A QUALITATIVE STUDY OF EXPLORING STUDENTS LIVED EXPERIENCE IN

LEARNING MATHEMATICS

A QUALITATIVE STUDY PRESENTED TO THE FACULTY OF LEUTEBORO

NATIONAL HIGH SCHOOL

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS IN PRACTICAL

RESEARCH 1, RESEARCH IN DAILY LIFE

SUBMITTED BY:

GALLANO, IRISH ESPINA

DE CHAVEZ, JHON LESTER MIANA

MENDOZA, ALGHEA ASHLEY MAGARO

CASTRO, KASHIECA PSYCHE LEE HIDALGO

VELASCO, SABRIAN MACANDILI

ESPELETA, PRINCESS HANNAH DE BELEN

MARCH 2023
 Chapter 1

THE PROBLEM AND SETTING

Introduction

Mathematics is an essential component of the school curriculum worldwide,

and its importance in the modern world is indisputable. Mathematics provides a

framework for solving problems, understanding patterns, and making sense of

complex information. However, despite its significance, many students struggle with

mathematics, and mathematics achievement gaps persist globally. Research shows

that students' lived experiences play a vital role in their learning and achievement in

mathematics. Therefore, understanding students' experiences in learning

mathematics is crucial for improving mathematics education.

In recent years, there has been a growing interest in the study of students'

lived experiences in learning mathematics. Studies have shown that students'

experiences in mathematics classrooms can be shaped by various factors, such as

gender, socio-economic status, cultural background, and teacher-student

interactions. For instance, research has shown that female students and students

from low socio-economic backgrounds are more likely to experience mathematics

anxiety and have negative attitudes towards mathematics (Stipek, 2013; LeFevre et

al., 2015). Additionally, students' cultural background can impact their experiences in

mathematics classrooms, as they may perceive mathematics differently depending

on their cultural values and beliefs (Gonzalez et al., 2018).

 Furthermore, teacher-student interactions are a critical aspect of students'

experiences in learning mathematics. Teachers play a significant role in shaping

students' attitudes towards mathematics and in fostering their interest and motivation

in the subject (Schunk & Pajares, 2014). Research has shown that positive teacher-

student relationships and effective teaching practices can enhance students'

engagement and achievement in mathematics (Ma, 2014; Pekrun et al., 2017).

Several studies have used qualitative research methods, such as interviews

and observations, to explore students' experiences in learning mathematics. For

instance, a study by Pegg et al. (2016) investigated the experiences of Year 7

students in a UK school and found that students who perceived mathematics as

relevant to their lives were more motivated and engaged in the subject. Similarly, a

study by Liljedahl et al. (2016) used video-recorded classroom observations to

explore students' experiences in a high school mathematics class in Canada. The

study found that students who engaged in collaborative problem-solving activities

reported higher levels of enjoyment and interest in mathematics.

In the Philippines, mathematics is considered an essential subject, and it is

mandatory for all students to study it from the primary to the secondary levels.

However, despite its importance, many students struggle to understand and learn

mathematics effectively. This struggle can be attributed to various factors, such as

the lack of interest, inadequate resources, and inadequate teaching methods.

Therefore, it is essential to explore the lived experiences of students in learning

mathematics in the Philippines to identify these factors and develop strategies to

improve the teaching and learning of mathematics.

 Several studies have explored the challenges that students face in learning

mathematics in the Philippines. According to a study conducted by Vibal, E.J. (2014),

the most significant challenges that students face in learning mathematics are a lack

of interest, poor academic performance, and the complexity of the subject. The study

also found that many students struggle to understand mathematical concepts, and

they often rely on memorization rather than comprehension. Similarly, a study by

Molina, J. (2016) found that students in the Philippines struggle with mathematics

due to poor teaching methods, lack of resources, and insufficient practice. The study

also found that students who received more individualized attention from their

teachers were more likely to perform well in mathematics.

Another study conducted by Del Rosario, J.R. (2019) explored the use of

technology in teaching mathematics in the Philippines. The study found that the use

of technology, such as interactive whiteboards and educational software, can

enhance students' learning experiences and increase their interest in mathematics.

The study also found that technology can provide students with immediate feedback,

which can help them identify their strengths and weaknesses and develop effective

learning strategies.

Furthermore, a study by Panganiban, A. (2021) explored the relationship

between students' attitudes towards mathematics and their academic performance.

The study found that students who had a positive attitude towards mathematics were

more likely to perform well in the subject. The study also found that students who

had negative attitudes towards mathematics often struggled to understand the

subject and were less likely to seek help from their teachers.
 However, studies have shown that many students struggle with mathematics,

which can lead to low academic performance and limited career opportunities. Over

the past decade, recent studies have also explored the use of technology in

mathematics education. A study by Cheng and Liao (2019) investigated the use of a

mobile app to improve students' mathematics achievement and found that the app

was effective in enhancing students' problem-solving skills.

In terms of the Philippine context, a study by Martinez and Mapa (2020)

examined the factors that contribute to students' difficulties in learning mathematics.

The study found that factors such as inadequate teacher training, lack of instructional

materials, and students' negative attitudes towards mathematics can all contribute to

poor performance in the subject.

