagerness.
229 Me: To what extent do these feelings hinder your productivity?
230 Participant 2: Exhausting often leads to tardiness, so, it is possible that I may easily
231 give up and I still can’t solve the equations for how many minutes.
232 Me: Can you tell me more about that?
233 Participant 2: For example, you are given a problem solving tapos nang even na
234 solve mo siya pero mali ang answer mo for how many times, makahatag siya
235 exhaustment kay syempre nakapila ka na ka solve pero budlay gihapon.
236 Me: What will be the factors that will motivate you to think positively in learning
237 mathematics?
238 Participant 2: The factors I think that will motivate me is my willingness and passion
239 to learn. I believe that these two are the fuels to become more better.
240 Me: What’s the reason behind that?
241 Participant 2: Because if you are willing and eager, you will be able achieve anything.
242 Me: What will be the factors that will change your mood negatively in learning
243 mathematics?
244 Participant 2: Factors that will change my mood while learning mathematics is the
245 level of difficulties of the problems and equations are.
246 Me: Why do you say so?
247 Participant 2: There are lessons sa mathematics which is more kumbaga you need
248 some concrete nga knowledge to understand it. So, mag iba gid ang mood mo. The
249 way also on how the teacher teach or decode those lessons, kung paano niya
250 ipaintidi sa students. May mga teachers nga ga ano lang siya ga teach lang siya
pero
251 waay sang expounding nga gakatabo.
252 Me: What do you feel when problems occur in learning mathematics?
253 Participant 2: I easily give up when problem occur while learning mathematics but
254 since I have the will to learn, I think I can counter that.
255 Me: How could these experiences affect you as a student or as a person?
256 Participant 2: Learning mathematics thought me one thing. However difficult the
257 situation is, never give up and all problems has solutions. As a person, nowadays,
258 since we are encountering a lot of problems, hindi lang sa mental kundi pati sa
259 emotional. We are sa subong nga generation, we are weaker than the past
260 generation. I think Math will help you or will teach you on how to be strong in solving
261 problems in life.
262 Me: What do you think is/are the effect of your mathematics experiences on your
263 academic performance?
264 Participant 2: It made me become eager to achieve high grades in my academics.
265 Me: Why do you say so?
266 Participant 2: Because of the hardship I have encountered in my mathematics
267 experiences, I have learned that these difficulties have positive outcomes if I am
268 willing to strive hard.
269 Me: Aside from the effect that you have mentioned, are there any other
270 circumstances in which you experience difficulties in learning mathematics?
271 Participant 2: I think one of the other circumstances I encountered is my health
272 because I can’t focus on something if you are not feeling well.
273 Me: What do you think is/are the positive effect of your mathematics experiences on
274 your academic performance?
275 Participant 2: Learning mathematics makes me become a problem solver when it
276 comes to my academics.
277 Me: What do you think is/are the negative effect of your experiences in learning
278 mathematics?
279 Participant 2: I think the negative effects of my experiences is that it gives me hard
280 time in solving difficult questions.
281 Me: How do you cope up with the negative effects in mathematics experiences to
282 your academic performance?
283 Participant 2: My ways on how to cope up with those negative effects is time
284 management when studying. We need to rest and condition ourselves first and start
285 again.
286 Me: What reflection can you share to other students based from the experiences of
287 learning mathematics?
288 Participant 2: When you said that learning mathematics is useless, but I stand
289 opposed. mathematics isn’t just used for mental factors but also for emotions. Just
290 like mathematics, in our life, the harder the equations or the problems, the more
291 passion we need to solve it.
292 Interview Transcription (Participant 3)
293 Me: Good afternoon, we will start with the stand-in question # 1, What did you see
294 upon you joining Math classes?
295 Participant 3: For me, I find it difficult.
296 Me: What motivates you to learn mathematics?
297 Participant 3: For me, what really motivates me to answer mathematics problems is
298 the simple and accurate equations in which I can understand a certain problem.
299 Me: What challenges did you experience during the learning process in
300 mathematics?
301 Participant 3: The challenge is when I am having a hard time to answer
302 mathematics questions. If I really don’t get the solution for the problem or the topic.
