Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Nowadays, difficulties in Mathematics is one of the problems that student are facing.

Students have difficulties in solving mathematical equations, especially in the grade 7, because

this is the time when Algebra is being introduced. Students feared and cursed the numbers with

letters at the same time. One of the difficulties of students in Mathematics is solving a problem -

solving questions.

In every Math class, when students were asked to solve a mathematical equation on the

board or in a piece of paper they are scared to put their hands up, because of the fear that they

might go wrong and laugh by their fellow classmates or get embarrass by the teacher. The

feeling of tension and anxiety that interferes with the manipulation of numbers and the solving of

mathematical problems is called Math Anxiety. According to Tobias (2016), “millions of adults

are blocked from professional and personal opportunities because they fear or perform poorly in

mathematics. For many, these negative experiences remain throughout their adult lives”. The

fear and difficulties of students in terms of solving mathematical equation, is not ended in

school, they’ll bring it outside the school and it will affect their studies and future.

Thus, According to OCadiz (2017), incomplete mastery of basic number facts, such as

the multiplication tables, simple addition and subtraction, and computational weakness are

problem for math students.

Number facts are the building blocks for learning Mathematics and are necessary for

understanding more complex concepts. For example, Algebra requires students first to sort out
basic equations before finding the value of the letter. Computational weakness, it is experience

when they are solving compounds of mathematics expression. Examples of computational

weaknesses include carrying the wrong number during multiplication or division, transposing the

wrong number when writing down the final answer, writing numbers in the wrong column

during long division or even misreading signs and symbols. In this state of this conditions,

students can have difficulties of what to solve first, the numbers or the letters with number in the

upper part, represents its exponent, what operation to be use and what will be the sign of the

answer if involves positive and negative signs with the operation of addition and subtraction.

According to Nambatac (2011), among the participant countries, Filipinos performed

poorly in Mathematics. It’s alarming that Filipinos are found lacking of ability to perform

mathematical equations. Students who’s having a higher Math anxiety, has a high achievement

motivation and has a low self – esteem, Kesici and Erdogan (2010) pointed out. Students who

do not believe in their selves are prone to have a Math anxiety.

Math anxiety impacts student academic performance. Joseph (2017) stated that one of the

causes of having a Math anxiety was a previous embarrassing moment of failure involving

Mathematics. One of the essential reasons why the mathematics achievement was block is

because of Math anxiety. According to Rubinsten and Tannock (2010), in Italian fourth graders

and Canadian 7–13 year-olds, those with mathematical learning disabilities display higher levels

of Math anxiety than typically developing children. However, while these studies of

developmental dyscalculia and mathematical learning disabilities indicate that specific cases of

Math anxiety are related to poor performance, with only 1–6% of the population suffering

from developmental dyscalculia (Devine et al., 2013), such findings cannot straightforwardly be

generalized to the typically developing child. However, Luo (2014) stated that the previous
achievement may affect a student’s anxiety level and that anxiety in turns effects future

performance. Based to the pieces of literature, Carey, Hill, Devine & Szucs (2016), found a

contradicting evidences about the low performances leads to Math anxiety or other way around,

it’s called the Reciprocal Theory.

In relation to the above mentioned study, this study aims to know and analyze the causes

of difficulties in solving mathematical equations of grade 7 students.

Aside for potential addition to the existing literature, this study will help to inform the

teachers, parents, especially the students, to the causes of difficulties in Math and help the

teachers to find a possible ways to help the students to overcome or to avoid this anxiety.
Statement of the Problem

The study generally aims to determine the difficulties in solving Mathematical equations

to the academic performance of the grade 7 students in Ramona S. Trillana High School at Sto.

Rosario Hagonoy, Bulacan, School Year 2018-2019.

Specifically, the researchers will seek to answer the following questions:

1. What is the profile of school participants in terms of age and gender?

2. What are the Math difficulties encountered by students?

3. What are the causes of difficulties of students in solving mathematical equation?

4. How does the difficulties of students in solving mathematics affect their academic
performance in mathematics?

5. What are the possible interventions for students who have difficulties in mathematics?
Significance of the Study

The following individuals are the beneficiaries of the study together with the advantages

that they may gain.