In Leuteboro National High School where the study will be conducted, there

have been concerns raised by teachers, parents, and students regarding the

challenges of learning mathematics. During Learning Action Cell (LAC) sessions,

teachers have reported that students are struggling with understanding mathematical

concepts and applying them to solve problems. This is further corroborated by

feedback forms collected from teachers and learners, which highlight the difficulties

they face in comprehending and mastering the subject.

Despite these challenges, students have developed coping strategies to

navigate the difficulties they encounter in learning mathematics. Teachers have

observed that some students resort to memorizing formulas and procedures, and

understanding the underlying concepts. Others seek help from their peers or tutors

to clarify their doubts and questions. Still, others use technology such as educational

apps or online resources to supplement their learning.

 Given the challenges and coping mechanisms observed, the researcher is

motivated to conduct a study that explores the lived experiences of students in

learning mathematics in Leuteboro National High School. The study aims to identify

the specific challenges that students face, their coping strategies, and how these

strategies affect their academic performance. The findings of the study to be

gathered, the researchers will inform the design of an intervention program that can

help mitigate the challenges faced by students and enhance their academic gains in

mathematics.

Research Locale

The study will be conducted at Leuteboro National High School. It is located

in the central part of Oriental Mindoro in the Northern part of Socorro. It is found

between barangay Leuteboro I and Leuteboro II which is 1.8 kilometers away from

the town. The school was first known as Leuteboro National High School under the

supervision of the Leuteboro Elementary School (LES). Since its establishment in

1968, LNHS continues to provide quality, equitable and liberating education to 2,600

learners. Despite the challenges that students face in learning, the school continues

in providing efforts and quality education to its students, particularly in the field of

mathematics. It carries its noble goals and aspirations for its clientele through its one

hundred forty-three (143) teaching and non-teaching staff. Through continuous

professional development, teachers become professionally prepared and equipped

with the knowledge, skills, and sound values. Through teachers, students become

holistically developed through the able leadership of school leaders and the

assistance from different stakeholders.

 To date, Leuteboro National High School is one of the leading public

secondary schools in the school’s division of Oriental Mindoro. Of its 143 teaching

and non-teaching personnel, the school has one principal, one assistant principal for

Senior High School, 8 Head Teachers, 11 Masters Teachers, 60 Teacher III, 24

Teacher II, 19 Teacher I, and 21 non-teaching personnel. School has 1,967 Junior

High schools and 861 Senior High School students with a total number of 2,828. The

school is also one of the fastest-growing secondary schools not only in terms of its

students’ population but also concerning its teachers. These professionals continue

to grow professionally to capacitate themselves in adapting to the challenges of the

current situation. However, the same teachers expressed challenges in terms of

meeting students’ needs when it comes to learning mathematics. The study will

focus on the challenges encountered by students and identify the coping strategies

employed in addressing these challenges.

Participants of the study

The participants of this study are thirteen students from Senior high school

who have a lived experience in learning mathematics in Leuteboro National High

School.

Participant One is a 19-year-old male in Grade 11 who got an average score

of 85 in first semester, has learning materials in Math, and mobile phone. He is living

with her parents who both a high school graduate.

 Participant Two is a 17-year-old male in Grade 11 who got an average score

of 81 in 1st semester and has learning materials in Math (scientific calculator) and a

cellphone. He is living with her parents who is an elementary undergraduate.

Participant Three is a 16-year-old female in Grade 11 HUMSS who got an

average score of 85 in 1st semester, has no learning materials in math (scientific

calculator), and has a cellphone. Her father is a college graduate in the course

Custom.

Participant Four is a 16-year-old female in Grade 11 who got an average

score of 86, has learning materials (scientific calculator), and has a cellphone. She is

living with her parents who are both high school graduates.

Participant Five is a 16-year-old female in Grade 11 HUMSS who got an

average score of 81, has learning materials (scientific calculator), and a cellphone,

and is now living with her parents.

Participant Six is a 17-year-old female in Grade 11 HUMSS who got an

average score of 80, has no learning materials (scientific calculator), and has a

cellphone. She is living with her father who is an elementary graduate.

Participant Seven is an 18-year-old male in Grade 11 HUMSS who got an

average score of 80 in the first semester, has no learning materials, and have a

cellphone. He is living with his grandmother and grandfather with his sister.

Participant Eight is a 16-year-old female in Grade 11 HUMSS who got an

average score of 87 in 1st semester, has no learning materials in math (scientific

calculator), and has a cellphone. She is living with father who a high school graduate
and mother who currently studying in college in the course Education major in

English

Participant Nine is a 17-year-old female in Grade 11 HUMSS who got an

average score of 82 in 1st semester, has no learning materials in math (scientific

calculator), but has a cellphone, and she is living with her husband.

Participant Ten is a 17-year-old female in Grade 11 HUMSS who got an

average score of 82 in 1st semester, has no learning materials in math (scientific

calculator), and has a cellphone. She is living with parents who both high school

graduate.

Participant Eleven is a 16-year-old male in Grade 11 HUMSS who got an

average score of 77 in 1st semester, has no learning materials in math (scientific

calculator), and has a cellphone. He is living with parents who both a high school

graduate.

Participant Twelve is a 17-year-old female in Grade 11 HUMSS who got an

average score of 86 in 1st semester, has learning materials in math (scientific

calculator), and a cellphone, and she is living with her mother who a college

graduate.

