Chapter I

INTRODUCTION

Mathematics as perceived by elementary students, is the most difficult subject in

academics. Many students, though not all times, are afraid when they are seeing a lot of

numbers and symbols. They were not able to concentrate when it comes to solving

problems because students hate Math.

With these reasons, the researcher became interested in studying the difficulties

encountered in Mathematics because she thinks that these reasons might have an effect to

their academic performance.

Background of the Study

The study of difficulties and its effect to the academic performance was really an

interesting topic. The researcher has been curious in the difficulties affect to the academic

performance. Mathematics is one of the hardest subject in academics and the students in

Jose Rizal Elementary School has a difficulties encountered in studying Mathematics.

Objectives

The main purpose of the study is to answer the following question;

1. To identify the difficulties encountered by the students.

 2. To determine the academic performance of the students.

3. To rank the difficulties which were commonly encountered by the students

4. To determine the significant relationship between difficulties encountered and

academic performance in mathematics.

Significance of the Studies

Students

This study will help the students to understand that they will have encountered

difficulties in studying Mathematics.

Teachers

The teachers who serve as the motivation and inspiration of his/her students. They

are the one who helps the students to overcome the difficulties that they will be

encountered in studying Mathematics.

Researchers

As a future educator, this study will seek to explain and make me understand that

in studying Mathematics every student will be encountered difficulties.

Scope and Limitation

 This study focuses the difficulties encountered and its affect to the academic

performance in Mathematics V in Jose Rizal Elementary School during the S.Y. 2016-

2017 as the respondents of the study.

Definition of Terms

Academic Performance is the outcome of education-the extent to which a student,

teacher or institution has achieved their educational goals.

Equation the process of equating one thing with another.

Mathematics the systematic treatment of magnitude, relationships between figures and

forms, and relations between quantities expressed symbolically.

Subject a branch of knowledge studied or taught in a school, college, or universities.

Chapter II

REVIEW OF RELATED LITERATURE

A small number of students is identified as having a specific mathematical

learning difficulty (dyscalculia) but there is a divergence of views about causes and

identification (Hannell 2005). Interestingly, it has been suggested that very few students

actually have a mathematical learning difficulty (Carnellor 2004, Westwood 2000). In

fact Booker, Bond, Sparrow and Swan (2004) suggest that most students have a learned

difficulty. That is, educators have created their mathematical problems. Regardless of the

reason for students mathematical difficulties i.e. intrinsic or extrinsic factors, educators
still need to get on and teach. Some examples of how effective and considered practice

may prevent confusion and problems will now be discussed.

Sherman, Richardson and Yard (2005, p 3) remind us that mathematics

instruction must provide many opportunities for concept building, relevant challenging

questions, problem solving reasoning, and connections within the curriculum and real-

world situations. Westwood (2000) also reminds us that the educator is the pivotal person

in ensuring successful learning. Authentic problems must pose a challenge that

encourages strategic thinking and are a vehicle for development of concepts and skills.

However, researchers have a different view (Booker et. al. 2004, Carnellor 2004,

Westwood 2000). It is materials that provide tangible ways to explore mathematical ideas

and, for educators, they are a window into student thinking.

Sherman, Richardson and Yard (2005) believe that students become confused

about the meaning of words in mathematics lessons. For example, while an educator may

be explaining the concept of 10 to the power of the word power takes on a whole new

meaning for many South Australian children that has (possibly) little to do with what is

being explained. Westwood (2000, p18) believes that one of the main problems

encountered by studentsis translating between their own intuitive and concrete

understanding of the real world and the language used to describe and quantify for

mathematical purposes for school. Educators must build upon a students level of

language, check for understanding and not assume that nods and smiles are indicating

comprehension.

Gagne (1970) classified concepts into defined concepts and concrete concepts.