Students. As the subject of the study, the research may help them to gain awareness in

the said problem. They may also acquire knowledge on how difficulties in Mathematics affect

their academic performance and self confidence.

Math Teachers. They can utilize the results of this study as a springboard as they know

the causes of difficulties of students in solving mathematical equations. In addition, they will be

enlightened on how this difficulties affect the general performance of the respondents. So that

they can find a way to help the students.

Parents. Through this, parents may have an idea or knowledge of what difficulties they

child have in terms of solving mathematical equations and how it affects their child academic

performance and self confidence. Hence, they find a way how they can motivates their child to

overcome this difficulties.

Future Researchers. Since the conduct of this study is composed of different forms of

related literature, the researchers hope that this research may serve a necessary piece of literature

or reference for the future researchers.

Scope and Delimitation

The focus of the study is to analyze the difficulties of solving mathematical equation

among grade 7 students of Ramona Trillana High School, School Year 2018-2019.

Significantly, academic performance in mathematics will be explored through the

difficulties of solving mathematical equations experienced by the students. As such the

researchers studied the behavior, Math grades, and achievements of grade 7 students.

In terms of respondents, the selected students of grade 7 in Ramona S. Trillana High

School. The researchers will conduct survey and in- depth interview containing questions about

our study.

Definition of Terms

The following terms are operationally and conceptually defined to provide better

understanding of this study:

Academic Achievement. This refers to the level of schooling you have successfully

completed and the ability to attain success in your studies. In this study, Academic achievement

refers to the achievement of the students (e.g. honors, certificates).

Academic Performance. This is the extent to which a student, teacher or institution has

achieved their short or long-term educational goals. In this study, it refers to the performance of

the students in the classroom.

 Behavior. This refers to act of a person towards other. In this study,it refers to the

reaction of the students when they ask to solve mathematical equation.

Dyscalculia. This refers to the specific learning disability in math. In this study,

dycalculia is a condition that makes it hard to students to perform mathematic related task.

Math Anxiety. This refers to the feeling of tension and anxiety that interferes with the

manipulation of numbers and the solving of mathematical problems. As operationally defined

this refers to the difficulties of solving mathematical equations.

Self- esteem. This refers to the feeling of satisfaction that someone has in himself or

herself and his or her own abilities. As operationally defined, this refers to the confidence of the

students that have difficulties in solving Mathematics.

Students. This refers to the person who studying at school or college. As operationally

defined, this refers to the grade 7 students that will respond to the sets of question that will be

utilized in the study.

 Chapter II

THEORETICAL FRAMEWORK

This chapter composed of the relevant theories, related literature and studies complied to

give necessary information in the formulation of the problem and its possible solution. It also

included the conceptual framework of the study.

Relevant Theories

The following discussion includes the related theories organized by the researchers to see

its relevance on the current direction of the study. The theories are characterized and defined on

the basis of this importance and usefulness to the further understanding of the study.

The Debilitating Theory. Carey, Hill, Devine & Szucs ( 2016) suggests that the

connection between Math anxiety and math performance is driven by anxiety’s devastating

consequences on learning and recalling math equations and skills. Math anxiety may have an

effect on math performance at several levels. Furthermore, the effect of the math anxiety on

students is founded on the student performance in school. Moreover, according to Carey et. al.

(2016) the students with math anxiety have a less willingness to join in math related task. And if

they do, student’s Math anxiety act a distraction while students trying to learn or to remember a

Math concept. And also students have this condition has a tendency to avoid math, which has a

negative impact in students learning. Furthermore, the math anxiety reduces math performance,

then with Math task this condition makes the task harder to solve by blocking all the knowledge

that the students have and let the fear led the situation.
 This theory is quite relevant to the study since this theory focused in how the Math

anxiety affects the math performance of the students. It is essential for the students to discover

possible solution in lessening the anxiety they have in Mathematics, which affects their academic

performance. Being equipped with knowledge and awareness in the effects of a Math anxiety in

the student’s academic performance can lead the students in more achievement. Moreover,

dealing with Math anxiety does not only contribute to student performance in school likewise his

or her capacity to decide in which career his or her going to take in college might change.