Participant Thirteen is a 16-year-old male in Grade 11 HUMSS who got an

average score of 83 in 1st semester, has no learning materials in math (scientific

calculator), and has a cellphone. He is living with father who is a high school

graduate and mother who is a college graduate and now a teacher in Elementary

school.
Theoretical Framework

The lived experience of students in learning mathematics has been a subject

of interest among researchers in the field of education for many years. The focus on

this topic has been on understanding the ways in which student’s experience and

make sense of the subject, and how these experiences shape their attitudes and

beliefs towards mathematics. This paper will explore the literature on the lived

experience of students in learning mathematics from the years 2013 to 2023, with a

focus on theories that have emerged during this period.

One of the key theories that has emerged in the study of the lived experience

of students in learning mathematics is the concept of mathematical identity.

Mathematical identity refers to the way in which individuals see themselves in

relation to mathematics and how this shapes their engagement with the subject.

Research has shown that a positive mathematical identity is associated with greater

motivation and achievement in mathematics (Aubrey et al., 2018). Conversely,

negative experiences in mathematics can lead to feelings of anxiety and a lack of

confidence in one's ability to learn and succeed in the subject (Boaler, 2013).

Another theory that has been influential in the study of the lived experience of

students in learning mathematics is the socio-cultural theory of learning. This theory

suggests that learning is a social process that is influenced by the cultural and social

context in which it occurs (Vygotsky, 2017). In the context of mathematics education,

this theory highlights the importance of creating a supportive and collaborative

learning environment that values diverse perspectives and experiences. Research

has shown that classroom environments that promote social interaction and

collaboration can lead to greater engagement and achievement in mathematics

(Cobb et al., 2013).

A third theory that has gained prominence in recent years is the concept of

mathematical mindset. Mathematical mindset refers to the beliefs and attitudes that

individuals hold about their ability to learn and succeed in mathematics (Dweck,

2016). A growth mindset, which emphasizes the idea that mathematical ability can

be developed through hard work and perseverance, has been linked to greater

motivation and achievement in mathematics (Boaler, 2013). In contrast, a fixed

mindset, which suggests that mathematical ability is innate and unchangeable, can

lead to feelings of helplessness and disengagement from the subject.

The lived experience of students in learning mathematics is also influenced

by factors such as gender and culture. Research has shown that girls and women

are more likely to hold negative attitudes towards mathematics and have lower

achievement in the subject compared to boys and men (Else-Quest et al., 2013).

This has been attributed to a number of factors, including societal stereotypes and

biases, as well as differences in learning styles and preferences. Similarly, students

from culturally diverse backgrounds may experience barriers to learning

mathematics due to cultural differences in teaching and learning practices, as well as

language barriers (National Research Council, 2018).

In conclusion, the study of the lived experience of students in learning

mathematics has been an important area of research in education over the past
decade. Theoretical frameworks such as mathematical identity, socio-cultural theory

of learning, mathematical mindset, as well as factors such as gender and culture,

have provided insights into the ways in which student’s experience and make sense

of mathematics. By understanding these experiences and factors, educators and

policymakers can work to create more inclusive and supportive learning

environments that foster engagement and achievement in mathematics.

Conceptual Framework

In view of the foregoing studies, literatures and theories, the conceptual

framework of the study is presented below.

INPUT PROCESS OUTPUT

Experience of Phenomenology
Students Studying using Semi-
Proposed a
Mathematics structured
Program
interview
-Challenges

-Coping Strategies

Figure 1. Conceptual Framework on the Challenges and Coping Mechanisms

of Students Studying Mathematics

The conceptual framework of the study as presented uses the input, process,

and output model.

 Contained in the first box are the inputs of the study. These refer to the

students’ experiences particularly the challenges and coping mechanisms in

studying mathematics.

The inputs will be processed through the conduct of a semi-structured

interview. The interviews will be transcribed, analyzed, and interpreted using

Collaizi’s phenomenological approach as shown in the second box.

The output of the study which is the proposed a program is presented on

the third box after thorough analysis and interpretation of the gathered data are

made.

Statement of the Problem

This research aims to explore the experiences of junior and senior high

school students in studying mathematics in Leuteboro National High School for the

School Year 2022-2023.

Specifically, it seeks answers to the following questions:

1. What are the challenges that students encountered in learning mathematics?

2. What are the coping strategies employed by the students in learning

mathematics?

3. Based on the findings, what program can be proposed?

Scope and limitation

 This study will be conducted among of the junior and senior high school

students in Leuteboro National High School, Leuteboro, Socorro, Oriental Mindoro,

enrolled during School Year 2022-2023. It will focus only on the lived experiences of

the thirteen participants who continue to study mathematics subjects despite the

challenges faced. Participants are JHS or SHS students who are 12-20 years old

and really need educational support without a household partner, positive teacher-

student relationship, effective teaching practices, and instructional and learning

materials such as calculator.

Since the study is qualitative in nature using phenomenological approach, the

researchers will rely solely on the perspectives of the participants using semi-

structured interview. Analyses, interpretations, and conclusions will be drawn from

the participants’ articulated responses only in illuminating their experience of the

phenomenon under investigation. One limitation that the study has to note is the

possibility of bias because the results are only representative of the selected

participants and not the entire group of learners.

Significance of the Study

The findings of research on the lived experiences of students in learning

mathematics would be of significant value to the following individuals or groups

across the field of education.

