HINDRANCES IN THE LEARNING PROCESS IN MATHEMATICS 1

CHAPTER I

THE PROBLEM AND IT’s SETTING

This chapter includes Background of the Study, Statement of the Problem,

Theoretical Framework, Conceptual Framework, Significance of the Study, Scope and

Limitations and Definition of Terms.

Background of the Study

Hindrances and struggles are just a common part of our everyday life. In the

classroom students faces their own struggle or hindrances, especially now-a-days large

number of students within a class fear Mathematics and dislike or even hate mathematical

activities. They don’t have that eagerness to learn when it comes to Mathematics subject.

There are hindrances in their learning process which result to their poor performance in the

subject. Most students see Mathematics as a nightmare and there comes the problem on how

they can manage to live in a world that takes mathematics as a part in order to develop and

advance.

We now live in a very progressive world that depends on science. Francis Bacon said

“mathematics is the key of all science”. People grant it as a theoretical subject. But the truth

is all the branches of mathematics were developed to meet the demand of day to day practical

life. Modern math, consisting of arithmetic, algebra and geometry has an important role in

the field of education. Mathematics has a vital role in the classroom not only because of

direct application of the syllabus material but because of the reasoning process the student

can develop. Mathematical problems are problems within a science arising for a large part
HINDRANCES IN THE LEARNING PROCESS IN MATHEMATICS 2

from this science itself or from other sciences whereas education problems are problems of

life arising from changing needs, moods and whims of a changing society.

Every detail that may cause hindrances in the learning process of students or even at

the teaching learning process especially the teacher is the source of knowledge and facilitates

the learning in the classroom. Hilda Taba (1966) said, “Appropriate teaching strategy can

lead the students to master the abstract and symbolic forms of thought much earlier and more

systematically”. Students learn much more effectively if the teaching-learning techniques

meet their special needs. How come we can produce good mathematician, engineers and

scientist? If we didn’t consider the fact that a learner learns from the way they want to.

Educators especially mathematics teachers these days try to understand what affects

or trigger the poor performances of students when it comes to mathematics subject. There are

several attempts made in different countries to discover the hindrances in the learning or even

in the teaching learning process that take place in the classroom. In those attempts they try to

unravel and make suggestions on how these hindrances or barriers are resolved or at least the

students’ performance will be enhanced. Mathematics is a subject or a field where focus and

dedication was needed that’s why teachers must know and discover what factors affect the

poor performances of students that result to their loss of focus and dedication or eagerness to

learn.
HINDRANCES IN THE LEARNING PROCESS IN MATHEMATICS 3

Statement of the Problem

This study’s main objective is to know the hindrances that affect the learning process

of the Grade 8 students of Maligaya National High School of Atimonan, Quezon.

This study addresses the following question:

1. What are the hindrances aroused by male students in the learning process in

Mathematics?

1.1. Systematic Hindrances

1.2. Societal Hindrances

1.3. Pedagogical Hindrances

2. What are the hindrances aroused by female students in the learning process in

Mathematics?

3. What are the hindrances aroused by students in the learning process of Mathematics?

Theoretical Framework

This research is based on different studies taken up from other countries. The research

questions are to reveal hindrances in the teaching- learning process of mathematics.

Anderson (2005) and Hollingsworth (2003) stated that there were evidences of students in

Year 8 mathematics classrooms experience little complex problem solving in the results from

the Program for International Student Assessment (PISA) and the Trends in International

Mathematics and Science Study (TIMSS).

HINDRANCES IN THE LEARNING PROCESS IN MATHEMATICS 4

Conceptual Framework

Figure 1. Research Paradigm

This is the conceptual framework that takes place in the research to determine the

hindrances in the learning process of students. Students answered a questionnaire that

determines the hindrances they faced in mathematics subject.