Supporting the idea of theory that when you had a Math anxiety, low performance is expected.

The Deficit Anxiety Model. Carey et. al., (2016) suggests that the people who start

poorer math performance are more likely prone to develop Math anxiety. Such as the children

with mathematical learning disabilities have a higher level of math anxiety than the children

without this condition.

Mathematics is part of our everyday life. Children before going to school, teachers are

expecting every student know how to count. However, learning and understanding Math related

concepts are struggle to every student. Thus, is resulting for a low performance of students in

activity related to Mathematics.

As students, academic performance is in our hand. Dealing with Math related task and

activity is part of our everyday life, as a student aiming for a high grade it’s our responsibility to

do a great performance. Having a low performance in mathematics can trigger Math anxiety and

it also the other way around. Certainly the connection between the two variables is stated.

Aside from the inner drive that an individual owns, we are also considered or capabilities

to respond based on our own knowledge and skill. These knowledge, on the other hand can be
affected by external knowledge that we didn’t encountered. However, we are aiming to achieve a

certain goal in the end because of being a natural achiever, in spite of the struggles and obstacles

that, the researchers may encounter.

Related Literature

The emotional and mental state of an individual specifically students greatly contribute

on one’s performance. As a student they cannot deny that they let our fear lead when they ask to

perform Math related activity. It is one of the component that influence our performance in doing

Math related task and activity. Accordingly, this section presents significant literature on Math

anxiety as well the academic performance.

Math Anxiety

Mathematics is important in our everyday life. According to Lamb (2011), a world

without mathematics is unimaginable. However, certain condition related to mathematics was

became one of the predicaments in studying and learning Mathematics, the Math anxiety. Math

anxiety is one of the problems that students are facing. And it’s been the research topic of many

researchers in the past decades. Math anxiety is more than just a dislike towards Mathematics,

according to Vinson, 2001 in Pourmoslemi, Erfani, & Firoozfar, 2013.

Moreover, Arem (2009) stated that, Math anxiety is an emotional, mental and physical

act related to the mathematical thinking and problem solving process and resulting from

uncomfortable past experience related to mathematics. Also, Cemen 1987, (in Pourmoslemi et

al., 2013), said that anxiety is state of discomfort mathematical anxiety is experienced by

students whenever they are required to solve or calculate. Math anxious students experience
stress and anxiety because of their negative experiences regarding mathematical concepts such as

numbers and formulas (Cates & Rhymer 2003, in Kesici& Erdogan, 2009; Miller & Mitchell,

1994, in Zakaria & Nordin, 2008).

Math anxiety became phenomena. Many different researcher, give their own

interpretation in this condition. Being anxious in math, result a negative exposure in Math related

topics and concept.

Geist (2010) stated that math anxiety and negative attitudes towards mathematics are

serious obstacles for children in all levels of schooling. This negative attitude toward

mathematics is creating a disparity between levels of Mathematics achievement. Furthermore,

Furner and Gonzalez-Dehass (2011) explained that “math anxiety is a real issue that can impact a

young person’s goals, many career-related decisions they may make in life and their overall

future” (p.227). Accordingly, one of the reasons that hinder students’ Math achievement is Math

anxiety (Kesici & Erdogan, 2010).

The emotion of student while solving mathematical equation is a great factor, because

solving equation, needs a lot of focus and peace of mind. Since solving is dealing with formulas,

signs and operation, having a relax brain can help the student to memorize and understand a

concept relating to Mathematics. Hence, if the student has a mixed emotion with fear it can

trigger’s the level of anxiety of the students. Having Math anxiety can affect our every day

encounter with numbers, because math is part of is everyday life, so if you have this condition it

can impact your study, goal and career.