Teachers
 Teachers are the primary facilitators of students' learning experiences, and

their pedagogical practices can have a significant impact on the quality of their

students' learning outcomes. Research into the lived experiences of students in

learning mathematics can provide teachers with valuable insights into the ways in

which students engage with the subject, the challenges they face, and the strategies

they use to overcome those challenges. This information can enable teachers to

tailor their teaching methods to better meet the needs of their students, identify and

address areas of difficulty, and promote deeper engagement with the subject matter.

By understanding the factors that influence students' experiences of learning

mathematics, teachers can create a more supportive and inclusive classroom

environment that fosters positive attitudes towards the subject and encourages

students to pursue further studies in mathematics.

School Heads and Teachers

This study can assist principals and head teachers of Math Department in

comprehending the difficulties that students encounter while studying mathematics,

allowing them to collaborate with teachers to create effective teaching methods that

tackle these issues and enhance learning outcomes. Additionally, research can help

school head and teachers to recognize and resolve gaps in academic performance

in mathematics by understanding the diverse experiences of students and

developing tailored interventions to meet the individual needs of different student

groups.

Educational Policymakers

Educational policymakers are responsible for setting the policies and

guidelines that govern the education system, and research into the lived experiences
of students in learning mathematics can provide them with valuable insights into the

effectiveness of existing policies and practices. For example, research may reveal

that certain policies, such as standardized testing or tracking, have negative effects

on students' experiences of learning mathematics, or that certain demographic

groups are disproportionately affected by these policies. Policymakers can use this

information to revise or create new policies that better support students' learning and

promote greater equity and inclusivity in mathematics education.

Parents and Caregivers

Parents and caregivers play a critical role in supporting students' learning

and development, and research into the lived experiences of students in learning

mathematics can provide them with valuable insights into the ways in which they can

best support their children's learning. For example, research may reveal that parents

who provide positive feedback and create a supportive learning environment at

home can have a significant impact on their children's attitudes towards mathematics

and their overall academic success. Parents can use this information to create a

more supportive and engaging learning environment at home, identify and address

areas of difficulty, and better understand their children's educational experiences.

Students

Students themselves are the primary beneficiaries of research into the lived

experiences of students in learning mathematics. By understanding the factors that

influence their experiences of learning mathematics, students can better identify and
address areas of difficulty, develop more effective learning strategies, and cultivate a

positive attitude towards the subject. Research can also help to promote greater

equity and inclusivity in mathematics education by identifying and addressing factors

that may be creating barriers to learning for certain demographic groups. By

promoting a deeper and more nuanced understanding of students' experiences of

learning mathematics, research can help to create a more supportive and engaging

learning environment that fosters greater success and satisfaction for all students.

Educational Researchers

Educational researchers are responsible for conducting research into the

effectiveness of teaching methods, educational policies, and other factors that

influence students' learning outcomes. Research into the lived experiences of

students in learning mathematics can provide them with valuable insights into the

ways in which students engage with the subject and the factors that influence their

success. For example, research may reveal that certain teaching methods, such as

inquiry-based learning or flipped classrooms, are more effective than others at

promoting student engagement and learning. Researchers can use this information

to develop and test new teaching methods or interventions that better support

students' learning outcomes and inform broader discussions about the future of

mathematics education.

Future Researchers
 In the end, research on the lived experiences of students in learning

mathematics can have significant value to future researchers. This is because it can

help identify gaps in existing research, inform research design, enhance the validity

and reliability of research, and inform policy and practice in education.

Understanding the experiences of students in learning mathematics can help future

researchers design their studies in a way that is more sensitive to the needs and

experiences of students. By building on the findings of previous research, future

researchers can develop more effective research instruments and methods that are

better suited to the context of the study. The insights gained from previous research

can also be used to develop more effective teaching strategies, curriculum materials,

and assessment methods that take into account the experiences of students.

Chapter ll

LITERATURE REVIEW

This study includes a comprehensive collection of literature reviews that

serve as a strong foundation and provide support for students facing challenges

while learning mathematics, as well as effective coping mechanisms. This

compendium of literature reviews provides valuable insights and strategies for

students to overcome challenges and cope with the difficulties of learning

mathematics. By implementing these strategies and techniques, students can

develop a more positive attitude towards math and improve their performance in the

subject.
Learning Mathematics

Over the past decade, numerous studies have explored effective approaches

to learning mathematics. One notable trend in mathematics education is the use of

active learning methods. These methods involve engaging students in the learning

process through problem-solving, group work, and interactive activities. Research

has consistently shown that active learning leads to better learning outcomes in

mathematics compared to passive methods such as lectures and textbooks. For

instance, Freeman et al. (2014) analyzed 225 studies on active learning in higher

education and found that students who participated in active learning had better

exam scores, lower failure rates, and higher retention rates compared to those in

traditional lecture-based courses. Similarly, Deslauriers et al. (2011) found that

students in an interactive physics course performed better on exams and were more

engaged with the material than those in a traditional lecture-based course.

