STUDENTS’ PERCEPTION: SUBJECT DIFFICULTY

TRAVIS JAMES V. ESPINOSA

JOHN KITCHIE G. PEPITO

JOHN GABRIEL T. ALMERO

KIMBERLY O. ALEGADO

BARRIO LUZ NATIONAL HIGH SCHOOL

CEBU CITY

JULY 2023
STUDENTS’ PERCEPTION: SUBJECT DIFFICULTY

A Mini – Research
Presented to the
Mathematics Department
Barrio Luz National High School
Cebu City

In Partial Fulfillment

of the Requirements in

Grade 10 Mathematics

Travis James V. Espinosa

John Kitchie G. Pepito

John Gabriel T. Almero

Kimberly O. Alegado

July 2023
 Chapter 1

Background of the study

Students' perception of subject difficulty can differ greatly from student to

student as it is influenced by a variety of factors. This perception is essential in

developing students' attitudes, study methods, and levels of involvement in a specific

subject. Some students may consider a subject as relatively easy or manageable, while

others may find it difficult or overwhelming. In addition, it’s important to remember that

the perceived difficulty of the students will not always correspond with how difficult or

complex a task actually is.

Information on subject difficulty can be used to spot students who could be

having academic difficulties. It makes it possible to set up early intervention and support

systems. Students' personal development and resiliency are encouraged by an

understanding of topic difficulties. Students are better equipped to create efficient

learning strategies and approaches when they are aware of the subject difficulty. They

are able to pinpoint the precise concepts or parts of a subject that are challenging and

look for the right tools, study methods, or help to go over them. Students' perceptions

influence how they study a subject. Academic achievement can be influenced by how

students feel about a subject. If they become really interested in and have a favorable

opinion of a certain subject, they can decide to continue their education or pursue

employment in that area. Negative perceptions, on the other hand, may steer students

away from certain fields or career prospects, so reducing their alternatives in the future.

It is important to consider how students feel about a subject since it affects

their involvement, motivation, learning process, academic achievement, future

opportunities, and general wellbeing. We can improve students' self-reflection and

thinking skills by evaluating their perspective. Students may develop strategies for

effective learning, such as study techniques when they are aware of their strengths and

weaknesses in various subjects. This will enhance their capacity to assume

responsibility for their education and develop into independent learners.

We, the researchers conduct this study because we have seen firsthand the

impact that students’ perceptions of difficulty can have on their learning. Students who
perceive a subject as being too difficult are more likely to give up to do poorly. By

understanding how students perceive difficult subjects, we can suggest teaching

strategies and provide students the assistance they need to reach their fullest potential.

Statement of the problem

This study aims to answer the following questions:

 What is the profile of each section in the periodical test in terms of?

a. Mean Percentage Scores

b. Passing Rate

 Which subjects have the highest MPS and PR?

a. Mathematics e. MAPEH

b. Science f. Esp

c. English g. Aral Pan.

d. Filipino

 What are the students’ perception on the subjects?

 Suggest interventions based on the findings.

Definition of terms

Various concepts are defined here to aid in understanding this study.

- Mean Percentage Scores: It is a measurement used in statistics to refer to how well on

average a set of students perform on a test.

- Passing Rate: It is the percentage of students who pass a particular test or exam.

- Perception: It is the thoughts, beliefs, and feelings of a person to a certain subject.

- Subject Difficulty: It is the students' subjective understanding and assessment of how

difficult or demanding a certain academic subject.

Scope and limitation

In this study, only 50 randomly selected Grade 10 students which varies in

each section will be eligible to participate, which will be held at Barrio Luz National High

School. It aims to explore how the Grade 10 students perceive and interpret the

difficulty of different subjects.

Significance of the study

By conducting this research, we will be able to understand how students

perceive a particular subject's difficulty. This will help them comprehend their strengths

and weaknesses, as well as helping them to identify any areas where they may need

some additional assistance. This study will be beneficial to the students; addressing

student's perception can positively impact academic performance. Students are more

likely to keep trying, which will boost their self-confidence and give them a stronger

sense of success, when they feel that their troubles or issues are taken into account

and supported.

Teachers can pinpoint particular problems and offer appropriate support and

resources by studying students' perceptions. This enables a more hands-on approach

to teaching, allowing students to progress at their own speed and effectively overcome

challenges.

