PROBLEMS ENCOUNTERED BY

GRADE 9 STUDENTS TOWARDS

LEARNING MATHEMATICS
Samar National School
 1.0 INTRODUCTION

 It is commonly accepted that math is difficult,

obscure, and of little interest to certain
people. The study of math carries with it a
stigma and people who are talented in math
are often treated as though they are quite
normal. Mathematics has importance over
and above the application of basic numeracy
skills. It is also the prime vehicle for
developing student’s logical thinking and
higher-order cognitive skills.
 1.0 INTRODUCTION

 It is in this context that the present study was

conceptualized, to identify and analyze the
problems and difficulties encountered by students
towards mastering learning competencies in
mathematics. The problems and difficulties are
categorized into: personal problems, emotional
problems, problems on teacher’s instruction,
problems in adjusting to classmates/board mates,
problems with school adjustment and problems
arising from over-extended schedule/workloads for
practice in different competitions
 1.1 OBJECTIVES
The study aims to determine the problems and difficulties encountered by
Grade 9 students towards learning Mathematics.
 Specifically, it aims to achieve the following objectives:
 1. To determine the Mathematics rating for the
first and second grading period of the Grade 9
students of Samar National School.
 2. To determine the problems encountered by the
respondents towards learning mathematics based
on the following areas:
 Personal problems
 Emotional problems
 Problems on teacher’s instruction

 3. To determine the extent of relationship of

student mathematics rating and the problems
and difficulties they’ve encountered.
 4. To determine the significant problems encountered by students in learning
mathematics.
 2.1 CONCEPTUAL
FRAMEWORKS
In daily teaching practice, various
factors contribute to good performance
in the learning mathematics concepts
and process, including students being
working hard, applying effective
learning skills, and being good at
mathematical thinking. However, many
reasons could cause students to have
learning difficulties in mathematics.
Figure 1 shows the conceptual model of
this study considering the different
contributory factors of the present
situation of the student taking up
mathematics in Samar National School...
 2.1 CONCEPTUAL
FRAMEWORKS Improvement Academic Performance of Grade 9
Students in Mathematics of Samar National School

FINDINGS AND RECOMMENDATIONS

F F

E E
Identification of Problems
Categorized as Follows:
E E
ANALYSIS,
--Personal INTERPRETATION AND
D D
-Emotional EVALUATION
B -Teachers’ Instruction B
--Others
A A

C C

K K

Problems and Difficulties of Grade 9 students

in Mathematics in Samar National School
 3.0 METHODOLOGY

The research adopted the descriptive

survey method. Data were collected through
questionnaires to establish the views of
students on the problems and difficulties
encountered by Grade 9 in Mathematics of
Samar National School. Results would be
analyzed using an appropriate statistical tool
in conformity with the established objectives
of the study. Along with this, corresponding
data interpretation, discussion and
appropriate implication be made also.

Research Design
 3.0 METHODOLOGY

The respondents of the study are the

Grade 9 students enrolled in the
subject mathematics for school year
2015-2016 of Samar National School.
Considering the very large number of
respondents the sample size has
been determined using sloven formula
and random sampling technique has
been utilized in the determination of
actual student respondents. oc e dur e
n t s a n d S am pling Pr
R e s pon d e
 3.0 METHODOLOGY
Instrumentation

The researcher will adopt the questionnaires utilized by Ganal,

et. al (2014) to answer the formulated statement of the problems
of the study. The said questionnaires is assumed to be have been
validated hence questionnaire validation has not been
undertaken on this study. The questionnaires consist of three (3)
different groups of questions categorized as: (1) personal
problems; (2) Emotional Problems; (3) problems on teachers’
instructions. The three categorized group of question is in
conformity with the established problems of the study.
4.0 RESULTS AND DISCUSSION

SECTION
MEAN
RATING (AVERAGE
A B C D )

1ST quarter 86.40 85 52489 84.42 84.22

2ND quarter 89.38 87.17 81.06 86.17 85.94

88
AVERAGE 86 81 85 85

Table1. Profile of Grade 9 Participants on 1ST and

2ND Rating in Mathematics
For School Year 2015-2016
4.0 RESULTS AND DISCUSSION
SECTION
MEAN
Ran
PERSONAL PROBLEMS (AVERAGE
A B C D k
)

1. School Expenses 3.2 2.5 3.7 2.5 3.0 1

2. Lack of Interest 2.5 1.2 3.5 2.3 2.4 7
3. Negative Attribute towards the
2.5 2.1 2.7 1.9 2.3 8
subject
4. Poor study habit 2.3 2.2 2.7 2.3 2.4 7
5. Being away from parents, sibling and
2.0 1.6 2.5 2.5 2.1 9
other relatives
6. Involvement in school activities 2.0 2.4 2.9 2.2 2.4 7
7. No/Lacks creativity 2.3 2.3 2.9 2.4 2.5 4
8. Poor grammar competency 2.3 2.4 2.7 2.5 2.5 4
9. No/Lacks resourcefulness 2.1 2.2 3.0 2.7 2.5 4
10. Poor problem solving competency 2.8 2.6 3.2 2.5 2.6 2
AVERAGE 2.4 2.1 3.0 2.4 2.5
Table2. Personal Problem’s encountered by Grade 9
Students towards Learning Mathematics
4.0 RESULTS AND DISCUSSION
SECTION
MEAN
EMOTIONAL PROBLEMS RANK
A B C D (AVERAGE)

1. Excessive stress in doing academic tasks 2.9 2.8 3.2 2.7 2.9 1
2. Low self-esteem or not believing on one's
2.6 2.3 2.5 2.2 2.4 3.5
capabilities

