ELEMENTARY GRADE LEARNERS’ DIFFICULTIES IN

MATHEMATICS, TEACHERS’ CHALLENGES, AND

ADMINISTRATORS’ RESPONSE ACTION

A Thesis Proposal Presented to the Faculty of the Graduate School

ILIGAN MEDICAL CENTER COLLEGE
San Miguel Village, Pala-o, Iligan City

In Partial Fulfillment of the Requirement for the

Degree of Master in Management Major in
Educational Management

MAISHIYA JEHAN A. BOLOTO

JULY 2022
 Chapter 1

THE PROBLEM

Rationale

Mathematical ideas find application in numerous areas of life and in many

careers. But many students find their studies in mathematics to be difficult and

unrewarding. Since mathematics is used every day, especially when counting money

and creating budgets, it has a special place in the curriculum of our schools because it

is crucial for a person to live a better life.

Contrary to reading, math is almost always taught in a formal setting at school.

According to Mundia (2012), the primary environments in which children are raised are

the home and the school. The parents' critical gaze is always and ever-present on the

kids at home. Some educated parents frequently or regularly assist their kids with their

schoolwork. Numerous of these educated parents even record in-depth developmental

notes about their kids in journals or diaries. Therefore, it would be reasonable to

anticipate that parents will participate in the evaluation of their children's academic

performance. Most parents may be able to evaluate their children at least at the primary

school level due to the relatively high literacy rates in many developing nations today.

At a time when parental support may be even more important for students' progress,

parents are frequently ill-equipped to assist their children in math.

Because most students struggle with math, some learning disabilities may affect

how well they perform the subject. These issues can range from low motivation brought

on by math anxiety to a lack of understanding of how to apply and carry out

mathematical operations. From this perspective, all kids with learning disabilities must

develop a solid foundation of fundamental academic skills in all of the fundamental

subject areas in the early grades. It is critical to comprehend the proportion of students

being evaluated for this modular learning who have poor academic performance in

math. Hence, throughout the coronavirus pandemic, teachers have had to adjust their

teaching techniques for classes that now sometimes take place online. Among the

toughest subjects to do that for is Mathematics. It is also the subject in which learners

seem to be losing the most ground.

Difficulties are frequently an inevitable but crucial component of the learning

process. For learning complicated conceptual information, this seems to be especially

true. However, difficulties in the learning process are more difficult to identify and

address in settings where teachers are unable to give students the nuanced and

individualized feedback and support they need to overcome their challenges due to

growing class sizes and greater use of digital technologies. The complexity of

addressing student issues and misunderstandings is heightened by personal variations,

the nature of the learning activity, and the challenges of providing individualized

feedback in big courses and online settings (Lodge, Kennedy, Lockyer, Arguel, and

Pachman (2018)).

Learning difficulties may prevent pupils from achieving their full potential. It is

a psychological condition that affects the ability to think, talk, read, write, spell, or

conduct mathematical computations (Cortiella & Horowitz, 2014).

According to reports, learning disabilities are the primary cause of the low

accomplishment of pupils. In 2020, the Program for International Student Assessment

(PISA), which is an international assessment that measures 15-year-old students’

reading, mathematics, and science literacy every 3 years, showed the Philippines only
scored 297 in mathematics and 249 in science, the lowest among 58 countries

participating.

The researcher being a school administrator for almost three (3) years has

observed that in her particular school, only 80% of 267 learners passed in mathematics,

and of the 80%, 90% of them got the average range of 75-79% passing grade for School

Year (SY) 2021-2022.

It is on this context that the researcher wishes to come up with a study that could

enlighten her as to what are the causes of such phenomenon, so that appropriate action

can be planned and implemented to improve learners’ performance especially in

mathematics.

It is also hoped that this study could help teachers screen their learners using

intended tools to gather information on learners’ strengths, needs, learning styles and

other educational concerns, and for school administrators to develop response actions to

address the issues at hand.

Theoretical Framework

This study will be anchored on theories, concepts, and legal basis that could

help explain why the research problem exists. The theories included (1) Learning

Disabilities Theory, 2) Constructivism Learning Theory, 3) Teachers’ Implicit Theories

of Professional Abilities, 4)

Learning Disabilities Theory (Torgesen, 1986), cited in APA 2017. This

theory identifies learners’ characteristic trouble spots for a particular area of instruction

and includes some causal analysis of why they occur toward improved teaching and
learning. It also posits that students fail to learn because of their academic, social,

cultural, motivational, cognitive/metacognitive, or neurological deficiencies.