303 Me: How do these challenges affect you personally?
304 Participant 3: It affects me to do more and do better and practice in solving the
305 problems because in experience, there is learning.
306 Me: How did you address the challenges to improve your performance?
307 Participant 3: By just simply asking my fellow classmates who are more advanced
308 and can easily understand mathematics problems. I’m asking them to teach me their
309 techniques on how they solve problems.
310 Me: What are your strategies to learn your responsibilities during the Math classes?
311 Participant 3: One of my strategies is listening properly to the teacher so that I can be
312 able to understand the topic.
313 Me: How does this learning help you grow as a student in mathematics?
314 Participant 3: As a student, it helps me a lot because through listening and applying
315 those learning that I gained, I am capable of understanding the topic and explore
316 things.
317 Me: What do you believe is the overall impact of learning mathematics on your life?
318 Participant 3: Even though it is difficult but we need to understand it more because
319 mathematics can be used in our daily lives.
320 Me: Why do you think that mathematics can be helpful in our daily lives?
321 Participant 3: Because we can use it in our daily lives if there are instances na we
322 are solving problems.
323 Me: How will you encourage your fellow students to learn mathematics?
324 Participant 3: I will encourage them to not be afraid of learning Math.
325 Me: Can you briefly summarize your experiences as a learner of mathematics?
326 Participant 3: For me, Math is all around us and we use it in our daily lives. However,
327 we need to better understand it accurately and efficiently. Our experiences mold us
328 because our experiences mold us to become more intelligent and answer Math
329 problems.
330 Me: How do you feel when you are about to start your day and learn mathematics?
331 Participant 3: I feel nervous. It is because I find it difficult and hard as a stone to
332 understand. It takes an hour full to understand certain problems.
333 Me: What do you feel when you are answering Mathematical problems?
334 Participant 3: For me, I feel not so sure for my answers sometimes.
335 Me: Why do you say so?
336 Participant 3: Because there are some instances that I am having a hard time to
337 understand the solution or the equations that was given to us.
338 Me: What were the emotions that develop while you were learning mathematics?
339 Participant 3: For me, fear, difficulties and nervousness are the emotions that I feel.
340 Me: Can you tell me more about that?
341 Participant 3: I am afraid that I might not get the right answers and I am also nervous
342 about the results of a certain activity or test in Math.
343 Me: How do these emotions affect you in learning the subject?
344 Participant 3: It affects my learning in a point that I cannot answer a question related
345 to the subject.
346 Me: To what extent do these feelings hinder your productivity?
347 Participant 3: It hinders me in a way that I can’t understand the question and should
348 be answered a critical way.
349 Me: What will be the factors that will motivate you to think positively in learning
350 mathematics?
351 Participant 3: One of the factors is, for me, to be confident and do not be afraid on
352 not to try and not to answer question because what important is that you tried. As
353 long as you share your ideas.
354 Me: What will be the factors that will change your mood negatively in learning
355 mathematics?
356 Participant 3: For me the factor is if mas nakabalo ang mga classmates ko sa isa ka
357 problem and then mas ma pressure ko kay sila kabalo, ako hindi.
358 Me: What do you feel when problems occur in learning mathematics?
359 Participant 3: I feel disappointed because I felt that I wasted my time on
360 understanding mathematics and problems.
361 Me: How could these experiences affect you as a student or as a person?
362 Participant 3: As a student it affects my academic performance because last
363 semester, I got a low grade which is very disappointing so that is why I keep on
364 learning whatever the obstacles or the factors that I will encounter.
365 Me: How about as a person?
366 Participant 3: As a person, if may next pa nga mga problems especially kung mas
367 mabudlayan ka maintindihan ang problem na yun if hindi mo in-apply yung mga
368 learnings mo.
369 Me: What do you think is/are the effect of your mathematics experiences on your
370 academic performance?
371 Participant 3: It made me get low grades in mathematics since I have a negative
372 experience in learning mathematics.
373 Me: Aside from the effect that you have mentioned, are there any other
374 circumstances in which you experience difficulties in learning mathematics?
375 Participant 3: Yes, there are many times or most of the time nahihirapan ako mag
376 solve ng mga problems because I don’t get enough assistance from those who
377 knows how to solve properly.