Another trend in mathematics education is the use of technology, particularly

online learning. Despite challenges posed by the COVID-19 pandemic, research has

shown that online learning can be effective for mathematics education if

implemented with careful planning and support. Means et al. (2013) analyzed 45

studies on online learning and found that students in online courses performed

slightly better on average than those in traditional face-to-face courses, especially

when interactive activities, collaboration, and feedback were included. Similarly, Zhu

et al. (2016) found that a blended algebra course combining online and face-to-face

instruction resulted in higher exam scores and engagement compared to a traditional

course.
 Teacher training is another critical factor that impacts mathematics education

outcomes. Teachers who receive ongoing professional development in mathematics

content and pedagogy are better equipped to support their students' learning and

foster positive attitudes towards mathematics. Stigler and Hiebert (2013) found that

high-achieving countries in mathematics education, such as Japan and Singapore,

invest heavily in teacher training in these areas. Hill et al. (2016) also found that a

professional development program focused on content knowledge and pedagogical

skills for middle school mathematics teachers resulted in higher exam scores for

their students.

Finally, early intervention is critical in mathematics education to prevent

learning difficulties and improve long-term outcomes. Identifying struggling students

early and providing targeted support can prevent learning gaps from widening. For

example, Duncan et al. (2017) found that an early mathematics intervention program

for low-income preschoolers focusing on early numeracy skills resulted in higher

math scores in kindergarten.

Challenges in Learning Mathematics

Mathematics is a subject that poses many challenges for students. Over the

past decade, various studies have identified several key challenges that students

face when learning mathematics. These challenges include the development of deep

conceptual understanding, math anxiety, lack of motivation, and language barriers.

One of the major challenges that students face when learning mathematics is

developing a deep conceptual understanding of the subject. Mathematics is often

taught in a procedural and formulaic way, which can make it difficult for students to

grasp the underlying concepts. A study conducted by Boaler (2013) found that

students who were taught mathematics in a conceptual way, through problem-

solving and discussion, had better long-term outcomes than those who were taught

in a procedural way. The study also found that students who developed a deep

conceptual understanding of mathematics were more likely to pursue further studies

in the subject.

Another study by Hiebert et al. (2017) analyzed the teaching practices of

high-achieving countries in mathematics education, such as Japan and Singapore,

and found that these countries prioritize the development of conceptual

understanding in their mathematics curriculum. By prioritizing conceptual

understanding, students can gain a better understanding of the subject, which can

lead to improved outcomes in the long run.

In addition to conceptual understanding, math anxiety is another challenge

that many students face when learning mathematics. Math anxiety is a feeling of fear

or anxiety that arises when faced with mathematical tasks. It can lead to avoidance

of math-related tasks and negative attitudes towards the subject. A study conducted

by Maloney et al. (2015) found that math anxiety can have a negative impact on

mathematics performance, particularly for female students. The study also found that

interventions that address math anxiety, such as cognitive behavioral therapy and

mindfulness-based interventions, can improve mathematics performance and reduce

math anxiety.

Moreover, teachers can play an important role in reducing math anxiety by

creating a supportive and engaging classroom environment. A study conducted by

Park et al. (2016) found that teachers who were empathetic, encouraging, and

provided opportunities for student participation had students with lower levels of

math anxiety. By creating a supportive environment, teachers can help students feel

more comfortable and confident in their math abilities.

Furthermore, lack of motivation is another challenge that many students face

when learning mathematics. Mathematics can be a challenging subject, and if

students do not see the relevance of the material to their lives or future goals, they

may become disengaged and lose motivation. A study conducted by Xie et al. (2014)

found that students who saw the relevance of mathematics to their lives and future

goals had better mathematics outcomes and were more motivated to learn the

subject. The study also found that teachers who highlighted the relevance of

mathematics and provided opportunities for student choice and autonomy had

students with higher levels of motivation. By highlighting the relevance of

mathematics, teachers can help students see the value of the subject and become

more motivated to learn.

Additionally, a lack of language proficiency can pose a challenge for

students who speak a language other than the language of instruction. Language

barriers can make it difficult for students to understand mathematical concepts and

participate in classroom activities. A study conducted by Cao et al. (2014) found that

students who were English language learners had lower mathematics outcomes than

native English speakers. The study also found that interventions that address

language barriers, such as bilingual education and targeted language support, can

improve mathematics outcomes for English language learners. Another study by

Moschkovich (2013) argued that language is an integral part of mathematics and that

mathematics teachers should be prepared to address the linguistic needs of their

students. By addressing language barriers, teachers can help ensure that all

students have an equal opportunity to succeed in mathematics.

In conclusion, learning mathematics can be challenging for many students,

but there are ways to address these challenges. Teachers can prioritize the

development of conceptual understanding.

Coping Strategies

Mathematics can be a challenging subject for many students, and effective

coping strategies are crucial in helping them improve their performance. Over the

past decade, numerous studies have explored coping strategies in learning

mathematics, with a focus on identifying techniques that can help students overcome

math anxiety and achieve better results. By incorporating relevant research, this

study aims to provide reliable references and evidence-based claims that support its

findings, and to contribute to a more substantial understanding of the complexities

involved in distance learning mathematics for students at various grade levels.

One of the earliest studies in this area was conducted by Fawaz et al.

(2013), who found that self-regulated learning strategies such as goal setting, self-

monitoring, and self-evaluation were effective in improving math performance and

reducing math anxiety. This highlights the importance of students taking

responsibility for their own learning by setting goals, monitoring their progress, and

evaluating their achievements. Similarly, Tavakol and Abu Talib (2014) identified

time management and goal setting as crucial self-regulation skills for math

achievement. Effective time management skills can help students prioritize their
tasks and allocate adequate time for math-related activities, while goal setting can

provide direction and motivation for their learning.