Constructivism Learning Theory (John Dewey, 1938) as cited by

Korpershoek. et.al (2014). The theory says that learners construct knowledge rather

than just passively take in information. As people experience the world and reflect

upon those experiences, they build their own representations and incorporate new

information into their pre-existing knowledge.

This theory also states that learning is a social activity. It is something we do

together, in interaction with each other, rather than an abstract concept.

Constructivist classrooms include activities such as reciprocal teaching/learning

by allowing pairs of students to teach each other; inquiry-based learning (IBL) where

learners pose their own questions and seek answers to their questions via research and

direct observation; and cooperative learning where lesson involves students working in

small groups to accomplish a learning task. The task is assigned by the teacher with

clear directions. Students then work on the task together with defined roles, such as

reporter, spokesperson, recorder, researcher, etc.

Korpershoek et.al (2014) states that in teaching, teachers must apply four main

aspects: 1) develop caring: here , students must get a refresher of learning so that

students will be willing to accept lessons to be learned. 2) organize and implement

instructions: in this phase, the teacher must arrange the materials to be studied

systematically so that it can be understood best by learner. 3) encourage students’

engagement in academic tasks: in this phase, the teacher must be able to sort the most

effective methods for presenting the material. 4) promote the development of students’

social skills and self-regulation : in this phase, the teacher must be able to to organize
knowledge well so as to produce simplifications, new propositions, and improve

information.

Teachers’ Implicit Theories of Professional Abilities in the Domain of

School Improvement and Different Educational Contexts (Rechsteiner, 20210.

Challenges in further developing educational practice in schools can be seen as

collective learning processes. Therefore, from a school improvement perspective, a

teacher’s implicit theory that ‘being a good teacher’ is something that can be changed

and learned seems crucial for professional development and improvement of the school

organization. This is especially true, as schools and their actors are faced with

constantly changing requirements and must be able to react competently to various

challenges within and outside the classroom. To do so, professional abilities need to be

acquired in teacher training programs and further developed in an ongoing learning

process.

Over the last decades, school improvement has shifted from a rather prescriptive

(top-down) best practice approach to a professionalization (balancing bottom-up

initiatives and top-down reforms), where teachers are required to develop professional

abilities as well as organizational structures to improve their teaching practice and

student learning (Emmerich and Maag Merki, 2014, Hopkins et al, 2014). Thus,

teachers are more and more seen as crucial actors not only for their personal

development but also for collective and organizational improvement.

To understand different aspects of teachers as agents of change, teachers’

professional capacity has been operationalized as a combination of abilities, beliefs,

dispositions, and work arrangements (Bryke et at., 2010).

 Therefore, not only subject-related content and pedagogical knowledge but also

teachers’ professional beliefs play a crucial role when it comes to developing teachers’

professional competencies.

DepEd Order No. 29, s. 2018 entitled Policy on the Implementation of the

Multi-Factored Assessment tool. The determination of difficulties will be based on

DepEd Order No. 29, s. 2018 or the Policy on the Implementation of the Multi-Factored

Assessment Tool. This tool is a classroom activity-based assessment covering the five

domains of learning: (a) Cognitive, (b) Communication, (c) Socio-Emotional, (d)

Psycho-Motor, and (e) Daily Living Skills. Thus, help teachers in planning and

designing instructional plans appropriate for the learners.

Moreover, this study is beneficial for it will help the teachers screen their

learners for intended tools. It also helps teachers to gather information on learners’

strengths, needs, learning styles, and other educational concerns. It aims to assist

teachers with instructional planning and the educational placement of learners. Hence, it

is on this premise that the researcher wanted to study the0 difficulties faced by

elementary learners, challenges faced by teachers, and how administrators develop their

response actions to address the prevalent issues presented.

Conceptual Framework

A conceptual framework is the written or visual representation of an expected

relationship between variables. Figure 1, the schematic diagram of the study reflects

the interplay of variables. As shown, there are two (2) independent variables and one

(1) dependent variable. The independent variables are: 1) Learners’ Difficulties in

Mathematics, and 2) Challenges of Teachers, The indicators of the learners’ difficulties

in mathematics are learners’ attitudes, and teachers’ attitudes; while on challenges of

teachers are learning styles of learners, and teachers’ teaching strategies. On the other

hand, the dependent variable is the school administrators’ response action in terms of

response to intervention (RTI), and learning action cell (LAC).