378 Me: What do you think is/are the positive effect of your mathematics experiences on
379 your academic performance?
380 Participant 3: The positive effects of my mathematics experiences is gin motivate
381 niya ko to strive harder pa gid sa pag learn.
382 Me: What do you think is/are the negative effect of your experiences in learning
383 mathematics?
384 Participant 3: For me the negative effect is you will have low self-confidence sa pag
385 solve and ang pressure from the people around you.
386 Me: How do you cope up with the negative effects in mathematics experiences to
387 your academic performance?
388 Participant 3: I just simply learning it twice or until I get the right answer.
389 Me: What reflection can you share to other students based from the experiences of
390 learning mathematics?
391 Participant 3: For me, do not be afraid to try and to make mistakes because our
392 mistakes become our experience, and through experience, we can learn and apply
393 that on ourselves.
394 Interview Transcription (Participant 4)
395 Me: Good afternoon, we will start with the stand-in question # 1, What did you see
396 upon you joining Math classes?
397 Participant 4: Para sa akun, naka learn ko kung paano mag solve sang mga
398 problems kag paano mag ano sang mga… tawag sina nang… mga formula.
399 Me: What motivates you to learn mathematics?
400 Participant 4: Para maging more knowledgeable kag maka experience bala how to
401 solve Math, ang family ko ang motivation ko para maka learn kag magamit ko siya in
402 the near future.
403 Me: What challenges did you experience during the learning process in
404 mathematics?
405 Participant 4: As a working student ate abi, nang time mo gid abi kailangan i-manage
406 so, ano siya, budlay gid siya para sa akun kay pang gab-e ko nga class kag kung
407 kis-a, ma-late pa ko. Amuna siya bala haw.
408 Me: How do these challenges affect you personally?
409 Participant 4: Kay ang mga ano… naka affect siya sa akun, ang time ko gid.
410 Permente ko late tapos hindi ko maka cope up sa mga topic nga gina ano sang
411 instructor.
412 Me: Why do you say so?
413 Participant 4: Kay hindi ko kaayo ma manage akun time tapos ma miss ko ang
414 lessons and activities kay busy sa work.
415 Me: How did you address the challenges to improve your performance?
416 Participant 4: Time management kag mag focus lang sa kung ano ang mga ubra ko,
417 kailangan dapat naka align na bala siya sa adlaw adlaw.
418 Me: Can you tell me more about it?
419 Participant 4: Nang maghimo na ko daan sang schedule ko everyday para ma
420 manage ko ang time for work and studies ko.
421 Me: What are your strategies to learn your responsibilities during the Math classes?
422 Participant 4: Magpamati sang maayo kag mag question sa instructor kung paano
423 ang pag solve niya.
424 Me: Can you elaborate that for me?
425 Participant 4: If may hindi ko bal-an sa pag solve, mag ask gid sa teacher para ma
426 guide kung paano to makuha ang tama nga answer.
427 Me: How does this learning help you grow as a student in mathematics?
428 Participant 4: As a student abi, kailangan mo gid siya isaisip kung ano gid ang mga
429 ginapangtudlo sa atun tapos kailangan gid siya nga nang i-develop mo gid ang
430 ano mo para maka learn ka.
431 Me: What do you believe is the overall impact of learning mathematics on your life?
432 Participant 4: Learning mathematics can help you in the future and it will give you
433 knowledge about sa kung mag solve ka. Syempre hindi man hapos ang mag solve
434 sang Math kay may ara sang time nga mabudlayan ko kag nang mabudlayan ko mag
435 ano sa isip ko kung paano mag solve sang problems.
436 Me: Why?
437 Participant 4: Kay same abi sa Math, may mga budlay man nga problems sa life. Ti
438 makahelp gid ang pag solve sa Math sa real life ta.
439 Me: How will you encourage your fellow students to learn mathematics?
440 Participant 4: Nang mag study gid sang maayo kag mag pamati sa kung ano ang
441 ginatudlo sang atun nga instructor.
442 Me: Can you briefly summarize your experiences as a learner of mathematics?
443 Participant 4: As a learner sang mathematics, hindi siya sang hapos pero kailangan
444 mo lang gid itatak sa isip mo nga kaya mo siya, kaya mo makisabay sa mga
445 classmates mo, kaya mo ma improve ang pag answer mo kag sa pag solve sang
446 mathematics.