Significance of the Study

The study gives importance to the following:

The study will prevail and unravel the hindrances or barriers students are facing

during the learning process in mathematics. Discover factors that affect the poor

performances of students and why they fear mathematics and also to find ways how to

enhance their performance. This will help the researcher and other teachers teaching in

institution where the research was conducted that might read the research to know the

hindrances and how to approach and teach different kind of students. The study can also help

students to know there weakness and factors that affect their performance in mathematics and

they will know how they can manage to enhance their performance.
HINDRANCES IN THE LEARNING PROCESS IN MATHEMATICS 5

Scopes and Limitation of the Study

This study aims to discover the hindrances in the learning process of selected Grade 8

students of Maligaya National High School of Atimonan, Quezon S.Y 2017-2018. I the

researcher chose Grade 8 students of Maligaya National High School as my respondent with

40 students. Questions in the questionnaire are made for the respondents to be answered to

know the hindrances that they face in mathematics and what triggers it. The study only prefer

to the barriers in the learning process of the said respondents and may not be applicable to

others students.

Definition of Terms

Hindrances

- something in way: somebody or something that prevents or makes it difficult for

somebody to do something

- obstruction of progress: the act of obstructing progress

- impediment, barrier, obstacle, encumbrance, difficulty, burden, deterrent

Learning

- acquiring of knowledge: the acquisition of knowledge or skill

- acquired knowledge: knowledge or skill gained through education; a man of great

learning

- psychology change in knowledge: a relatively permanent change in, or acquisition

of, knowledge, understanding, or behavior

HINDRANCES IN THE LEARNING PROCESS IN MATHEMATICS 6

Process

- series of actions: a series of actions directed toward a specific aim

- series of natural occurrences: a series of natural occurrences that produce change

or development

- biology natural outgrowth: a part that naturally grows on or sticks out on an

organism

Systematic

- well organized: habitually using a method or system for organization

Societal/social
- relating to interaction of people: relating to the way in which people in groups
behave and interact
Pedagogical/Pedagogy
- teaching: the science or profession of teaching
HINDRANCES IN THE LEARNING PROCESS IN MATHEMATICS 7

CHAPTER II

Related Literature and Studies

This review of related literature and studies served as the basis of the study which

provided the research necessary and relevant materials and information for the research

problems.

Mathematics is the gate way of all sciences. In school those subjects which are

included in the curriculum must have certain aims and objectives on the basis of which its

nature is decided. It holds a strong and unbreakable position as compared to other school

subject. Mathematical predications are almost accurate. Mathematics is an exact science.

Mathematical knowledge is always clear, logical and systematic and that may be understood

easily. Mathematical propositions are based on postulates and axioms from our observations.

In physical and social environment ones we form certain intuitive ideas or nations called

postulates and axioms. It may exhibit abstract phenomenon into concrete. Thus abstract

concepts may be explained and understood with the help of mathematics. Mathematical

knowledge is developed by their sense organs therefore it is exact and reliable. The

knowledge of mathematics remains same in the whole universe, everywhere and every time.

It is not changeable. The knowledge of mathematics has no doubt. It provides clear and exact

response like yes or no, right or wrong. It involves inductive and deductive reasoning and can

generalize any proposition universally. It helps the self-evaluation.

There are two different kinds of mathematics, namely, basic mathematics or pure

mathematics and applied mathematics. The theoretical aspect of mathematics is termed as

basic mathematics or pure mathematics. It involves systematic and deductive reasoning. It

treats only theories and principles without regard to their application to concrete things. It
HINDRANCES IN THE LEARNING PROCESS IN MATHEMATICS 8

consists of all those assertions as that if such proposition is true to anything, such and such

another proposition is true of that thing. It is developed on an abstract, self-contained basis

without any regard to possible practical applications. The pure mathematics tries to develop

some parallel structures in mathematics. They do not stop here. Rather they go on to discover

more and more. Many theories and structures of pure mathematics have wide applications,

which were not known at the time of their inventions.

Applied mathematics is the application of pure mathematics in developing the various

means to serve the human and humanity. It has direct or practical application to objects and

happening in the material world. It plays a great role in the development of various subjects.