 Independent Variables Dependent Variables

Learners’
Difficulties in
Mathematics
* Learners’
Attitudes
* Teachers’
Attitudes

Administrators’
Response Actions:
*Technical Assistance
* Psychosocial/
Emotional
Activities
* Linkage with
Challenges of Stakeholders
Teachers:
CC
* Learners’
Learning Styles
* Teachers’
Teaching
Strategies

Figure 1. Schematic Diagram of the Study

Statement of the Problem

 The purpose of the study is to determine the elementary grade learners’

difficulties in Mathematics, challenges of teachers, and the school administrators'

response action of the nine (9) schools of North Malabang District, for the School Year

2021-2022.

Specifically, this study will answer the following questions:

1. What are the learners’ difficulties in mathematics in terms of:

1.1. Learners’ Attitudes; and

1.2. Teachers’ Attitudes?

2. What are the challenges of teachers in terms of:

2.1 Learners’ Learning Styles; and

2.2. Teachers’ Teaching Strategies?

3. What are the school administrators’ response action in terms of:

3.1 Technical Assistance;

3.2 Psychosocial/Emotional Activities; and

3.3 Linkage with Stakeholders?

4. Is there a significant relationship between the school administrators’ response action

and:

4.1 Learners’ difficulties in Mathematics; and

4.2 Challenges of teachers in Mathematics?

Null Hypothesis

The null hypothesis will be tested at 0.05 level of significance.

HO: There is no significant relationship between the school administrators’

response action and learners’ difficulties in mathematics, and challenges of teachers.

Significance of the Study

This study hopes to benefit the following:

Learners. By understanding the different types of learning difficulties in

mathematics, may help learners to pinpoint the specific challenges they are facing and

find treatment program that works.

Teachers. It is important for teachers to be aware of learners’ difficulties in

learning to be able to give the appropriate intervention, and be able to accommodate all

learners with learning difficulties.

School Administrators. This will be of equal importance for school

administrators to be able to design, develop, or craft a response action plan to properly

address learning difficulties.

Parents. To be aware of the learning difficulties of their children, parents can

understand and find means to support their children.

Future researchers. The findings of this study can help future researchers who

may wish to use this study as a reference to conduct similar study.

Scope and Limitation of the Study

The focus of the study will be the elementary grade learners’ difficulties in

mathematics, challenges of teachers, and administrators’ response action. There will be

160 learners and 80 teachers from the 9 schools of North Malabang District for the SY

2021-2022 who are randomly selected as participants of the study.

Definition of terms
 For better understanding of this study, the following terms are defined

conceptually and operationally:

Challenges of Teachers. This refers to the barriers and hardships teachers face

in successfully teaching students in their classrooms. (www.igi-global.com). In this

study it refers to the difficulties faced by learners in learning mathematics.

Learners’ Attitudes. This refers to a measure of learners' positive and negative

feelings toward the subject of statistics in terms of relevance and value, difficulty and

self-efficacy, and general impression toward the subject (Evans, 2017). It is

operationally defined as the values and beliefs that have an influence on the behavior of

the learners.

Learners’ Learning Styles. This refers to the overall patterns that provide

direction to learning and teaching. Learning style can also be described as a set of

factors, behaviors, and attitudes that facilitate learning for an individual in a given

situation. (https://web.cortland.edu/andersmd/learning/introduction.htm). In this study,

it refers to factors, behaviors, and attitudes that facilitate learning for an individual in a

given situation.

Linkage with Stakeholders. This refers to the practice of forging mutually

beneficial connections with third-party groups and individuals that have a “stake” in

common interests (https://www.getproofusa.com/why-are-stakeholder-relationships-

important-to-your-business/). In this study, it refers to the creation of bonds together to

solicit support and assistance for purposeful activities.

Psycho-social/Emotional Activities. This refers to creativity and imagination,

expression and self-confidence, concentration, as well as emotional awareness and

empathy. Some of the activities are meditative and relaxing, while others are exciting
games (Pontefract, 2016). In this study, it refers to the activities that are used to

determine learning difficulties among learners.

School Administrators’ Response Action. This refers to actions taken in

reaction to an event (Chow, 2015). In this study, it refers to the action taken by the

school administrators to address the learning difficulties of the learners.

Teachers’ Attitudes. This refers to a measure of teachers' positive and negative

feelings toward the subject of statistics in terms of relevance and value, difficulty and

self-efficacy, and general impression toward the subject (Evans, 2017). It is

operationally defined as the values and beliefs that have an influence on the behavior of

Teachers’ Teaching Strategies. This refers to the methods, techniques,

procedures, and processes that a teacher uses during instruction (Wayne and Young,

2003). In this study, it refers to methods and techniques that a teacher used to support

their pupils or students through the learning process.