Other studies have investigated the impact of specific coping strategies on

math anxiety and performance. Ramdass and Zimmerman (2014) found that self-

reflection and self-evaluation strategies were effective in enhancing math

performance among middle school students. This suggests that students who reflect

on their strengths and weaknesses, evaluate their progress, and adjust their

strategies accordingly, are more likely to achieve better results. Sevimli-Celik and

Bulut (2015) found that cognitive restructuring, problem-solving, and social support

were effective in reducing math anxiety in high school students. Cognitive

restructuring involves replacing negative thoughts and beliefs about math with

positive ones, while problem-solving skills can help students approach math tasks

with a positive attitude and confidence. Social support, such as receiving

encouragement and feedback from teachers, peers, or family members, can also

alleviate math anxiety and boost confidence.

Çetinkaya and Çimen (2016) identified problem-solving and coping strategies

as key factors in improving math achievement among elementary school students.

Effective problem-solving skills involve breaking down complex math tasks into

manageable steps, identifying relevant information, and applying appropriate

strategies to arrive at a solution. Coping strategies, such as seeking help when

needed, staying motivated, and maintaining a positive attitude, can also contribute to

students' success in math.

Several studies have also investigated the role of self-regulated learning

strategies in math performance. Kinnunen and colleagues (2016) found that goal
setting and self-evaluation were effective in improving math performance among

Finnish students. Similarly, Liu and colleagues (2017) found that time management

and self-evaluation were instrumental in reducing math anxiety and improving math

achievement among Chinese students. These findings suggest that self-regulated

learning strategies can help students take control of their own learning by setting

goals, monitoring their progress, and adjusting their strategies accordingly.

Han and colleagues (2018) identified self-efficacy, self-regulated learning,

and academic help-seeking as important coping strategies for Korean students in

improving math achievement. Self-efficacy refers to students' belief in their own

ability to succeed in math, while self-regulated learning involves taking responsibility

for one's own learning and applying appropriate strategies to achieve desired

outcomes. Academic help-seeking involves seeking assistance from teachers, tutors,

or peers when facing difficulties in math.

Other studies have focused on specific coping strategies and their impact on

math anxiety and achievement. Joo and Lim (2017) found that problem-solving,

seeking social support, and positive self-talk were effective in improving math

performance. This suggests that students who approach math tasks with a positive

attitude, seek support from others, and use effective problem-solving skills are

effective in improving math performance, while Arslan and colleagues (2018)

identified problem-solving, social support, and positive self-talk as effective in

reducing math anxiety among Turkish university students. Ayvaci and Tuna (2019)

found that cognitive restructuring and problem-solving were effective in reducing

math anxiety and improving math achievement among Turkish high school students,

and Oner and colleagues (2019) identified problem-solving and seeking social
support as effective in improving math performance among Turkish middle school

students.

In summary, coping strategies play a crucial role in learning mathematics

and can help students overcome math anxiety and achieve better results. Effective

coping strategies identified in these studies include self-regulated learning strategies,

problem-solving, social support, and positive self-talk.

The inclusion of these literature reviews is crucial for establishing a strong foundation

in a study that aims to explore the challenges and coping mechanisms of students in

learning mathematics. By incorporating relevant research, this study can provide

reliable references and evidence-based claims that support its findings. Furthermore,

the interpretation and analysis of these studies can enrich the discussion,

contributing to a more substantial understanding of the complexities involved in

distance learning mathematics for students at various grade levels.

CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses the methodology that the study will employ. It

expounds the details on the research design, participants of the study, research

procedures, the instrument and data analysis to be used in analyzing and

interpreting the of the study.

Research design

The study will employ the qualitative method of research. It is linked with the

paradigms of complexity, contextually, according to a phenomenological approach,

to understand educational reality in a holistic way in its uniqueness and specificity.

As such, the study makes use of the phenomenological approach that is concerned

with developing explanations of social phenomena and the social aspects of our

world (Hancock, Ockleford, and Windridge, 2009) as it studies behavior in natural

settings or uses people’s accounts as data; usually without manipulation of variables.

Generally, it aims to help individuals understand the social world in which they live

and the reason why things happen and the way they are. Its objectives are to gain

insights into people’s attitudes, behavior, values, concerns, motivations, aspirations,

culture or lifestyles.

Qualitative researchers participate in naturalistic analysis, inductively

observing real-world settings to produce rich narrative explanation and create case

studies. Inductive analysis yields trends and themes, the fruit of qualitative study,

through instances (Patton, 2005). Since real life situations needed to be explored in

terms of its contextual nature as seen by the participants, phenomenology is the

appropriate and applicable technique to explore the topic on the lived experiences of

students in learning mathematics. Each of the 13 student-participants will be

interviewed to understand their lived experiences. Common themes are analyzed,

coded and extracted from all of the interviews. The participants are asked to

suspend their personal judgment on the topic which allow the stories to unfold. The

approach gives the participants permission to be intentionally conscious of their lived

experiences. Consciousness is an essential component in understanding the whole

experience because it contained sense-experiences, perception and understanding.