3. Undesirable development of a relationship

2.0 2.1 3.1 2 2.3 6.5
between the teacher and student such as attention
and affection with each other
4. Feelings of insecurity 1.8 2.2 2.2 2.7 2.2 9

5. High anxiety in working so hard at winning the 2.1 2.5 3.2 2.3 2.5 2
teachers belief on good impression
6. Feeling of immaturity 2.0 2.6 2.7 2.3 2.4 3.5
7. Feeling of timidity 2.2 2.2 2.5 2.5 2.3 6.5
8. Difficulty in establishing desirable relationship
2.0 1.9 3.2 2.2 2.3 6.5
with parents and siblings
9. Frustration over ones inadequacies 2.4 2.2 2.4 2.8 2.1 10
10. Difficulty in establishing desirable relationship
with classmates, board mates, and other school 2.0 2.0 2.7 2.4 2.3 6.5
personnel
AVERAGE 2.2 2.3 2.8 2.4 2.4

Table3. Emotional Problem’s encountered by Grade

9 Students towards Learning Mathematics
4.0 RESULTS AND DISCUSSION
SECTION
MEAN
PROBLEMS ON TEACHER’S INSTRUCTION Rank
A B C D (AVERAGE)

1. Lacks of ability to give clear directions and logical explanations 2.4 2.1 3.0 2.3 2.4 8.5

2.2 2.2 2.9 2.1 2.3 14.5

2. No effective motivation and introduction

2.2 1.9 3.0 1.9 2.2

3. Not creative enough to adapt his/her method to the learners capability
4.Lacks the ability to encourage critical and creative thought 2.0 2.5 3.1 2.7 2.6 2

1.9 2.2 2.6 2.4 2.3 14.5

5. No visual aids and other examples were used to illustrate the lesson

2.1 2.1 2.5 2.2 2.2

6. No sufficient and concrete examples to create meaningful learning experiences
7.Not asking appropriate and different types of questions that direct students
2.1 2.3 2.7 2.4 2.4 8.5
thinking
8. One approach, method and strategy in teaching is used 1.9 2.4 3.1 1.8 2.4 8.5
9. questions not properly distributed to all learners 2.4 3.2 2.8 2.3 2.7 1
10. Method is not suited to the needs and capabilities of learners 1.9 2.4 3.4 2.1 2.4 8.5
11. Inability to relate lessons to actual life situations 2.2 2.2 2.9 2.4 2.4 8.5

2.1 2.3 2.7 2.3 2.3 14.5

12. Not recognizing the value of lifelong learning

2.1 2.1 3.0 1.9 2.3 14.5

13. No effective use of formative test after teaching
14. Overlooks to link learning with prior experiences 2.1 2.4 2.8 2.5 2.5 3.5

2.3 2.5 3.0 2.2 2.5 3.5

15. Overlooks to provide students with practical applications of content learned
16. Not demonstrating in depth knowledge of the subject matter 2.2 2.0 2.8 2.5 2.4 8.5
17. Constructed evaluation tools and measures are not valid 2.0 2.3 3.1 2.3 2.4 8.5
18. No provision of varied learning tasks 2.2 2.3 2.7 2.5 2.4 8.5

AVERAGE: 2.1 2.3 2.9 2.3 2.4

Table4. Problems on Teachers Instruction encountered by Grade 9
Students towards Learning Mathematics
4.0 RESULTS AND DISCUSSION

SECTION
MEAN
PROBLEMS
(AVERAGE)
A B C D

2.4 3.0 2.4

Personal 2.2 2.5
2.2
Emotional 2.3 2.8 2.4 2.4

Problem’s on 2.1 2.3 2.9 2.3

2.4
Teacher’s Instruction
AVERAGE 2.3 2.2 2.9 2.4 2.4

TABLE 5
Summary of Problem’s encountered by Grade 9 Students
towards Learning Mathematics
4.0 RESULTS AND DISCUSSION

Computed r -value
No. Total
PROBLEMS A B C D
N= 122
(n=45) (n=39) (n=23) (n=15)
1 Personal Problems -0.05 -0.07 0.10 -0.13 -0.15
2 Emotional Problems 0.03 0.14 0.14 -0.02 0.29
3 Problems on Teachers -0.1 -0.14 0.53 -0.01
Instruction 0.3

TABLE 6
Extent of Relationship of Student Mathematics Rating
And the Identified Problems

Legend: Degree of Relationship

+0.5—1.0 ­= positive high significance relationship
+0.1—0.49 = positive low significance relationship
-0—-0.50 = negative low significance relationship
-0.59—-1.0negative low significance relationship
5.1 CONCLUSION
The study shows that grade 9 students had an above
average rating in mathematics subject as reflected on the
profile of rating for two rating period. This profile of the
students rating indicates that the said student does not
indicate problems in learning mathematics. Further, the
study affirms that the identified problems - personal,
emotional and the teacher instruction, does not bear
significant relationship towards learning mathematics.
However, results indicates that emotional and teachers
instruction problems indicates positive relationship in
the mathematical performance of the student but the
computed r-value of 0.29 and 0.3 respectively indicates
minimal influence in their mathematical performance.

•CONCLUSION/ RECOMMENDATION
5.2 RECOMMENDATION
The mathematics professor should prepare an
instructional materials, make lesson plan and strategies
that can fulfill the needs of the students towards learning
and mastering the subject specifically mathematics.
Also, the students must learn or know to interact or
control with their emotions in order to improve learning
in mathematics subject. Teachers must teach in a higher
order thinking skills so that students became an effective
one. There must be a continuous study of what might be
factors that can affect the low achievers in learning
mathematics.

•CONCLUSION/ RECOMMENDATION
THANK YOU!
BSED-MATHEMATICS (4B)