According to him, a teacher is required to know what the learner needs in order to learn
new concepts. A child is ready for a new concept when all the sub-concepts that are

prerequisites to the concept are mastered. He suggested that children learn an ordered

additive sequence of capabilities and that each new capability being more complex than

the prerequisite capability on which it is built.Dienes (1960) believes that mathematical

concepts are properly understood only if they are presented through a variety of concrete,

physical representations. He classified these concepts as pure mathematical concepts,

notational concepts and applied concepts. His systems of teaching emphasized

mathematical laboratories where he commended the use of MAB to provide suitable early

learning environment enabling the construction of place-value concept. He postulated 6

stages through which the teaching of mathematical concepts must progress: free play;

playing games; searching for communalities; representation; symbolism and

formalization.

Mathematics education requires highly motivated students because it requires

reasoning, making interpretations, and solving problems, mathematical issues, and

concepts. The challenges of mathematics learning for todays education is that it requires

disciplined study, concentration and motivation. To meet these challenges, learners must

be focused and motivated to progress. Broussard and Garrison (2004) examined the

relationship between classroom motivation and academic achievement in elementary-

school-aged children (122-first grade and 129-third grade participants). Consistent with

previous studies, they found that for a higher level of mastery, motivation was related to

higher math grades.

The teachers role in students motivation to learn should not be underestimated.

In helping students become motivated learners and producers of mathematical knowledge

successfully, the teachers main instructional task is to create a learning environment

where students can engage in mathematical thinking activities and see mathematics as

something requiring exploration, conjecture, representation, generalization, verification,

and reflection (Carr, 1996, p.58).

Self-directed learning could be a factor in students math achievement.

Mathematics learning requires a deep understanding of mathematical concepts, the ability

to make connections between them, and produce effective solutions to ill-structured

domains. There is no perfect, well-structured, planned or prescribed system that lets

students think and act mathematically. This can be done if, and only if, students play their

assigned roles in their learning progress. Self-directed learning has an important place in

successful math learning. Self-directed students can take the initiative in their learning by

diagnosing their needs, formulating goals, identifying resources for learning, and

evaluating or monitoring learning outcomes (Knowles 1975). The teachers role is to

engage students by helping to organize and assist them as they take the initiative in their

own self-directed explorations, instead of directing their learning autocratically

(Strommen & Lincoln, 1992).

Commenting on mathematics teaching, Elkins (2005) notes there has been a move

away from the transmission model of content delivery for all, or what has been referred to

as you watch what I do, and then you do it, to a focus on conceptual understanding that

is supported by constructivist teaching approaches. As the National Council of Teachers

of Mathematics (NCTM) (2006) states, effective mathematics teaching requires

understanding what students know and need to learn and then challenging and supporting

them to learn it well.

 In Hallidays (1975) view, learning language involves learning how to mean.

Thus, the language of mathematics involves learning how to make and share

mathematical meanings using language appropriate to the context, which is more than

recognizing and responding to words in isolation. This, in turn, demands the use of

appropriate language (words and symbols) whose level of difficulty is at par with the

cognitive abilities of the learners concerned.

Communicating mathematical ideas so that the message is adequately understood

is difficult enough when the teacher and learner have a common first language but the

problem is acute when their preferred languages differ. A number of studies have clearly

indicated that a students command of English plays a role in his/her performance in

mathematics. Souviney (1983) tested students in grades 2, 4 and 6 with various languages

and mathematics instruments on eight measures of cognitive development. His results

showed that English reading and Piagetian measures of conservation were highly

correlated with mathematical achievements. The primary function of language, in

mathematics instruction, is to enable both the teacher and the learner communicate

mathematical knowledge with precision. In order to realize the objectives of mathematics

instruction, teachers and textbook authors need to use a language whose structure,

meaning, technical vocabulary and symbolism can be understood by learners of a

particular class level. The communication of meaning frequently involves interpretation

on the part of the receiver and this should warn us that messages could be given incorrect

interpretations.