Every discovery of science owes much to applied mathematics. Principle of applied

mathematics have been used to investigate phenomenon such as heat, light, electricity, sound,

mechanics, astronomy, navigation etc. Applied mathematics is a part of mathematics

definitely related to some tangible situations, though not always intended for practical use. It

is connecting link between pure mathematics on one side, physical, biological, social

sciences and technology on the other. It acts and reacts not only on science technology but

also on pure mathematics. Thus, it helps in solving the intricate problems of physical or real

world. According to Sidhu (1995), learning can produce both good and bad developments in

the learner. But the learner, his guardians, his teachers and the society in general want the

process of learning to lead to good results and healthy outcomes. That learning is to be

avoided curbed or replaced which is likely to prove harmful in any way. Not only informal

learning, but even formal learning can be injurious to the learner and his well-wishers in

some way. Every activity of the process of learning should be governed by certain aims and

objectives. There cannot be anything of wasteful, useless, aimless or meaningless nature.

HINDRANCES IN THE LEARNING PROCESS IN MATHEMATICS 9

Ausubal (1968) described that meaningful learning refers to the concept that the learned

knowledge is fully understood by an individual and that the individual knows how that

specific fact relates to other stored facts (stored in our brain). Therefore meaningful learning

is that learning which is oriented towards good experiences and outcomes. There is no place

for meaningless and harmful experiences. It must ensure positive results. It is constructive,

productive, purposeful and progressive in nature.

Meaningful learning in mathematics can consists of the mathematical experiences of

the following types;

1. Which are helpful in mental, emotional and social?

2. Which have utilitarian, practical and behavioral values?

3. Which are useful in learning higher and advanced aspects of the subjects?

4. Which are helpful in the proper learning of other subjects and activities of the

curriculum?

5. Which stimulate and maintain interest in the subject?

6. Which lead to the development of proper attitude towards the subject?

According to Sidhu (1995), shout out mathematics from daily life and all civilization

comes to a standstill. In this world of today nobody can live without mathematics for a

single day. Mathematics is intimately involved in every movement of everyone’s life. And

then everybody needs some knowledge of mathematics in one way or the other. Mathematics

has to be treated as an optimal and specialized subject like other subject of study. There can

be no true schooling without mathematics. Therefore, the role of mathematics education has

become more significant and important

HINDRANCES IN THE LEARNING PROCESS IN MATHEMATICS 10

Butler and Wren (1960) advocated mathematics is a cumulative and a

continuously expanding subject in both its organization and its application. With every new

topic, the teacher is confronted with four basic instructional problems;

1. Teaching for understanding (developmental teaching) help students acquire initial

understandings of new concepts and relationship,

2. Teaching for assimilation helping them to strengthen and deepen these well beyond

the point of mere threshold understanding,

3. Teaching for permanence helping them maintain understandings and skills already

attained, and

4. Teaching for transfer helping build the background for significant transfer of these

skills and understandings to their physical, social, and intellectual environment.

These four phases of teaching should be interwoven as far as possible into a unified

instructional program, but their implications are essentially distinct and supplemental rather

than identical. The teaching of new material necessarily draws upon the already established

background as a frame of reference and to this extent serves as a means of maintenance.

Teaching for understanding (developmental teaching): The primary jobs of

mathematics teacher are to explain, to make clear, to challenge, to guide to discovery, and to

develop understanding. In order to meet these responsibilities, the teacher must not only

consider the logical relationships involved in the unit or topic but also be keenly aware of the

relation of the new concepts to the experiential background of the students. Besides, when a

new unit of work is presented, it is necessary to give the students an overview of the unit as a

whole in order that they may see the main concepts and principles in their relations to each

other and previous parts of the work.

HINDRANCES IN THE LEARNING PROCESS IN MATHEMATICS 11

Developmental work is not the job of the teacher alone. In order to be successful,

it requires the continuous interaction of the student’s best efforts with those of the teacher.