447 Me: How do you feel when you are about to start your day and learn mathematics?
448 Participant 4: Na feel ko nga nakulbaan gid ko tapos pag ara ka na gali sa time nga
449 tunga tunga nga anon ga ga discuss na bala haw, ma feel mo man gal inga ayy nami
450 man gali mag learn sang mathematics, makabulig gali ni sa imo.
451 Me: Why do you feel nervous?
452 Participant 4: Kay basi tawagon ko sang instructor tapos wala ko may masabat.
453 Me: What do you feel when you are answering Mathematical problems?
454 Participant 4: Budlay at the same time, fun kay mag-isip ka bala haw kag may ara
455 sang times nga ma sobra ma kulang ti daw gina ano ko na lang nga ayy fun gali ni
456 siya kung mag answer sang Math problem.
457 Me: What were the emotions that develop while you were learning mathematics?
458 Participant 4: Mga negative. Nang halimbawa hindi ko maka cope up sa mga
459 ginahatag nga topic tapos kung may ara sang quiz, hindi ko maka answer sang
460 maayo kay hindi ko gani bal-an kung paano siya kag ano ang formula niya.
461 Me: How do these emotions affect you in learning the subject?
462 Participant 4: Naka affect siya sa akun sa mga time bala nga ma late ko bala haw,
463 may ara gid nga ga ano gid ko nga hindi ko ma learn kay syempre pag abot ko sa
464 room kay sa second floor pa man klase ko tapos ma late pa ko, ang akun nga utok
465 nabilin sa office namun. Hindi ko bala mayad ma develop ang kung ano ang gina
466 tudlo sa akun.
467 Me: To what extent do these feelings hinder your productivity?
468 Participant 4: Sa academic performance ko, ang akun nga grade nubo lang kag sa
469 mga quizzes ko, mga nugbo man mga score ko.
470 Me: What will be the factors that will motivate you to think positively in learning
471 mathematics?
472 Participant 4: Mga bagay bala nga makabulig sa akun is magpamati sang mga music
473 while studying sang Math. Amo gid na ang na namian ko mag ano mag study ko
474 kung may music.
475 Me: What will be the factors that will change your mood negatively in learning
476 mathematics?
477 Participant 4: Halimbawa kung may ara kami sang quiz bala haw tapos damo damo
478 sang mga question, ma pressure ko kung lapit na ang time. Sa pag answer abi,
479 mabudlayan abi ko sa pag answer kung hindi ko bal-an ang mga formula kag ang
480 mga steps kung paano mag answer.
481 Me: What do you feel when problems occur in learning mathematics?
482 Participant 4: Anxiety gid kay di mo na dayun bal-an ano himuon so kailangan mo gid
483 mag ask sa mga classmates mo nga nakabalo. Ma kulbaan ka tapos mag panic kay
484 hindi mo na bal-an.
485 Me: How could these experiences affect you as a student or as a person?
486 Participant 4: As a student, ang mathematics abi part na sang atun nga ano para
487 mag grow bala ang atun nga knowledge haw ti kailangan man natun nga hindi man
488 sa tanan nga ano maka feel ta sang kalain kag may ara sang part nga nami kay
489 maka learn ka gid tapos amo lang na. Mabudlayan ka lang gid.
490 Me: What do you think is/are the effect of your mathematics experiences on your
491 academic performance?
492 Participant 4: Nami man siya pero at the same time budlay. Amo lang na, sa grades
493 ko. Nang mga putol putol bala nga answer haw, amo lang na ang akun nga mapasa.
494 Me: Aside from the effect that you have mentioned, are there any other
495 circumstances in which you experience difficulties in learning mathematics?
496 Participant 4: Yes po. Kay working student abi ko. So, syempre nang budlay gid sa
497 time ko kay damo pa ko gina ubra kung kis-a tapos damo pa ko na ginahimo nga
498 wala ko pa natapos so budlayan gid ko mag cope up ti amuna kung kis-a maka
499 absent ko tapos gina hangyo ko lang ang teacher ko nga kung pwede ko mag take
500 liwat sang quiz.