 Moreover, after all the semi-structured interviews, the researcher transcribes

the audio-visual recordings and using Creswell’s (1998) procedures of

phenomenological inquiry. The interviews, which are personally conducted by the

researcher, further explored the meanings of the lived experiences of the students

learning mathematics. Through the interviews, participants share the challenges and

problems encountered as regards in learning mathematics. Then, the researcher

adopts Collaizzi’s (1978) phenomenological data analysis in extracting, organizing,

and analyzing the narrative data set. This covers an exhaustive description of the

experience shared in the interviews. Significant statements and theme clusters are

integrated to formulate categories and arrived at the overall themes. These are

analyzed and interpreted to design mathematics activities which address students’

challenges in learning mathematics.

With respect to qualitative research, the study made use of the

phenomenological approach. Qualitative research as explained by Hancock,

Ockleford and Windridge (2009) is concerned with developing explanations of social

phenomena and the social aspects of our world. Its studies behavior in natural

settings or uses people’s accounts as data; usually without manipulation of variables.

In other words, qualitative research aims to help us understand the social world in

which we live and why things are the way they are. It is used to gain insights into

people’s attitudes, behavior, values, concerns, motivations, aspirations, culture or

lifestyles. Focus group, in- depth interviews, content analysis, evaluation and

semiotics are some of the formal approaches that are used.

Real life situations need to be explored in terms of its contextual nature as

seen by the participants. Therefore, phenomenology is an appropriate and applicable

technique to explore the topic of the lived experiences of Master Teachers in

Science in the division of Oriental Mindoro. Each of the 13 master teachers will be

interviewed to understand his or her lived experiences. Common themes will be

analyzed, coded and extracted from all of the interviews.

According to Rossman and Rallis (1998), phenomenology is a tradition in

German philosophy with a focus on the essence of lived experience. Patton (1990)

likewise described it as one that is “focused on descriptions of what people

experience and how it is that they experience what they experience” (p. 71).

Hancock (2002) further expound that phenomenological research is a way of

describing something that exists as part of the world in which we live. Phenomena

may be events, situations, experiences or concepts. Thus, its aim is to transform the

lived experiences into a text experience of its essence in such a way that the reader

is experiencing close to the actual experience. Phenomenology goes beyond the

subjective experiences or data of the participants to the orientation of inquiring about

the nature of the phenomenon as an essential human experience. In this kind of

approach, the researcher collects data from individuals who have experienced a

specific phenomenon. These data were then organized and analyzed, and the

researcher developed a composite description of the importance of the experience

for all individuals.

The research construct is based on phenomenology which explores people’s

experiences in order to better understand the deeper meaning of an aspect of

human experience in the context of the entire human experience. In other words, the

methodology elicited participants’ lived experiences about life events and

interactions with other people. Study participants were asked to suspend personal

judgment on the topic which allow the stories to unfold. The approach gave the

participants permission to be intentionally conscious of their lived experiences.

Consciousness was an essential component in understanding the whole experience

because it contained sense-experiences, perception and understanding.

Participants of the Study

The participants of this study are thirteen students from Junior and Senior

high school who have a lived experience in learning mathematics in Leuteboro

National High School.

Participant One is a 19-year-old male in Grade 11 who got an average score

of 85 in first semester, has learning materials in Math, and mobile phone. He is living

with her parents who both a high school graduate.

Participant Two is a 17-year-old male in Grade 11 who got an average score

of 81 in 1st semester and has learning materials in Math (scientific calculator) and a

cellphone. He is living with her parents who is an elementary undergraduate.

Participant Three is a 16-year-old female in Grade 11 HUMSS who got an

average score of 85 in 1st semester, has no learning materials in math (scientific

calculator), and has a cellphone. Her father is a college graduate in the course

Custom.

Participant Four is a 16-year-old female in Grade 11 who got an average

score of 86, has learning materials (scientific calculator), and has a cellphone. She is

living with her parents who are both high school graduates.

Participant Five is a 16-year-old female in Grade 11 HUMSS who got an

average score of 81, has learning materials (scientific calculator), and a cellphone,

and is now living with her parents.

 Participant Six is a 17-year-old female in Grade 11 HUMSS who got an

average score of 80, has no learning materials (scientific calculator), and has a

cellphone. She is living with her father who is an elementary graduate.

Participant Seven is an 18-year-old male in Grade 11 HUMSS who got an

average score of 80 in the first semester, has no learning materials, and have a

cellphone. He is living with his grandmother and grandfather with his sister.

Participant Eleven is a 16-year-old male in Grade 11 HUMSS who got an

average score of 77 in 1st semester, has no learning materials in math (scientific

calculator), and has a cellphone. He is living with parents who both a high school

graduate.

Participant Twelve is a 17-year-old female in Grade 11 HUMSS who got an

average score of 86 in 1st semester, has learning materials in math (scientific

calculator), and a cellphone, and she is living with her mother who a college

graduate.

Participant Thirteen is a 16-year-old male in Grade 11 HUMSS who got an

average score of 83 in 1st semester, has no learning materials in math (scientific

calculator), and has a cellphone. He is living with father who is a high school

graduate and mother who is a college graduate and now a teacher in Elementary

school.

Sampling

The study will use purposive sampling. Thirteen participants shall be

purposively chosen according to the criteria set by the researchers.

 Purposive sampling is a non-probability sampling technique in which

researchers select participants based on their specific characteristics or qualities that

are relevant to the research question. This type of sampling is often used when

researchers are interested in studying a particular group of people or when they

need to identify individuals who have certain knowledge, experiences, or traits that

are essential for the research.