Academic Performance

Through the time passed, academic performance has been one of the focus of various

researchers. As a student, we are expected to give are 100 percent effort, energy and knowledge

in performing relating in academic. According to Ali et al, 2009 (in Maganga 2016) The

students’ performance (academic achievement) plays an important role in producing the best

quality graduates who will become great leader and manpower for the country thus responsible

for the country’s economic and social development.

As a youth that said will be the hope of the town, so we are expected to be our best in

school, because the society is believing that education is the only way in fighting the prominent

predicament of life, poverty. Hence, as a student, we are aiming for a high grade that depends on

our academic performance.

Related Studies

This section presents the related studies which serves as a guide in the conduct of the

research study.

A study of Karimi and Venkatesan (2009) found out that mathematics anxiety has

significant negative correlation with Mathematics performance but no significant correlation is

detected with academic hardiness.

Moreover, Ashcraft and Moore ( 2009) concluded that, Math anxiety causes an

“affective drop”, (a drop in performance that can be attributed to math anxiety independent of the

individual’s competence or achievement in math) a decline in performance when Math is

performed under timed, high-stakes conditions, both in laboratory tests as well as in educational
settings. This means that Math achievement and proficiency scores for math-anxious individuals

are underestimates of true ability. The primary cognitive impact of Math anxiety is on working

memory, particularly problematic given the important role working memory plays in math

performance. Furthermore, he concluded with a discussion of risk factors for Math anxiety and

some factors to be kept in mind when working with math-anxious students.

Students who have high Mathematics anxiety tend to have low Mathematics

achievement. Other results showed that sixth grade students had less Mathematics anxiety than

seventh grade students. Sixth grade students had less Mathematics anxiety compared to eighth

grade students. Seventh grade students had a higher level of mathematics anxiety compared to

eighth grade students. Lastly, results showed sixth grade students had the highest Mathematics

achievement across the middle school grades. Eighth grade students showed the lowest

Mathematics achievement compared to sixth and seventh grade, according to Siebers (2015).

The following studies above shows, how the Math anxiety affects the academic

performance of the students. It’s stated that, the level of performance of students depends in how

anxious the student is. This feeling makes it difficult to the student to think logically when they

solving mathematical problem.

In accordance, past study found that low performance on the course was related to Math

anxiety and negative attitudes toward Mathematics (Peña et. al., 2012). Furthermore, Math

Anxiety may result from a basic low-level deficit in numerical processing that compromises the

development of higher level mathematical skills (Maloney et al., 2011, p. 14).

 However, the studies have conflicting evidence in what is really affects, it is the Math

anxiety cause a low performance or is other way around. In the mean time, connection between

academic performance and Math anxiety is strong or relevant.

According to Kesici and Erdogan (2010), student with high achievement motivation have

a higher anxiety than those student with low achievement. Students with high expectation to their

selves, are prone to Math anxiety because they are pressured to the expectation that they put for

themselves, they are scared that they might go wrong so their emotion messed up, resulting for

forgetting the concept to be applied when they asked to answer Math equation.

Mejia (2015), founded that most of the students deny being mathematically anxious and

they claim that they are able to apply mathematical concepts in their daily lives. People hated

being embarrassed, and being judge. Hence, students are expected to hide if they are feeling

anxious in Mathematics. However, hiding this condition does no good. It only result in

something worst. So as a student needing and aiming for a high grade we need to overcome

being mathematically anxious, that affects our academic performance.

According to Guita and Tan (2018), stated that students who are exposed to Reciprocal

Learning Environment (RLE) have very low performance in the pre-test and have moderate

performance in post test and retention test while those who weren’t exposed to RLE also have

the same results. Moreover, for the level of student anxiety towards mathematics they has high

anxiety before treatment and become moderate after intervention for both group. The

Mathematics achievement the students who were exposed to RLE are comparable to the

achievement to the students who were not.

 It may in fact be indicative of the nature of Math Anxiety-math performance relationship;

while poor performance may trigger Math anxiety in certain individuals, it may further reduce

their math performance in a vicious cycle (as endorsed in Jansen et al., 2013). In which the

performance of the students with Math anxiety, can result to negatively depends on how anxious

the student when ask to perform Math related activity.