501 Me: What do you think is/are the positive effect of your mathematics experiences on
502 your academic performance?
503 Participant 4: Naka gain ko sang knowledge kag ang positive niya pa gid kay maka
504 gain na ko high grade in the future if ever maka encounter ko liwat sang same
505 struggles kay bal-an ko na subong kung ano himuon ko.
506 Me: What do you think is/are the negative effect of your experiences in learning
507 mathematics?
508 Participant 4: Budlay mag solve kay tungod sa difficulty level. Wala ko enough
509 knowledge tungod sa na experience ko so di ko gid ma solve ang budlay nga
510 problems.
511 Me: How do you cope up with the negative effects in mathematics experiences to
512 your academic performance?
513 Participant 4: Mag ask sa teacher kung paano mag ano situng mga topics nga gin
514 hatag niya tapos magpatudlo sa mga classmates para lang maka cope up.
515 Me: What reflection can you share to other students based from the experiences of
516 learning mathematics?
517 Participant 4: Ang mathematics hindi man siya budlay kung mag work hard ka lang
518 gid, mag pangita ka sang pamaagi kung paano mo siya ikayanon bala haw as a
519 student.
520 Interview Transcription (Participant 5)
521 Me: Good afternoon, we will start with the stand-in question # 1, What did you see
522 upon you joining Math classes?
523 Participant 5: Makita ko gid ang kabudlay sang subject.
524 Me: What motivates you to learn mathematics?
525 Participant 5: Ang motivation ko sa pag learn sang Math is para maging ano pa gid
526 ko sa pag-uyat sang kwarta, mag compute sang mga computation, dali ko na lang
527 siya ma ubra. Mga amo sina.
528 Me: What challenges did you experience during the learning process in
529 mathematics?
530 Participant 5: Challenge? Siguro ang mga ano… mga pag… para sa akun lang, mga
531 pagsulo sang formulas kay syempre kung hindi mo makuha ang isa ka formula, hindi
532 ka man maka-solve sang tama.
533 Me: How do these challenges affect you personally?
534 Participant 5: Maka affect siya sa akun personally because ano kung hindi mo siya
535 makuha sang sakto syempre maka affect siya sa imo nga grades, hindi lang sa
536 grade syempre maka affect siya sa halimbawa sa imo nga kwarta, nagbakal ka sang
537 amo sina tapos wala mo siya nakuha sang… hindi mo siya na compute sang tarong
538 so may ara sang impact sa imo kay syempre sa amo sito nga bagay.
539 Me: How did you address the challenges to improve your performance?
540 Participant 5: Sato nga challenges, naka learn gid ko situ nga challenges. Naging
541 strong ko tapos ning naging learning ko gid siya para maging better ko.
542 Me: What are your strategies to learn your responsibilities during the Math classes?
543 Participant 5: Siguro para sa akun is pag study sang mayo kag pagpamati sa mga
544 teachers para madali ko siya ma cope up.
545 Me: How does this learning help you grow as a student in mathematics?
546 Participant 5: Nag grow ko as a student in learning mathematics mas na boost ko
547 ang critical thinking ko sa pag solve.
548 Me: What do you believe is the overall impact of learning mathematics on your life?
549 Participant 5: Dako siya nga impact para sa akun kay syempre ang Math kasali gid
550 na sa kabuhi ta. Syempre gauyat ta sang kwarta. Dako siya impact sa akun kay dali
551 na lang ma solve ang mga bagay nga halimbawa may ara ta sang baklon maka
552 budget gid ta sang tama.
553 Me: How will you encourage your fellow students to learn mathematics?
554 Participant 5: Through teaching them and convincing them to study mathematics
555 because it is important for us.
556 Me: Can you briefly summarize your experiences as a learner of mathematics?
557 Participant 5: Actually, ano gid ko sa Math abi. Hindi ko gid bet ang Math kay hindi ko
558 good sa numbers pero gina try ko man ang best ko para maging better sa
559 mathematics kay syempre ang English partner na siya sang mathematics.