Studies carried out on factors that affect mathematics achievement in Kenya at the

primary level (Kafu,1976; Muriuki, 1991; Munguti, 1984; Omwono, 1990; Eshiwani,
1987), are silent on the role of language in mathematics instruction. Most of these studies

have looked at factors such as: qualification of teachers; time spent in lesson preparation;

teaching methods; frequency of supervision; students and/or teachers attitudes towards

mathematics; availability and use of media resources; teaching experiences; class-sizes

and in-service training. This study, thus, explored the difficulties encountered by students

in using mathematical terms and their related concepts. Studies carried out with learners

for whom English is a first language have shown that learners have difficulties in using

mathematical terms. Pimm (1987, as cited in Muhandiki, (1992) observed that: It is

common place to hear a teacher ... asking pupils if they have understood the meaning of a

certain word, and possibly trying to test their understanding of it by requesting either a

formal definition or a paraphrase of its meaning! It is, however, important for teachers to

realize that the process of learning definitions of mathematical terms can be complicated

by the abstract nature and the consequent difficulty of the words used to refer to them.

Since students can find it difficult to comprehend the meaning of some terms even after

they have been defined, the teacher ought to discuss various meanings and interpretations

of such words and phrases so that each becomes aware of what the other means and

understands by particular linguistic forms. Further, Dickson, Brown, and Gibson, (1984),

have asserted that many specialized terms have an essential and rightful place in

mathematics and it is necessary to incorporate them into the learning and teaching of the

subject. From the foregoing, it can be seen that language is critical to many of the

processes of learning and instruction and it confers many benefits in terms of enabling us

to articulate, objectify and discuss the problems which the field of mathematics presents.

Yet language brings its own rules and demands, which are not always in perfect
correspondence with the rules and demands of mathematics; it presents ambiguities and

inconsistencies which can mislead and confuse.

As seen in the foregoing discussion, issues on the role of language in mathematics

instruction have not been dealt with, yet the studies done in other countries show that

learners have difficulties with the language of mathematics (Muhandiki, 1992). This

suggests that, if the teacher tries to force new ideas that cannot be related to those already

learned and mastered, the new ideas can only be learned by rote and remembered in

arbitrary and disconnected manner. This paper sought to investigate the extent of

confusions and/or difficulties encountered by students in learning and using mathematical

terminology by reviewing literature pertinent to the subject. According to Ishumi (1994),

language is a powerful instrument in the formation of concepts, acquisition of particular

perspective abilities and the transfer or communication of such concepts. Klein (1998)

argues that language serves three important functions: first, language allows people to

communicate with each other; second, it facilitates the thinking process; third, it allows

people to recall information beyond the limits of memory. This assertion shows that

language is not only important for communicating meaning but also because it facilitates

thinking. The language used for thinking is most likely the first language, thus

mathematics communicated in one language might need to be translated into another

language to allow thinking and then translated back in order to converse with the teacher.

Students academic gain and learning performance is affected by numerous factor

including gender, age, teaching faculty, students schooling, father/guardian social

economic status, residential area of students, medium of instructions in schools, tuition

trend, daily study hour and accommodation as hostelries or day scholar. Many
researchers conducted detailed studies about the factors contributing student performance

at different study levels. Graetz (1995) suggested A student educational success

contingent heavily on social status of students parents/ guardians in the society.

Considine and Zappala (2002) noticed the same that parents income or social status

positively affects the student test score in examination. According to Minnesota (2007)

the higher education performance is depending upon the academic performance of

graduate students. Durden and Ellis quoted Staffolani and Bratti, (2002) observed that

the measurement of students previous educational outcomes are the most important

indicators of students future achievement, this refers that as the higher previous

appearance, better the students academic performance in future endeavours.

Lot of studies have been conducted in the area of students achievement and these

studies identify and analyze the number of factors that affect the academic performance

of the student at school, college and even at university level. Their finding identify

students effort, previous schooling, parents educational background, family income, self

motivation of students, age of student, learning preferences and entry qualification of

students as important factors that have effect on students academic performance in

different setting. The utility of these studies lies in the need to undertake corrective

measures that improve the academic performance of graduate students.