In purposive sampling, the selection of participants is based on a deliberate

choice made by the researcher, rather than a random selection process. This can

include selecting participants based on their age, gender, occupation, education

level, or other relevant factors.

The purpose of purposive sampling is to identify participants who can provide

valuable insights and information related to the research question. By selecting

participants who have the specific qualities or characteristics needed for the

research, researchers can gather more relevant and meaningful data.

Data gathering procedure

The study will employ a semi-structured interview using Creswell’s (1998)

procedures of phenomenological inquiry. First, the researchers will understand the

phenomena being studied. The researchers will then formulate questions for a semi-

structured interview to gather data from the individuals who have experienced the

phenomenon under investigation. This interview will be personally conducted by the

researchers to further explore the meanings of the lived experiences of the study

participants. To maintain confidentiality, codes will be employed to pertain to the

participants. After the data are gathered through face-to-face interviews, Collaizzi’s

(1978) phenomenological data analysis will be used.

 Maintaining confidentiality in the data collection process is of paramount

importance. Participants will be recruited in an unimposing way as their willingness

to be interviewed determines the quality of data to be gathered. The interviews were

conducted in public places with private areas to protect confidentiality. The interviews

were audio recorded with the consent of the participants. Once recorded, interviews

were transcribed and identifying information were removed or disguised.

The interviews, transcriptions and consent forms were kept in a secured

location. To further safeguard confidentiality, consent forms were stored in a separate

location from the other data so there is no way they can be linked to the interviews.

In addition, participants were asked to refrain from using names during the

interview (names of people and places). At each interview, the purpose of the study,

the structure of the interview and the nature, benefits and risks of participation were

discussed with the participants. They were likewise informed that participation is

voluntary and that all the information gathered are held with strict measures of

confidentiality. They were informed too that they are free to withdraw from the study

at any time should they choose to withdraw. They were informed that there is no

financial compensation for their participation. They were informed that their

participation could raise awareness and provide insight on the phenomenon to be

investigated.

Data analysis

Since the study is qualitative research, participants will be asked of the

challenges encountered and coping mechanisms through a face-to-face interview.

An approved interview guide will also be used. Participants will be encouraged to talk
freely and to tell stories using their own words. At the end of each interview, a

second contact with the participants were made to discuss study findings and to

make sure that the findings would reflect their own experiences. The level of data

saturation will be determined by the researchers in a process carried out which is

parallel to data collection. The researcher will be doubled check the transcripts.

Each transcript will be read and re-read to obtain a general sense about the

whole content. Significant statements that are relate to the phenomenon under study

will be shifted from each transcript. These statements will be noted down on a

separate sheet taking in their pages and line numbers. Meanings will then be

formulated from these significant statements and will be sorted out into categories,

clusters of themes and themes.

Findings of the study will be integrated into an exhaustive description of the

phenomenon under study. Then, the description of the fundamental structure of the

phenomenon will follow. Eventually, validation of the findings will be sought from the

subjects of the study to compare the researchers’ descriptive results with their

experiences.

This study adopted Collaizzi’s process for phenomenological data analysis as

cited by Sanders, 2003 and Speziale and Capenter, 2007.

First, the researcher will read and re-read each transcript several times to

obtain the common experiences. In this stage, the thoughts, feelings and ideas will

be observed and analyzed. The researchers will identify the commonalities of the

responses of the participants.

Second, significant statements and phrases will be shifted from each

transcript. As the researchers become immersed in the data, extraction and

identification of significant statements started. In this process, the researchers will

eliminate some insignificant responses which they deem irrelevant to the

phenomenon under investigation.

Third, meanings will be formulated from the significant statements. Each

underlying meaning will be coded in one category as it reflects an exhaustive

description.

Fourth, after reaching an agreement toward all formulated meanings, the

process of categorizing will follow that reflects a unique structure of clusters of

themes. Each cluster of themes will be coded to include all formulated meanings

related to that group of meanings. Then, groups of clusters of themes that reflected a

particular vision issue will be incorporated together to form a distinctive construct of

theme. All these themes will be internally convergent and externally divergent which

means that each formulated meaning falls only in one theme or that is distinguished

in meaning from other structures.

Fifth, all emerging themes will be defined into an exhaustive description. After

merging all study themes, the study structure of the phenomenon will be extracted.

Thereafter, the researchers will review the findings in terms of richness and

completeness to provide sufficient description and to confirm the exhaustive

description. Finally, the researchers will confirm the validation to this exhaustive

description.

Sixth, a reduction of findings will be done in which redundant, misused, or

overestimated descriptions will be eliminated from the structure since such attempt

will be made to emphasize the fundamental structure. Some changes will be applied

to generate clear relationships between clusters and their themes which included the

elimination of some ambiguous structures that weakened the whole description.

 Seventh, the researchers will validate study findings using “member checking”

technique. They will return the results of the study to the subject participants for

confirmation. Finally, after all the participants show satisfaction toward the results of

the study, the researchers will finalize the results of the studying adding literatures

and studies that support the results.

Identifying significant
statements and phrases

Formulated meanings
Transcripts

Aggregation of the
formulated meanings

Categories, cluster of themes and themes

Integrating all the

resulting ideas

Exhaustive description of phenomenon

Reduction of the
exhaustive description

Fundamental structure
 Returning to the
Participants

Validation of exhaustive description and its fundamental structure

Figure 2

Data Analysis according to Collaizzi (1978)