On the other hand Math anxiety can be also a hindrance in choosing a path in college.

Having a Math anxiety, can lead in avoiding the course and activity related to Mathematics.

Students having this condition, have a tendency in choosing safe courses like humanities, courses

having a less mathematics subject or none at all.

Having the negative relationship of the variables, the researchers realize that the problem

truly exists and the conduct of research should be more serious to draw a clear line of how the

Math anxiety affects the academic performance of the students, specifically grade 7.

Conceptual Framework

The conduct of the study will be base from the questions provided by the researchers,

containing question about the effects of Math difficulties to Academic performance.

Math anxiety and academic performance are two ideas that are explored individually

affecting other aspects of life that these variables are studied related to one another. Furthermore,

the Math anxiety is said to influence student performance. It’s clearly stated through the studies

gathered by researchers therefore it is important to further explain the effects of Math anxiety to

the academic performance of the students.

 While, the number of literature gathered by the researchers stated that the Math anxiety

have been the one of the causes of one’s problem in solving mathematical problem. On the other

hand, academic performance, the subject of studies from the past years is contributed on student

response in the phase of solving mathematics problem.

Figure 1 presents the conceptual framework of the study using the Input- Process- Output

(IPO) model to fully evaluate the effects of the Math difficulties to the academic performance of

the grade 7 students.

INPUT PROCESS OUTPUT

 One-on-one  Evaluation to
interview to the grade 7 students
respondents about their
 Grade 7 students using perception in
questionnaires math difficulties.
A. Age containing  This research
B. Grade in subject questions about: will serve as a
Mathematics A. Difficulties guide on how the
C. Gender in difficulties in
Mathematics math affect their
B. Academic academic
performance performance.

Figure 1. Paradigm of the Study

The input frame is composed of the profile of our respondents (grade 7 students) as well

as their age, gender and grade in subject Mathematics. In the study, the researchers aim to know

and analyze the difficulties in Mathematics of the students.

 The process frame includes the means of how difficulties in Mathematics of the students

affect their academic performance. The questionnaires, contains their perceptions and knowledge

about Math anxiety and their academic performance. And for the output frame it composed of

the evaluation of grade 7 student. The result of this research is not only useful to the respondents

itself.
 CHAPTER III

METHODS OF RESEARCH

This chapter primarily elaborates the methods and procedures that used in gathering data.

This contains the respondents and sampling of the study, the research design, the research

instrument, and the data gathering procedure.

Respondents and Sampling

The study aims to analyze the difficulties of students in terms of solving mathematical

equations. The purposive sampling technique will be utilized to determine the respondents of the

study. Purposive sampling is a deliberate choice of an informant due to the qualities that the

informant possesses (Bernard, 2002)

The researchers will select 3 students from every section that grade 7 have, to be the

respondents for this study. The researchers will choose the respondents by asking every Math

teachers, who are the top 3 students that have a lower grade in the said subject. And the

researchers will ask the top 3 students for every section if they are willing to be interview over

and over again. The researches will conduct a one-on-one interview to every student for every

section to ask questions and opinions regarding to the study.

Research Design

The researchers will be conducting a qualitative study using the in-depth interview

approach to accumulate broader and more specific information. According to Denzin and

Lincoln (2000) qualitative research involves an interpretative and naturalistic approach, this
means that qualitative researchers study things in their natural settings, attempting to make sense

of, or to interpret, phenomena in terms of the meanings people bring to them.

This qualitative research aims to analyze the difficulties of students in terms of solving

Mathematics.

The data will be gathered through in-depth interview, using semi-structured questions,

which was video and audio recorded. According to Porta (2014) in-depth interview is a

fundamental tool for generating empirical knowledge through asking people to talk about certain

themes.

Research Instrument

The instrument that the researchers will use is a self-constructed semi-structured

question. The researchers will utilize semi-structured question for them to have the opportunity

to ask a follow-up question.

Moreover, an in-depth interview will be utilized by the researchers to gather

understandings and insights on the difficulties of students in solving Mathematics. The type of

interview is the semi- structured interview. Semi- structured interview is an interview where

there are prepared questions or questionnaires that need to be covered during the interview, but

there could be topical trajectories that may stray from the guide when it is appropriate and

needed.