It is generally assumed that the students who showed better or higher performance

in the starting classes of their studies also performed better in future academic years at

degree level. Everyone can be surprised with this assumption if it could be proved

scientifically. From the last two decades it has been noticed significantly that there is

great addition in research literature and review material relating to indicators of academic
achievement with much emphasis on this dialogue, whether traditional achievement

measures of academic performance are best determinants of future academic gain at

university or higher level or innovative measures. However, it is also observed that many

of the researchers are not agree with this view point or statement. Reddy and Talcott

(2006) looks disagree with these assumptions that future academic gains are resolute by

preceding performance. In their research on the relationship between previous academic

performance and subsequent achievement at university level, they found that students

learning or studying at graduate level and the score secured did not predict any academic

achievement at university level. They also cited Pearson and Johnson (1978) who

observed that on the whole grade association of only 0.28 between graduate level marks

and university degree achievement.

Parents socio-economic condition, which includes parents academic and

professional qualification, revenue and occupational affiliation, is also associated with

academic gain of students. The results of many studies confirmed that academic

achievement of students is contingent upon parents socio-economic condition. So the

students belonging from higher social economical backgrounds will perform better than

other students associated with low social economic backgrounds. Social and economical

status of student is generally determined by combining parents qualification, occupation

and income standard (Jeynes, 2002). Among many research studies conducted on

academic achievement, it is not very surprising to observe that Socio-economic status is

one of the main elements studied while predicting academic performance.

Graetz (1995) conducted a study on socio-economic status of the parents of

students and concluded that the socio economic background has a great impact on
students academic performance, main source of educational imbalance among students

and students academic success contingent very strongly on parents socio economic

standard. Considine and Zappala (2002) also having the same views as Graetz (1995), in

their study on the influence of social and economic disadvantage in the academic

performance of school students noticed, where the parents or guardians have social,

educational and economical advantage definitely strengthen the higher level success in

future. But it is also noted that these parents make available sufficient psychological and

emotional shore up to their children by providing good educational and learning

environment that produce confidence and the improvement of skills needed for success.

On other hand Pedrosa et.al (2006) in their study on social and educational

background pointed out those students who mostly come from deprived socio-economic

and educational background performed relatively better than others coming from higher

socio-economic and educational area. They named this phenomena educational elasticity.

It is obvious and true that the criteria for categorizing socio-economic standard in

different countries are different depending of their norms and values. The criteria for low

socio-economic status for developed country will be different from the criteria of

developing nations and same will be in the case of developing and under developing

countries. The total income of families, monthly or annually and their expenditures also

put a great effect on the learning and academic opportunities accessible to youngsters and

their chances of educational success. Furthermore, he also pointed that due to residential

stratification and segregation, the students belonging to low-income backgrounds usually

attend schools with lower funding levels, and this situation reduced achievement
motivation of the students and high risk of educational malfunction in future life

endeavors (Escarce, 2003).

Considine & Zappala (2002) observed that children comes from those families

having low income make known more subsequent models in terms of learning outcomes;

low literacy level, low retention rate, problems in school behaviour and more difficulty in

their studies and mostly display negative attitude towards studies and school. The view

point of Considine and Zappala is more strengthen by this statement of Eamon,

According to Eamon (2005) Those students usually come out from low socio-economic

status or area show low performance in studies and obtained low scores as compared to

the other students or their counter parts.

It is also assumed that children learning outcome and educational performance are

strongly affected by the standard and type of educational institution in which students get

their education. The educational environment of the school one attends sets the

parameters of students learning outcomes. Considine and Zappala (2002) quoted

Sparkles (1999) showed that schools environment and teachers expectations from their

students also have strong influence on student performance. Most of the teachers working

in poor schools or schools having run short of basic facilities often have low performance

expectations from their students and when students know that their teachers have low

performance expectations from them, hence it leads to poor performance by the students.

Kwesiga (2002) approved that performance of the students is also influenced by the

school in which they studied but he also said that number of facilities a school offers

usually determine the quality of the school, which in turn affect the performance and

accomplishment of its students. Sentamu (2003) argue that schools influence educational
process in content organization, teacher and teaching learning and in the end evaluation

of the all. All these educationists and researchers agreed with this principle that schools

put strong effect on academic performance and educational attainment of students.