Technical Assistance. This refers to any form of professional help, guidance, or

support to be more effective in the performance of their functions. It is an active process

with steps to follow; makes use of tools, via process consultation, requires specific

skills and focuses on achieving set goals (deped.gov.ph). In this study, it refers to an

effective method for building the capacity of an organization.

Chapter 2
 REVIEW OF RELATED LITERATURE AND STUDIES

This chapter contains a discussion on the related literature and studies which are

significant and germane to the analysis and interpretation of the data of this study. The

reviewed literature has been reappraised thoroughly to serve as guides in the

conceptualization of the study and provide a better understanding of the learning

difficulties in Mathematics of the elementary grade learners, challenges faced by

teachers, and school administrators' response action. Thus, it is supported by reviewed

studies that are also affiliated with stipulating a better concept of the possible

relationship of the identified variables.

Related Literature

Learning Difficulties in Mathematics. Some students find it challenging to

learn in mathematics classes, where the majority of the material is real. Given that

mathematics is one of the subjects that all levels from elementary to secondary level

must learn, this must receive special attention from several parties, including teachers,

the school environment, student guardians, and the surrounding environment (Yazid et

al., 2020). Students who study mathematics will develop their ability to reason logically

and critically. This is very helpful for his lifelong problem-solving process (Schoenfeld,

2016). Despite having mastered math concepts, the majority of students find it difficult

to apply them in practical situations and when they are presented as word problems

(Angateeah, 2017).

As a result, it is indeed crucial to identify and address pupils' arithmetic learning

difficulties (LD) as soon as possible. According to Treagust et al. (2000), learning

difficulties are a generic word for many forms of challenges in hearing, speaking,
reading, writing, and counting. Learning issues are terminology used to describe a pupil

who is beginning to suffer learning difficulties at school (Khan, 2011). This condition is

caused by the individual's difficulties in processing information about the item he is

studying, not by physical or mental impairments, nor is it caused by external influences

like the surroundings (Schoenfeld, 2016).

Students with learning difficulties will find it challenging to comprehend the

material presented by the teacher, which will lead them to become lazy learners (Palloff

& Pratt, 1999). Additionally, students' performance in class suffers as a result of their

inability to understand the content, their avoidance of classes, and their failure to

complete assigned work. Mathematics learning difficulties among students are not a

result of their inability to learn, but rather of a lack of readiness on their part to learn

(Acharya, 2017; Mundia, 2017). According to research conducted in Malaysia, students

found mathematics to be challenging because they had trouble recalling and

comprehending ideas, formulae, facts, and procedures as well as because they were

unable to envision issues and concepts (Tarzimah, 2005).

It is essential for learning to be cognitively active for it to be meaningful

(Stendall, 2009). However, many students struggle to use these cognitive skills

successfully for learning. They were reportedly having trouble delivering appropriate

perceptions and interpretations, remembering and recalling data, concentrating, and

using reasoning (Zahara et al., 2009). According to Miranda (2006), children who have

trouble paying attention, describing form orientation and comprehending language may

have problems thinking and learning. As a result, pupils could experience difficulty at

various stages of the problem-solving process.

 Any tampering with the systems might make it difficult to solve problems.

According to Nathan et al. (2002), failure to draw meaningful connections, difficulty

connecting and transferring mathematical concepts to real-world situations, and a lack

of thorough command of number facts may also contribute to a variety of mathematic

issues. Due to the hierarchy of the process, the initial phase's challenges led to failure in

subsequent phases.

When examining mathematics education, Brown et al. (2008) discovered that

many students believe the subject to be challenging and avoid it whenever feasible. One

of the mathematics issues comes from the subject matter itself. One objective of math

instruction is for pupils to be able to follow steps to get the right answers. The students

are urged to put the steps into practice as they work toward achieving this objective. As

a result, the methods are learned and afterward automated in learners' minds (Alenezi,

2008). Math is frequently seen by students as being challenging (Brown et al., 2008).

Numerous learners dislike math in school and want to avoid it later in life in many

different nations (Brown et al., 2008). Because labor demands increase with age and

because kids may begin to believe that they will not need mathematics in the future as

they become older, attitudes tend to deteriorate with age. It is difficult to reverse bad

attitudes about mathematics (Duffin & Simpson, 2000).