560 Me: How do you feel when you are about to start your day and learn mathematics?
561 Participant 5: Kapoy chariz
562 Me: Kapoy agad?
563 Participant 5: Oo, una una syempre ma challenge ang imo nga mind tapos hindi gid
564 abi ko ano sa Math.
565 Me: Bakit ka na challenge?
566 Participant 5: Kay ano syempre nabudlayan ko.
567 Me: What do you feel when you are answering Mathematical problems?
568 Participant 5: Challenging at the same time exhausting.
569 Me: Why do you feel exhausted?
570 Participant 5: Kay syempre ang Math abi may ara sang procedures. Syempre as a
571 student, ning kis-a lang gapamati ti syempre budlay gid siya ipasunod sunod ang
572 mga formulas, mga stages.
573 Me: What were the emotions that develop while you were learning mathematics?
574 Participant 5: Enjoyment pero at the same time maka feel ka gid sang kulba kay
575 syempre what if mali ang imo nga answer.
576 Me: How do these emotions affect you in learning the subject?
577 Participant 5: Maka affect siya kay through that kay maka loss siya sang self-
578 confidence kay maka learn ka nga ang iban mayo sila sa Math tapos ikaw hindi.
579 Me: To what extent do these feelings hinder your productivity?
580 Participant 5: Ano ning makasagabal siya kay syempre hindi ko dali ma cope up
581 sang lessons.
582 Me: What will be the factors that will motivate you to think positively in learning
583 mathematics?
584 Participant 5: Through encouraging myself na maging better sa Math even though
585 mango ka o bogo ka sa Math. Itry mo lang gid ang best mo.
586 Me: What will be the factors that will change your mood negatively in learning
587 mathematics?
588 Participant 5: Siguro ano ang lack of self-confidence.
589 Me: Ngaa maka change sang mood mo negatively ang lack of self-confidence?
590 Participant 5: Kay syempre kung may ara ka abi sang self-confidence ning desidido
591 ka gid sa mga answers mo. Sa mga itudlo mo sa mga bata pero kung wala ka sang
592 self-confidence, syempre daw ma feel mo nga hindi enough ang ginahimo mo.
593 Me: What do you feel when problems occur in learning mathematics?
594 Participant 5: Frustrated gid.
595 Me: Why?
596 Participant 5: Kay syempre hindi mo mapunan ang ila nga pamangkot, hindi mo
597 mapunan ila nga question nga dapat as a future teacher kailangan mo gid ma supply
598 ang ila mga pamangkot.
599 Me: How could these experiences affect you as a student or as a person?
600 Participant 5: Dako siya nga effect para sa akun kay syempre as a person, kailangan
601 mo gid dapat maging better sina nga situation so, ning sa experiences ko daw
602 madulaan ka na gana kay syempre hindi ka good sa Math.
603 Me: What do you think is/are the effect of your mathematics experiences on your
604 academic performance?
605 Participant 5: Ang iya nga epekto sa akun nga grades is ano, ginaamin ko gid nga
606 nubo ang grade ko sa Math kay syempre hindi ko good sa Math so dako gid siya nga
607 epekto sa akun grades.
608 Me: Aside from the effect that you have mentioned, are there any other
609 circumstances in which you experience difficulties in learning mathematics?
610 Participant 5: Sa akun man nga mind kay syempre hindi ko dali mag cope up sang
611 lessons.
612 Me: What do you think is/are the positive effect of your mathematics experiences on
613 your academic performance?
614 Participant 5: Tong mga challenges and circumstances nga to kay kailangan ko gid
615 malampasan kag himuon nga motivation para mag taas grades ko sa Math.
616 Me: What do you think is/are the negative effect of your experiences in learning
617 mathematics?
618 Participant 5: Maka lower gid siya sang confidence.
619 Me: How do you cope up with the negative effects in mathematics experiences to
620 your academic performance?
621 Participant 5: Ano, gina encourage ko gid ang self ko. Gina motivate ko gid sarili ko
622 nga kailangan ko gid maging better sa Math. Mas gina buligan ko gid nga ma
623 motivate ang self ko.
624 Me: What reflection can you share to other students based from the experiences of
625 learning mathematics?
626 Participant 5: Try and try lang gid kay kung nagatuon, ning wala man sang budlay
627 basta gatuon ka gid sa isa ka bagay.