Schools can prevent dropouts and build a good reputation by taking

preventative measures to support students in difficult subjects. Students are more likely

to be involved and satisfied with their educational experience if they feel supported and

understood

Chapter 2
Review of Related Literature

(Cuff ,2017) states that the subject perception of students appears to be mostly

influenced by a triad of perceptions, including enjoyment, usefulness, and difficulty.

Considering the fact that they did have an impact on subject selection, perceptions of

difficulty are probably the least important of these three issues.

(Nur, 2020) states that students who perceive mathematics as being extremely

difficult are more likely to give up than those who perceive the subject to be simple. This

suggests that it is important to identify students who are struggling with mathematics

early on and provide them with the support they need to succeed .

(Kunwar, 2021) states that students who have a negative perception in

mathematics are more likely to do poorly in the subject, even if they are capable of

learning it. This is because they are less likely to put in the effort and to ask for help

when they need it.

(Edgerton and McKechnie, 2022) Positive perceptions of the academic setting

increase learning engagement and decrease the likelihood of learning challenges for

students. In turn, this is related to better academic performance.

(Langat ,2015) concluded that while most students had a positive attitude toward

mathematics, however this did not translate into high academic performance. According

to the study, students' perceptions of mathematics are influenced by a number of

variables, such as their own personal experiences, the way mathematics is taught in

schools, and the cultural environment in which they are raised. All of these elements

may boost students' interest in learning mathematics and eventually help them succeed

in the subject.

(Hagan et al, 2020) states that there was no significant relationship between

students' perception towards mathematics and their academic performance. This

suggests that if teachers focus more on students' learning, students will be more

motivated to put in the effort to learn mathematics.

 (Wasti, 2016) states that students’ positive perception of literary integration

helped them appreciate literature and develop their knowledge of the English language,

particularly their vocabulary, speaking, and reading skills.

(Ahmed, 2018) state that there is a relationship between students’ perceptions of

their learning environment and their academic performance, additionally he states that

how students perceive their learning environment may have a big effect on how well

they do in school.

(Palmer et al, 2017) states that students are more likely to pursue science in

school if they love it, are interested in it, and think they are competent at it. Students

who believe that studying science would benefit their future careers are also more

inclined to do so.

(Kihwele, 2014) states that students often perceive science as a challenging

subject because it requires advanced comprehension skills, numerous computations,

and complex terminology. This can lead to students feeling that they have low ability to

manage science subjects and a lack of enthusiasm for the subject.

Chapter 3

Methodology

This chapter reveals the methods used in this study. The first section

discusses the research design, the second section discusses the research respondents,

and the third section discusses the data collection procedures.

Research Design

This study was made by the means of quantitative-qualitative method. The

data will be used to explore how the students interpret and perceive the different

subjects. In the quantitative part, we will use a Likert type scale questionnaire which will

generate how the students perceive the difficulty of the subject. The qualitative part in
the research is generated through an open-ended questionnaire. The quantitative part

of the research will be supported by the qualitative part.

The Research Respondents

The selection of each of these participants was made via random sampling.

Each participant in this sample procedure is chosen at random, regardless of their

gender or age. Three (3) respondents from each Grade 10 class section at Barrio Luz

National High School made up the chosen respondents. The section: Newton,

Bonifacio, Rizal, Mabini, Jacinto, and Lapulapu. The researchers selected those class

sections since all class sections are necessary to finish this investigation.

Collection Procedures

The researchers will send letters to the principal and each adviser of the

Grade 10 class section to get their approval to proceed, inform them of the study and

letting them know when the researcher will be in attendance to distribute the surveys.

The survey's participants will receive the questionnaire initially during class

hours. The session will be conducted by the researchers. The researchers will instruct

the students and clearly explain the study's objectives, the significance of answering the

questionnaires, and the confidentiality of their answers, with the understanding that the

data would only be used for the purpose of the research. The researcher will gather the

questionnaires once they have been finished. The collected data will next be analyzed

by researchers.