Factors that Cause the Learning Difficulties in Mathematics. Asrial et al.

(2019) identified three components of student struggles: conceptual comprehension,

skill development, and problem-solving. Due to their inability to comprehend the

subject being taught, their lack of proficiency with numbers, and their inability to apply

problem-solving techniques to the material being taught, students struggle to grasp the

idea of studying mathematics. To enhance students' learning capacities, teachers should

be able to select teaching methods or tactics that are acceptable and consistent with the

desired learning objectives.

Since the learning process has a significant impact on students' skills, it is

essential to have learning that encourages students to think critically and try to answer

their questions (Scheffer et al., 2017). There are two categories in which to place the

causes of learning problems, namely: a) Internal factors (factors from within humans

themselves) Physiological factors, often known as physiological factors, have to do

with a person's physical health. The significance of physiological processes in the

human body throughout the learning process has a significant impact on learning

outcomes, particularly in the five senses. The five senses will help learning activities go

successfully if they are functioning appropriately. The eyes and hearing are two of the

five senses that play a significant part in learning. Example: Psychomotor (the area of

initiative), like disturbing the kids' hearing and visual systems (Grof, 2016). "An

incomprehensible dread of mathematics that can interfere with manipulating numbers

and solving mathematical issues within a variety of ordinary life and academic

contexts" is the definition of math anxiety.

Students who struggle with mathematics anxieties may also experience feelings

of embarrassment, annoyance, frustration, and terror. It is possible to think of panic as

mental turbulence or frenzy. A kid is more likely to have an exam and social anxiety if

he struggles with math anxiety. Poor test scores, an inability (or desire) to complete

challenging tasks, unfavorable parenting styles, and even the mathematics instructor can

all contribute to math anxiety. The instructor himself is the best defense against

arithmetic fear. The instructor has to be enthusiastic about teaching math and have faith
that there is a benefit to his students learning the subject: a)External factors (factors

from outside humans) b) Non-social factors, Non-social (physical) factors that exist in

the family .

Challenges Encountered by Teachers. In a thesis titled "The problems faced

by the teacher in Kathmandu district in the implementation of mathematics curriculum

for lower secondary school," Pathak (1986), as cited by Sah (2016), concluded that

while the majority of teachers in the Kathmandu district have experienced difficulties in

the selection and use of instructional materials, they have more difficulty choosing the

right evaluation tools.

In an essay titled "Problem faced by mathematics teacher education in the

implementation of three year B.Ed.," Pandit (1999), as referenced by Sah (2016), noted

the issue-level math instruction in Nepal. He concluded that there are several issues

with the mathematics teacher education program in Nepal, including the absence of

lecturers' input in the development of the curriculum, ineffective use of teaching aids

and facilities, a lack of opportunities for students to advance their knowledge, and a

significant number of lecturers' issues.

Pandit (1999) as cited by Sah (2016) notes in this article that teachers may

encounter a variety of difficulties while attempting to teach mathematics. These issues

can be classified into two categories:

(i) issues with teaching mathematics in schools

(ii) Challenges they encountered when instructing mathematics in a practical

classroom.
Related Studies

Sah (2016) conducted a study on the availability and use of instructional

materials in teaching mathematics at the primary school in the Parbat district of Nepal.

He concluded that the majority of the schools did not find the availability of the

materials to be particularly encouraging, except for a few materials like meter scales,

compass, clock models, abacuses, etc.

Teaching issues faced by mathematics instructors in the grade 8 curriculum was

the title of Basnet's 2003 dissertation. He concluded that eighth-grade mathematics

instruction and learning in the Jhapa area were not up to par. Due to the shortage of

opportunities for training and orientation for math teachers, both teachers and students

are dealing with several issues. Inadequacies in the current curriculum include

excessive class sizes, inadequate assessment systems, inadequate textbooks, a lack of

instructors' guides and reference resources, and a lack of teaching materials. Dale

contends that an effective teacher recognizes and employs strong teaching practices and

suitable teaching materials that are beneficial in the transfer of learning. He is aware

that most audio-visual products serve as means, not goals.

Research on the difficulties teachers confront when teaching mathematics at the

primary level is the topic of Thapa's 2005 thesis. She concluded that instructors are

having a lot of issues because of things like huge class sizes, the teachers' manual being

irrelevant, a lack of teaching resources, a lack of supervisory support, and more.