Conceptual Framework

Input Process Output

Gathering data Conducting the Difficulties

study by the use encountered and
Surfing Internet of survey its affect to the
questionnaire academic
performance in
Mathematics

Figure 1. Research Paradigm

 Difficulties Encountered and its Affect to the Academic performance in
Mathematics

In research paradigm, the researcher shows the importance of the learning of the

students. This study will identify what difficulties will be encountered by the students.

The researcher will use descriptive method and a survey questionnaire in order to identify

the difficulties encountered by the students. This study will be conducted at Jose Rizal

Elementary School which is the research locale of the study.

Chapter III

RESEARCH METHODOLOGY

This chapter contains the procedure and the chosen method of the researcher

used in the conduct study. It will cover research locale, research design, respondents,

instrument and data gathering procedure.

Research Locale

The locale of the study was Jose Rizal Elementary School. The Jose Rizal

Elementary School is one of the school in the town of Sariaya.

Research Design

This study used the descriptive research design in presenting the collected data

from the respondents by the use of survey approach. The use of the certain approach will

be correspond to the main objective of this research that is to identify the difficulties

encountered by the students in Jose Rizal Elementary School.

Respondents

The respondents of this study will be the Grade (V) five pupils of Jose Rizal

Elementary School. There were thirty (30) selected pupils from Grade V pupils. There

were fifteen (15) students in the section 1 and fifteen (15) students in the section 2 who

were purposively selected due to small number of pupils and have low academic

performance in Mathematics in said Grade V level.

Instrument

The researcher will provide survey questionnaire that will be the central

instrument for identifying the difficulties encountered by the students. The said

instrument will be use to identify the difficulties encountered by the students.

Data Gathering Procedure

There are thirty pupils that will serve as the respondents of this study. They will

answer the questions on the survey questionnaire that will organize and distribute by the

researcher. The researcher will explain the difficulties affect in academic performance in

Mathematics of the student for better understanding. The students will identify what

difficulties they will encountered in studying Mathematics through answering the

questionnaires.

Statistical Treatment

From the collected data, the researcher tallied and ranked the commonly

difficulties encountered in Mathematics of the students.

DIFFICULTIES ENCOUNTERED AND ITS AFFECT TO THE ACADEMIC

PERFORMANCE IN MATHEMATICS OF GRADE V PUPILS

IN JOSE RIZAL ELEMENTARY SCHOOL

 Rosales, Camille J.

BEEd-3A

Chapter IV

RESULTS AND DISCUSSION

This chapter includes instrument provided by the researcher, the presentation and

analysis of the data gathered by the researcher. It presented the data gathered in

answering the survey questionnaire. The table below showed the common difficulties that

have been validated and presented the mean of each condition.

Table1. Frequency Distribution on the Difficulties Encountered in Mathematics

Difficulties in Mathematics Frequency

1. I have difficulties to understand the 28

concepts in Mathematics.

2. I have trouble in recognizing 22

 written numbers.

3. I did not master the lesson in 27

previous schooling.

4. I am not good in analyzing the 27

problems.

5. When I am stuck on the math 22

problems more than five minutes, I

give up or get help from someone

else.

6. I do not cope up the lesson. 23

7. There are many processes to do. 29

8. I have difficulty in keeping 29

information in my working

memory.

9. I already know the topic during 30

discussion but I get confused during

examination

10. My teacher makes mathematical 24

problems that are difficult for me to

answer.
 11. Its hard for me to spend time in 6

studying Mathematics.

12. I am doubtful of y answers in math 23

problems.

13. I am not actively participating in 17

the discussion, answering exercises

and/or clarifying things I did not

understand.

14. I have a short span of attention. 13

15. I did not listen attentively to the 7

lecture of my math teacher.