In order to find out which subject has the highest mean percentage scores and

passing rates, we, the researchers, also requested Form 14 from the Grade 10

coordinator.
 Chapter 4

This chapter presents the analysis of data, findings, and interpretation of a

quantitative-qualitative study that explore how the Grade 10 students perceive and

interpret the difficulty of different subjects. This was conducted using a Likert type scale

and open-ended questionnaire.

The Profile of the Respondents

Table 1.

Respondents Number of Enrollees Actual Respondents

Newton 26 8
Rizal 41 9
Jacinto 43 8
Mabini 42 8
Bonifacio 42 8
Lapu-Lapu 40 9

Table 1. shows the number respondents per section in the Grade 10 of Barrio

Luz National High School

The Mps and Pr of the following sections of Grade 10 in Barrio Luz National High

School:

Table 2.

SECTION Filipino English Math Science AP MAPEH ESP

Newton 89.3 79.38 80.39 92.00 94.08 94.08 90.38
Rizal 64.98 57.67 73.91 66.23 52.60 68.05 55.63
Jacinto 77.07 59.40 33.81 66.24 61.48 59.24 54.86
Mabini 66.85 59.40 72.30 65.12 63.05 73.85 59.00
Bonifacio 73.28 52.68 69.71 55.15 69.71 69.80 46.34
Lapu-Lapu 67.85 71.10 67.40 62.10 85.25 85.25 72.45
AVERAGE: 77.22 63.27 66.25 67.80 68.00 75.04 63.11

Table 2 shows the average MPS in each subject of the sections in Grade 10 of

Barrio Luz National High School

Table 3.
 SECTION Filipino English Math Science AP MAPEH ESP
Newton 88.46 73.08 80.77 100.00 100.00 100.00 100.00
Rizal 69.11 67.44 76.74 76.74 39.53 55.81 46.51
Jacinto 63.72 48.44 2.38 65.85 57.14 57.89 40.48
Mabini 61.90 50.00 66.67 52.38 64.29 78.89 28.57
Bonifacio 53.85 0.00 41.46 25.00 41.46 39.02 0.00
Lapu-Lapu 51.28 57.50 57.50 32.50 52.50 75.00 60.00
AVERAGE: 64.72 49.48 54.25 58.75 59.15 67.72 45.92

Table 3 shows the average PR in each subject of the sections in Grade 10 of

Barrio Luz National High School

Table 4

Newton
Subject Overall Difficulty MPS PR
difficulty rank
score
Math 24 1 80.38 80.77
Science 22 2 92.00 100.00
English 22 2 79.38 73.08
AP 18 3 94.08 100.00
Filipino 16 4 89.38 88.46
MAPEH 12 5 94.08 100.00
ESP 12 5 90.38 100.00

Table 4. shows that the test performance and the perceived difficulty of the

students do not always correlate.

Table 5.

Jacinto
Subject Overall Difficulty MPS PR
difficulty rank
score
Math 29 1 33.81 2.83
AP 23 2 61.48 57.14
Science 18 3 66.24 65.85
English 18 3 59.40 48.84
ESP 16 4 54.86 40.48
MAPEH 12 5 59.24 57.89
Filipino 11 6 77.07 63.72

Table 5. shows that the test performance and perceived difficulty of the students

do have a correlation

Table 6
 Rizal
Subject Overall Difficulty MPS PR
difficulty rank
score
English 24 1 57.67 67.44
Math 22 2 73.91 76.74
AP 22 2 52.60 39.53
Science 18 3 66.23 76.74
Filipino 16 4 64.98 69.11
MAPEH 12 5 68.05 55.81
ESP 12 5 55.63 46.51

Table 6. shows that the test performance and perceived difficulty of students do

not have a correlation.

Table 7

Mabini
Subject Overall Difficulty MPS PR
difficulty rank
score
Math 26 1 72.30 66.67
Science 18 2 65.12 52.38
English 15 3 59.40 50.00
AP 15 3 63.05 64.29
MAPEH 14 4 73.85 78.57
ESP 14 4 59.00 28.57
Filipino 14 4 66.85 61.90

Table 7. shows that the test performance and perceived difficulty of the students

did not strongly correlate.