Teaching strategies are those tools used in mathematics instruction that make lessons

more engaging, assist clarify the material, and help students learn the material by heart.

When discussing instructional tactics, pattern outcomes and prevention of others are
mentioned. There are several different teaching strategies, some of which place special

emphasis on the creator of all teachers. Among these, the inductive technique,

discovery method, field trip method, discussion method, and project method constantly

place a strong emphasis on the students' involvement.

In a study titled "A study on problem faced by the mathematics students in

existing curriculum" conducted by Bhattarai (2005) as cited by Sah (2016), the author

concluded that there are numerous factors that interfere with secondary-level

mathematics instruction, including a lack of adequate instructional materials, poor

physical facilities, teachers' disregard for curriculum planning, and students' inadequate

prior knowledge of the subject. The majority of the issues were brought on by financial

circumstances and poor academic administration.

According to Baral's (2008) research on "Problems faced by Mathematics

Teachers in Teaching Mathematics," there are a variety of issues relating to curriculum

development, textbook writing, teaching methodology, classroom dynamics, student

backgrounds, teaching materials, teachers' training, and other factors.

The thesis on "A research on the difficulties encountered by mathematics

instructors in teaching mathematics at secondary level" was undertaken by Objha in

2011 as cited by Sah (2016). He came to the conclusion that the majority of issues are

caused by factors like big class sizes, a teachers' manual that is irrelevant to instructors'

needs, a lack of instructional resources, insufficient teacher preparation, a lack of

supervisory support, and a lack of physical facilities, etc.

 Khanal (2012) as cited by Sah (2016), conducted a thesis titled "A Study on the

Problem Faced by Teacher in Teaching Mathematics at Higher Secondary Level" and

concluded that there was a low level of student participation in math classes, a lack of

moral education, a lack of a parent-teacher association, and a lack of administrative

support for the creation of math resources. Students are being used in political

programs, which presents challenges for teachers in the sense of a system that places an

emphasis on results rather than on a participatory approach to teaching in the classroom,

a lack of amicable relationships between teachers and students, a lack of preparation

and teacher confidence, a lack of appropriate teaching techniques, a lack of diagnostic

tests and oral exams, a lack of supervision, a lack of opportunities for students to

participate in mathematical conferences and seminars, and a lack of political

engagement among the students and teachers.

Poudel (2015) conducted a thesis titled "Problem faced by mathematics teacher

at higher secondary level" and concluded that the majority of teachers lacked moral

education, administrative economic crisis, supervision, lack of proper teaching

environment, student awareness of mathematics class, appropriate teaching plans and

materials, student participation, and poor educational backgrounds. Teachers with

training and expertise were failing to use their knowledge. There was a dearth of

mathematical programs, such as conferences and seminars.

According to Phonapichat, Wongwanich, and Sujiva's (2014) study, pupils do

not want to read particularly long problems. This is supported by the examination of

arithmetic problem-solving difficulties among primary school students. Without using

any mathematical thought processes, pupils are likely to guess when they do not even
comprehend an issue. This finding is consistent with research by Jiban & Deno (2007)

and Lamb (2010), which found that reading proficiency is a key predictor of math

performance. In a similar vein, a research by Sombat Phothong (1996) claims that

pupils are unable to examine the issues offered due to their poor analytical and reading

abilities. Additionally, they lack mathematical thought processes. According to a

different research by Bruckner and Grossnickle (1947), which was mentioned by

Phonapichat, Wongwanich, and Sujiva (2014), pupils are unmotivated to complete

mathematical tasks because they are too lengthy and complicated.

Another finding demonstrates that when students do not understand a problem,

they are more likely to guess without using any mathematical thinking processes. They

are also unable to determine what information from the problem is required to solve it

and struggle to understand the keywords that appear in problems, making it impossible

for them to translate them into symbols. According to Phonapichat, Wongwanich, and

Sujiva (2014), who referenced Bruckner & Grossnickle (1947), pupils are unable to

comprehend the implications of the text and cannot begin the process of problem-

solving. Students only have a basic knowledge of technical phrases or keywords. This

further supports Suydam & Weaver's (1977) theory, which was mentioned by

Phonapichat, Wongwanich, and Sujiva (2014) and asserts that students' incorrect

solutions to mathematical problems are caused by their ignorance of the underlying

concepts, procedures, and rules. Additionally deficient are calculation and

understanding abilities. As a result, they misinterpret the meaning of some phrases and

overlook minute nuances. This study supports a study by Uthai Petchuay (1998) that

was referenced before, according to which instructors frequently need students to recall

only "keywords" from issues in order to create equations.