It features a set of questions intended for the informants to answer. An interview guide is

used to direct the conversation toward the topics about what or say next after the interviewee has
answered the last question. This gives a certain degree of freedom for the interviewee for further

expound on what else he/she wants to share.

Data Collection Procedure

The mode of data gathering will be the questionnaire and interview method. Each

of the respondents will be given a structured set of questions to answer in the interview. In

gathering the data, the researchers will carry out the following procedure:

1. A letter will be sent to the office of the principal and to the concerned participants

to ask permission in the conduct of proposed study.

2. With the approval, the researchers will conduct the interview to the respondents

personally.

3. The researchers will document the interview through video camera and audio

recorder. The information acquired will be transcribed and analyzed after the

interview.
References:
Ashcraft M. & Moore A. (2009). Mathematics anxiety and the affective drop in performance:

Journal of Psychoeducational Assessment, 27 (3). Retrieved from:

http://jtoomim.org/braintraining/mathematics%20anxiety%20and%20the%20affe

ctive%20drop%20in%20performance.pdf?fbclid=IwAR2r8j8ELDuZ8T_d2pphH6

YDE9CwF7udXK6Pfg3in6K9JGCh-f_sVvhLiQM

Carey E., Hill F., Devine A. & Szucs D. (2016). The chicken or the egg? the direction of the

relationship between mathematics anxiety and mathematics performance:

Mathematical and statistics anxiety: Educational, social, developmental and

cognitive perspectives. Retrieved from:

https://www.frontiersin.org/articles/10.3389/fpsyg.2015.01987/full?fbclid=IwAR

2u_E9f5qaCjWgL5repAOcbMB4_95rVjy1oleYpgoBCpw63O-eajZZRoH4

Guita G. & Tan D. (2018). Mathematics Anxiety and Students’ Academic Achievement in

Reciprocal Learning Environment. Retrieved from:

https://www.researchgate.net/publication/326543424_Mathematics_Anxiety_and

_Students'_Academic_Achievement_in_a_Reciprocal_Learning_Environment

Karimi A. & Venkatesan S. (2009). Mathematics Anxiety, Mathematics Performance and

Academic Hardiness in High School Students.

https://pdfs.semanticscholar.org/17b8/743e3b56b93059f9ff03c968ff1a2da7196a.p

df?fbclid=IwAR2gFWHTjigDkwlhb6ooPl2ND8mi5sEcPP553kH4KRMj3SmGdq

BUgOlhjL8
Kesici S. & Erdogan A .(2010). Mathematics Anxiety According To Middle School

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https://go.galegroup.com/ps/i.do?p=AONE&sw=w&u=googlescholar&v=2.1&it=

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Maganga J. (2016).Factors Affecting Students’ Academic Performance: A Case of Public

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http://repository.out.ac.tz/1732/1/JAMILLAH__MAGANGA-Dissertation_14-10-

2016-Final.pdf

Mejia N. (2015). A Study On The Prevalence Of Mathematical Anxiety Among The Students Of

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https://www.academia.edu/16984718/A_Study_on_the_Prevalence_of_Mathemat

ical_Anxiety_among_the_Students_of_the_University_of_Asia_and_the_Pacific

OCadiz M. (2017). Common Problems of Students in Mathematics. Retrieved from:

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19834.html

Phillips M. (2016). The Causes and Prevention of Math Anxiety. Retrieved from:

https://www.mathgoodies.com/articles/math_anxiety
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2903.pdf?sequence=1&isAllowed=y
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region III
Division of Bulacan
RAMONA S. TRILLANA HIGH SCHOOL
SENIOR HIGH DEPARTMENT
Sto. Rosario, Hagonoy, Bulacan

The Math Anxiety: A Case Study Of Math

Difficulties Of Grade 7 Learners

Leader:
Hinoo, Shaira Mae P.
Members:
Munez, Ellaika S.
Raymundo, John Lee T.
Santos, Jerome DC.