Table 8

Bonifacio
Subject Overall Difficulty MPS PR
difficulty rank
score
Math 24 1 69.71 41.46
Science 24 1 55.15 25.00
English 23 2 52.68 0.00
AP 22 3 69.71 41.46
Filipino 18 4 73.28 53.85
ESP 17 5 46.34 0.00
MAPEH 16 6 69.80 39.02

Table 8. shows that the test performance and perceived difficulty of the students

did not correlate well

Table 9.

Lapu-Lapu
Subject Overall Difficulty MPS PR
difficulty rank
score
Math 21 1 67.40 57.50
Science 18 2 62.10 32.50
English 16 3 71.10 57.50
AP 14 4 67.10 52.50
MAPEH 11 5 85.25 75.00
ESP 11 5 72.45 60.00
Filipino 11 5 67.85 51.28

Table 9. shows that the test performance and perceived difficulty of the students

did not have a correlation.

Table 10.

Section Personal Teaching

factors quality
Newton 18 1
Jacinto 17 1
Rizal 16 5
Mabini 12 0
Bonifacio 28 1
Lapu-Lapu 5 0

Table 10 shows the qualitative data that we have gathered and suggests that

there are 2 factors causing negative perception towards the subjects: Personal Factors

and Teaching Quality.

Based on our Likert type scale questionnaire and open ended questions, many

students perceived the subjects to be difficult namely the subjects: Math, Science and

English; Since these subjects have the highest difficulty score and ranking. We have

found out that there are 2 factors affecting these perceptions of students: Personal

Factors and Teaching Quality.

 Chapter 5

This chapter presents the summary of findings, conclusion, and recommendations

Summary of Findings

This study entitled “Students’ Perception: Subject Difficulty” aimed at exploring

how the Grade 10 students perceive and interpret the difficulty of different subjects.

Simply put, the results show the following:

1. The profile of each section in the periodical test in terms of Mean Percentage Scores

and Passing Rate vary from each section

2. The subject Filipino has the highest MPS with a score of 77.22. Meanwhile, Mapeh

has the highest passing rate with a rate of 67.72.

3. According to the result of our survey, students mostly perceived the subjects Math,

English, and Science the most difficult.

4. According to our data mining, there was little to none correlation of the perception of

the students and their test performance scores.

Conclusion

Although there is no strong correlation between students’ perception of subject

difficulty towards good test performance yet, there are factors affecting the students’
perception of the difficulty of a subject. The two factors namely personal factors (lack of

interest, lack of the ability to comprehend, lack of motivation, learning disabilities,

experience, etc.) and teaching quality are possibilities that may affect the students’

perception towards the subject. The study affirms Perceptions of subject difficulty and

subject choices: Are the two linked, and if so, how? Of Cuff (2017) which proposes that

students concurred that while certain subjects "stood out" as generally appeared to be

difficult than others, whether or not they found a subject challenging depended on their

own personal capabilities. Also the study affirms Students’ Attitudes and Their Effects

on Learning and Achievement in Mathematics of Langat (2015) which proposes that a

positive attitude toward subjects, particularly mathematics, was shared by the majority

of students, but this did not transfer into good grades. The study found that a variety of

factors, including the students' own personal experiences, have an impact on how

subjects, in particular Mathematics, are perceived by students.

Recommendation

What we would like to recommend to the future researchers that will research

about a similar study to ours is that they should consider things like Gender and

Socioeconomic status. Gender: Boys and girls may perceive subjects differently, for

example, boys might find math and science challenging than girls and etc.

Socioeconomic Status: As compared to pupils from high-income homes, students from

low-income families may find school subjects to be more challenging. This might be

brought on by differences in parental involvement, educational quality and resource

accessibility.

We would also recommend to the students to try to disprove the idea that they

lack knowledge in a particular subject and remind themselves that they can grow by

reflecting on their prior achievements in that subject. Also they could also change or

explore different learning styles, as everybody learns differently. This way they can find

a fitting learning style for them.

We also suggest to the parents to talk to their child and find out why they have

negative perception on a particular subject, this way they can help their child and

encourage them and help them persevere. For the school, we suggest to create
programs that change the perceptions of students about subject difficulty and we would

like to recommend to the teachers, to make use of different ways to teach. Different

learners pick up information in various ways. Others learn best by participating in

hands-on activities, while some students learn best by listening to lectures. They may

connect with every student and aid their learning more successfully by utilizing a range

of teaching techniques.
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