 Chapter 3

RESEARCH METHODOLOGY

This chapter presents the research design, research environment, participants of

the study and sampling procedure, research instrument to be used, scoring procedure,

research protocol, data gathering procedure, statistical tools to be used.

Research Design

This study will employ a descriptive-correlational research design to describe

the variables and the relationships that may occur naturally between and among them.

It investigates relationships between two variables or more without the researcher

controlling or manipulating any of them. It is more concerned with what rather than

how or why something has happened. Therefore, observation and survey tools are often

used to gather (Gall, Gall, & Borg, 2007).

Triangulation method will also be used in this study by using multiple datasets,

methods, theories to address a research question. It provides a clearer understanding of

the problem, and can help the researcher to enhance the validity and credibility of the

findings. (Denzin, 1978).

Research Environment

The study will be conducted at the North Malabang District located at the

Municipality of Malabang, a 3rd class municipality in the province of Lanao del Sur,

under the Bangsamoro Autonomous Region in Muslim Mindanao (BARMM).

 According to the 2020 census, it has a population of 49,088 people. There are

37 barangays. It’s a coastal municipality with a land area is 198.10 square kilometers

or 76.49 square miles.

The North Malabang District has nine (9) schools, namely: Tubok E/S, Mauyag

E/S, JAS CES, Macaorandig P/S, Lower Pialot P/S, Upper Pialot P/S, Madaya P/S,

Cabasaran P/S, and Muntay P/S.

Figure 2. Location Map of the Study
Participants of the Study and Sampling Procedure

The participants of the study are 160 elementary grade learners and 80 teachers

from the 9 schools of North Malabang District. The learners will be randomly selected,

while the teachers will be selected purposively. Some parents and school

administrators will be interviewed for the validity and credibility of the findings.

Distribution of Participants

Name of School Learner- Teacher- Total

Participants Participants Participants
1.Tubok E/S 30 15 45
2.Mauyag ES 30 15 45
3.JASCES 40 20 60
4.Macaorandig PS 10 5 15
5.Lower Pialot PS 10 5 15
6.Upper Pialot PS 10 5 15
7.Madaya PS 10 5 15
8.Cabasaran PS 10 5 15
9.Muntay PS 10 5 15
Total 160 80 240

Research Instrument to be Used

The study will use a standardized survey questionnaire adapted and modified:
For Part I - Learners’ Difficulties in Mathematics is adapted and modified from
ResearchGate (researchgate.net) “Factors Affecting Difficulties in Learning
Mathematics” by Mathematics Learners) 2017; Part II - Challenges of Teachers is
adapted and modified from Association of Mathematics’ Teacher Education:
“Challenges Facing Mathematics Education Community”; and Part II - Administrators’
Response Action is adapted and modified from the study of Amante, R. ,2022)

Scoring Procedure

For the scoring procedure, a 4-point Likert Scale will be used.

Part 1 - Learners’ Difficulties in Mathematics

Scale Range Descriptive Rating

4 3.50 - 4.00 Very True of Me
3 2.50 - 3.49 True of Me
 2 1.50 - 2.49 Untrue of Me
1 1.00 - 1.49 Very Untrue of Me

Part II - Challenges of Teachers

Scale Range Descriptive Rating

4 3.50 - 4.00 Very Much of a Challenge
3 2.50 - 3;49 Much of a Challenge
2 1.50 - 2.49 Not Much of a Challenge
1 1.00 - 1.49 Not a Challenge at All

Part III - Administrators’ Response Action

Scale Range Descriptive Rating

4 3.50 - 4.00 Very Urgent/Very
Important
3 2.50 - 3;49 Urgent/Important
2 1.50 - 2.49 Less Urgent/Less Important
1 1.00 - 1.49 Not Urgent/Not Important

Research Protocol

Data Gathering Procedures

When the questionnaire will be finally approved and ready for distribution, the

next step is to decide on the exact date when and where the questionnaires will be

distributed. The researcher will prepare a letter of request, to be checked by the adviser,

and addressed to the Elementary School principal for approval of the administration of

the survey form.

As soon as the request letter will be approved the respondents will make to

understand the importance of the study, and their honest answers are needed to obtain
vital information on their perspective as specified in the letter of request. They will be

made to understand the need to have them fill out the Parental Permission for Children

Participation in Research Form in distributing the letter.