Table2. Academic Performance in Mathematics of the Students

No. of Students 1st Grading 2nd Grading 3rd Grading Mean Average
1 73 72 77 74
2 78 83 81 80.67
3 80 78 78 78.67
4 73 72 77 74
5 75 78 78 77
6 78 77 76 77
7 80 79 78 79
8 76 75 76 75.67
9 73 75 76 74.67
10 73 73 83 76.33
11 73 73 75 73.67
12 77 76 78 77
13 74 74 75 74.33
14 80 78 80 79.33
 15 73 73 74 73.33
16 73 72 77 74
17 75 74 76 75
18 75 77 77 76.33
19 76 75 77 76
20 75 76 78 76.33
21 77 79 78 78
22 75 75 76 75.33
23 83 81 82 82
24 81 79 79 79.67
25 77 80 80 78
26 75 81 83 79.67
27 73 75 75 74.33
28 74 76 75 75
29 75 76 77 76
30 76 75 75 75.33

Table 3. Correlation Coefficient of Difficulties Encountered and Academic

Performance in Mathematics

Respondents X Y X2 Y2

1 10 74 100 5476

2 12 80.67 144 6507.65

3 10 78.67 100 6188.97

4 10 74 100 5476

5 13 77 169 5929

6 13 77 169 5929

7 11 79 121 6241
8 10 75.67 100 5725.95

9 5 74.67 25 5575.61

10 9 76.33 81 5826.27

11 13 73.67 169 5427.27

12 10 77 100 5929

13 13 74.33 169 5524.95

14 12 79.33 144 6293.25

15 12 73.33 144 5377.29

16 10 74 100 5476

17 13 75 169 5625

18 10 76.33 100 5826.27

19 11 76 121 5776

20 14 76.33 196 5826.27

21 14 78 196 6084

22 8 75.33 64 5674.61

23 9 82 81 6724
24 12 79.67 144 6347.31

25 11 78 121 6084

26 11 79.67 121 6347.31

27 9 74.33 81 5524.95

28 9 75 81 5625

29 8 76 64 5776

30 12 75.33 144 5674.61

 Chapter V

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presented the summary, findings conclusions and recommendations

of this study.

Summary

This study was concerned with the difficulties encountered by the Grade five (V)

pupils in Jose Rizal Elementary School AY 2016-2017.

Specifically, it thought to accomplish the following:

1. To identify the difficulties encountered by the students in terms of Personal

Problem.

2. To determine the academic performance of the students.

 3. To rank the difficulties which were commonly encountered by the students

4.

The table above shows the common difficulties encountered by the students and

those difficulties were ranked from the most common difficulties encountered by the

students.

The objective of the study was to identify the difficulties encountered by the

students in terms of Personal Problem.

The respondents were composed of thirty (30) students and they were chosen

through purposive sampling. This employed descriptive method of research. The

researcher used checklist questionnaire from the data collected from a pre-survey to

answer the first objective.

The most common difficulty encountered by the students is I already know the

topic during discussion but I got confused during examination which got the highest

frequency of thirty (30) pupils.

The second difficulties encountered by the students having the frequency of

twenty-nine (29) is there are many processes to do and I have difficulty in keeping

information in my working memory.

The third most common difficulty encountered by the students having the

frequency of twenty-eight (28) is I have difficulties to understand the concepts in

Mathematics. The fourth difficulties are I did not master the lesson in previous schooling
and I am not good in analyzing the problems having the frequency of twenty-seven (27).

The fifth difficulty encountered by the students having the frequency of twenty-

four (24) is My teacher makes mathematical problems that are difficult for me to answer.

Findings

Fifteen difficulties encountered by the students being validated by five respective

teachers in the Elementary level have the central instrument to identify the difficulties

encountered by the students.

Conclusions

Based on the findings, the main difficulties encountered by the grade five pupils

of Jose Rizal Elementary School is I already know the topic during discussion but I get

confused during examination. The second common difficulties by the students are there

are many processes to do and I have difficulty in keeping information in my working

memory.

Recommendation

From the findings and conclusions, the researcher recommended the following:

1. The teacher must respond to his/her students that requesting a help because

sometimes students will encounter that are difficult for them.