Statistical Tools to be Used

The data which will be gathered by the researcher will be interpreted and
analysed using the following statistical tools:
1. Weighted Mean - will be used to measure the data that will be gathered
about the independent variables.
2. Pearson Product Moment Correlation - will be used to correlate the
independent variables and the dependent variable.
 ELEMENTARY GRADE LEARNERS’ DIFFICULTIES IN
MATHEMATICS, TEACHERS’ CHALLENGES AND
ADMINISTRATORS’ RESPONSE ACTION

(Survey Questionnaire)

Dear Respondents,

The undersigned is undertaking a study entitled “ELEMENTARY GRADE

LEARNERS’ DIFFICULTIES IN MATHEMATICS, TEACHERS’ CHALLENGES
AND ADMINISTRATORS’ RESPONSE ACTION” in partial fulfillment of the
requirements of the Degree of Master in Management major in Educational
Management.

In this connection, the researcher humbly requests your participation in the study by
accomplishing the survey questionnaire. Your honest and sincere responses will be
very much appreciated for the success of this endeavor. Rest assured that all data and
information gathered will be dealt with utmost confidentiality.

Thank you and more power!

Very truly yours,

The researcher

==============================================================

(Survey Questionnaire for Learners)

Part 1: Learners’ Difficulties in Mathematics

(Adapted and modified from ResearchGate (researchgate.net) “Factors Affecting
Difficulties in Learning Mathematics” by Mathematics Learners) 2017

Direction: Below are statements to determine learners’ difficulties in Mathematics.

Please put a check (/) mark in the box that corresponds to your answer. Use the rating
scale below.
4 - Very true of me
3 - True of me
2 - Untrue of me
1 - Very untrue of me

Learners’ Difficulties in Mathematics 4 3 2 1

A. Learners’ Attitudes
1. I worry about my ability to solve math
problems
2. Mathematics makes me feel nervous.
3. I fear studying mathematics.
4. My mind goes blank and I am unable to think
clearly when doing my math test.
5. Math is most dreaded subject for me.

B. Teachers’ Attitudes
1. Teachers do not ask us any question while
teaching.
2. I am afraid of my mathematics teacher.
3. Teacher does not use chalkboard, charts, and
other teaching aids to make the students
understand the mathematical concepts.
4.
5. Teacher giving a quiz without prior notice.

(Questionnaire for Teachers)

Part II. Challenges of Teachers

(Adapted and modified from Association of Mathematics’ Teacher Education:
“Challenges Facing Mathematics Education Community”

Direction: Below are statements to determine the challenges of teachers in teaching

Mathematics. Put a check (/) mark in the box that corresponds to your
answer. Use the rating scale below:

4 - Very much of a Challenge

3 - Much of a Challenge
2 - Not much of a Challenge
1 - Not a challenge at all

Challenges of Teachers 4 3 2 1
A. Learners’ Learning Styles
1. Understanding the different learning abilities
and capacities of the students.
2. Motivating and encouraging learners when
they underperform and have to deal with
parental and peer pressure.
3. Understanding the role of emotions in
shaping learning outcomes.
4. Making mathematics exciting to learn.
5.How to effectively use technology.
 (Questionnaire for Administrators and Teachers)

Part III. School Administrators’ Response Actions

(Adapted and modified from the study of Amante, R. ,2022)
Instructions: Read the statement carefully and please check (√) in the box if the
statement is true to you. Please use the rating scale below.

4 = Very Urgent/Important 2 = Less Urgent/Less Important

3 = Urgent / Important 1 = Not Urgent/Not Important

Statements 4 3 2 1
1. Technical Assistance
1. Ensure the continuity of the academic learning of learners.
2. Guarantee integrity of the assessment of pupils learning.
3. Provide professional support, advice to teachers.
4. Ensure use of localized instructional resources to support the
academic experience of learners while they are unable to come to
school.
5. Examine the readiness and choose the most relevant strategy.
6. Ensure inclusion of the distance learning programs.
7. Provide support to teachers on the use of digital tools.
8. Plan the study schedule of the distance learning programs.
2. Psychosocial / Emotional Activities
9. Guarantee well-being of teachers and learners.
10. Ensure provision of other social services to learners.
11. Address learners’ emotional health.
12. Conduct virtual meetings to address teachers and learners’
psychosocial development.
3. Linkage with stakeholders
12. Assure support for parents and guardians to support pupils
learning.
13. Strengthen involvement and cooperation of parents.
14. Create communities and enhance connection.
15. Provide support to parents on the use of digital tools.

Thank you.