2. The parents should help their child to have a review at home to enhance their

learning and they will overcome the difficulties that they will encounter.

3. The teacher must use different strategies to improve the academic performance of

the students.
 References

A. Books

B. Unpublished Materials

Problems and Difficulties Encountered by Students towards Mastering

Learning Competencies in Mathematics

http://www.researchersworld.com/vol5/issue4/Paper_03.pdf

C. Electronic Materials

http://www.ehow.com/info_7810093_problems-encountered-students-math.html

https://www.questia.com/library/journal/1P3-3495263491/problems-and-

difficulties-encountered-by-students

https://www.reference.com/education/academic-achievement-important-

f5caf6e19dec7100#full-answer

https://www.reference.com/world-view/factors-affect-students-academic-

achievement-1cb9232b9c079609#full-answer
 Appendix A

Republic of the Philippines

Southern Luzon State University
Tiaong Campus
Brgy. Lagalag Tiaong, Campus

Virginia E. Gonora
Principal
Jose Rizal Elementary School
Sariaya, Quezon

Maam;
Greeting of Peace!
I am a third year college student of Southern Luzon State University-Tiaong Campus
taking up Bachelor of Elementary Education. Currently, I am working on my research
paper entitled Difficulties Encountered in Mathematics and its Effect to the Academic
Performance of Grade V pupils in Jose Rizal Elementary School
In connection with this, I respectfully request permission from your good office to allow
me to make a pre-survey on my study in your school in selected Grade V pupils.
I hope this will merit your most favorable consideration. Thank you very much.

Sincerely yours,

Camille J. Rosales
Researcher

Noted by:

Regine Mendoza-Oguan
Research Adviser

Approved By:

Virginia E. Gonora
Principal

Appendix B

Republic of the Philippines

Southern Luzon State University
Tiaong Campus
Brgy. Lagalag Tiaong, Campus

Virginia E. Gonora
Principal
Jose Rizal Elementary School
Sariaya, Quezon

Maam;
Greeting of Peace!
I am a third year college student of Southern Luzon State University-Tiaong Campus
taking up Bachelor of Elementary Education. Currently, I am working on my research
paper entitled Difficulties Encountered in Mathematics and its Effect to the Academic
Performance of Grade V pupils in Jose Rizal Elementary School
In connection with this, I respectfully request permission from your good office to allow
me to conduct my study in your school in selected Grade V pupils.
I hope this will merit your most favorable consideration. Thank you very much.

Sincerely yours,

Camille J. Rosales
Researcher

Noted by:

Regine Mendoza-Oguan
Research Adviser

Approved By:
Virginia E. Gonora
Principal

Appendix C

Republic of the Philippines

Southern Luzon State University
Tiaong Campus
Brgy. Lagalag Tiaong, Campus

March 05, 2017

Dear Evaluators:
I am a third year college student of Southern Luzon State University-Tiaong Campus
taking up Bachelor of Elementary Education. Currently, I am working on my research
paper entitled Difficulties Encountered in Mathematics and its Effect to the Academic
Performance of Grade V pupils in Jose Rizal Elementary School
In connection with this, I respectfully request permission from your good office for the
validation of my survey questionnaire.
I hope this will merit your most favorable consideration. Thank you very much.
 Sincerely yours,

Camille J. Rosales
Researcher

Noted by:

Regine Mendoza-Oguan
Research Adviser

Recommended by:

Enrico S. Sajul,MAgr.
Campus Director

Appendix D

Validation of the Survey Questionnaire

No. of Evaluator Evaluator Evaluator Evaluator Evaluator Grades Remarks

Items 1 2 3 4 5
1 3 3 3 3 3 3 A

2 3 2 3 1 3 2.4 R

3 3 1 3 2 3 2.4 R

4 3 1 3 3 3 2.6 A

5 3 2 3 3 3 2.8 A

6 3 3 3 3 3 3 A

7 3 3 3 3 3 3 A

8 3 1 3 3 3 2.6 A

9 3 1 1 3 3 2.2 R
10 2 1 3 3 2 2.2 R

11 3 3 3 3 3 3 A

12 3 3 3 3 3 3 A

13 3 2 1 1 3 2 R

14 2 1 1 3 3 2 R

15 3 1 1 3 3 2.2 R

16 2 1 1 3 3 2 R

17 2 1 1 3 3 2 R

18 3 1 1 1 3 1.8 R

19 3 3 3 3 3 3 A

20 3 1 1 3 2 2 R

Appendix E

Statements

To whom it may concern:

The researcher, Rosales Camille J. is requesting for you to please validate the
following statements that she will need and use for the conducting of her research. The
following statements will be used to determine the difficulties encountered in
Mathematics and its effect to the academic performance of Grade V pupils in Jose Rizal
Elementary School.

Legend

1 not acceptable

2 revision

3 not acceptable
 Difficulties in Mathematics 1 2 3

1. I have difficulties to understand

the concepts in Mathematics.

2. When I see math problems, I am

nervous.

3. I do not have a follow-up study in

my home.

4. I have trouble in recognizing

numbers.

5. I did not master the lesson in

previous schooling.

6. I am not good in analyzing the

problems.

7. When I am stuck on the math

problems more than five minutes,

I give up or get help from

someone else.

8. I do not cope up the lesson.

9. I am not interested on the topic.

10. I have difficulty in medium of

instruction used by my teacher.

11. There are many processes to do.

12. I have difficulty in keeping

information in my working

memory.

13. I am easily distracted.

14. I am afraid to give my own answer

math class because I am afraid to

give an incorrect answer.

15. I do not participate in class

discussion during Mathematics

subject.

16. I hate Mathematics.

17. My teacher gives me a problem

that is not similar to any example

given in class or the textbook.

18. I am not motivated to learn

Mathematics.

19. I already knoe the topic during

 discussion but I get confused

during examination.

20. My teacher does not give different

strategies/techniques in teaching

the lesson.

Appendix F

Academic Performance in Mathematics of the Students

No. of Students 1st Grading 2nd Grading 3rd Grading

1 73 72 77
2 78 83 81
3 80 78 78
4 73 72 77
5 75 78 78
6 78 77 76
7 80 79 78
8 76 75 76
9 73 75 76
10 73 73 83
11 73 73 75
12 77 76 78
13 74 74 75
14 80 78 80
15 73 73 74
16 73 72 77
17 75 74 76
18 75 77 77
19 76 75 77
20 75 76 78
21 77 79 78
22 75 75 76
23 83 81 82
 24 81 79 79
25 77 80 80
26 75 81 83
27 73 75 75
28 74 76 75
29 75 76 77
30 76 75 75

Appendix G

Distribution of Responses on the Common Difficulties Encountered by the Students

Statements Frequency Rank Percentage

1. I have difficulties to 28 3rd 93.33%
understand the concepts in
Mathematics.
2. I have trouble in 22 7th 73.33%
recognizing written
numbers.
3. I did not master the lesson 27 4th 90%
in previous schooling.
4. I am not good in analyzing 27 4th 90%
the problems.
5. When I am stuck on the 22 7th 73.33%
math problem more than
five minutes, I give up or
get help from someone else.
6. I do not cope up the lesson. 23 6th 76.67%
7. There are many processes to 29 2nd 96.76%
do.
8. I have difficulty in keeping 29 2nd 96.76%
information in my working
memory.
9. I already know the topic 30 1st 100%
during discussion but I get
confused during
examination.
10. My teacher makes 24 5th 80%
mathematical problems that
are difficult for me to
answer.
11. Its hard for me to spend 6 11th 20%
 time in studying
Mathematics.
12. I am doubtful of my 23 6th 76.67%
answers in math problems.
13. I am not actively 17 8th 56.67%
participating in the
discussion, answering
exercises and/or clarifying
things i did not understand.
14. I have a short span of 13 9th 43.33%
attention.
15. I do not listen attentively to 7 10th 23.33%
the lecture of my math
teacher.