The aim at all times is to develop in the students a boarding background of mathematical

understanding and foster a continuing interest in the subject to the end that the students will

gain added appreciation of its nature and usefulness and will acquire increasing ability to do

independent thinking in the field. The teacher must plan and direct the activities of the class

towards these goals. He must strive to secure the highest possible degree of cooperative

effort on the part of the students. He must be tactful and sympathetic, helping when

necessary, encouraging, guiding, checking, and always stimulating the students to put forth

their own best efforts. Such a program of developmental teaching may be expected to yield

highly satisfactory results not only in developing mastery of the new subject matter

immediately in hand but also in building up an added appreciation of mathematics and its

contributions, in developing an increasing ability to do independent mathematical thinking,

and in stimulating interest in the pursuit of further mathematical study.

Teaching for assimilation: In the assimilative phase the aims is to produce fuller and

deeper insights, greater familiarity, and improved facility. In the process of assimilation

through directed study the students themselves are the main participants so far as overt

activity is concerned. The task of the teacher should be that of guiding and directing their

work, stimulating them, encouraging them, helping them over hard spots, evaluating their

progress, and in every way possible striving to get them to put forth their best efforts to

achieve a permanent and functional mastery of the material upon which they are working.

In this phase the teacher’s role is much less prominent than it is in developmental

teaching. If the students are to acquire the ability to do effective independent study, they need
HINDRANCES IN THE LEARNING PROCESS IN MATHEMATICS 12

specific instruction. The teacher must be continually in touch with the work of each

individual student. This requires repeated inspection and quick sizing up of the difficulties

and needs of the various students. The teacher must be adapt, not only at spotting key

difficulties and in helping the students to clear them up, but also in discriminating between

students who are experiencing real difficulties and those who are merely disinclined to work

for themselves.

Teaching for permanence: Any subject matter is likely to be forgotten, no matter

how well it has been initially mastered, unless it is maintained by repeated application and

practice. This is particularly true of mathematical skills and relationships. Skills need to be

perfected and maintained through systematics drill, and concepts and relationships must be

reviewed and applied at frequently recurring intervals. The instructional effort which is

directed towards these ends may well be called teaching for permanence. While it generally

involves material that has already been learned rather than new material, its importance as a

means of strengthening and maintaining learning is commensurate with the importance of the

developmental and assimilative phases of instruction as means of acquiring new learning.

The fundamental requirement of a satisfactory maintenance program is that it shall operate to

prevent the forgetting of facts, concepts, and relationships and forestall the disintegration of

skills. To this end it must provide for systematics application of the important elements of the

instructional program and for appropriate or needed practice on these elements even after

current attention and emphasis have passed on to other matters.

Teaching for transfer: The first object of transfer may be grouped into two categories,

things to know and understand and things to be able to do. A second object of transfer is

represented by broader and more abstract concepts. This aim, expressed or implied, is to
HINDRANCES IN THE LEARNING PROCESS IN MATHEMATICS 13

emphasize the importance of developing these broad and abstract concepts with a view to

realizing their transfer possibilities. A third object of transfer has received much emphasis in

writings in mathematical education but not so much in actual teaching. This is the acquisition

of a mathematical manner of thinking. The transfer of mathematical processes and techniques

will be facilitated and this essentially mathematical mode of thought will become a really

functional contributor to the effectiveness of rational thinking in general. The problem of

teaching for transfer would seem to resolve itself, then, into the problem of teaching children

not only to recognize similarities between new situations and other situations with which

they are already familiar but also to form the habit of consciously being on the lookout for

these similarities. If the students do not have enough background knowledge in mathematics,

it may be a problem for successful learning in mathematics.

Arousing and Maintaining Interest in Mathematics to arouse and maintain the

student’s interest in mathematics, is a major problem for the teacher. He knows that loss of

interest is one of the principle causes of student failure. Students work most effectively at

tasks in which they are genuinely interested. Students readily become interested in things

which are new or exciting, for which they can perceive practical values and which involve

puzzle elements or elements of mystery. Their interest is easily caught by anything new, but

such interest is fleeting it is easier to interest students in their work than it is to keep them

interested after the novelty of the work has worn off. A strong interest in mathematics would

tend to produce a favorable attitude toward the subject, and such an attitude would in turn

probably lead to or enhance the desire to study mathematics in a serious and productive way.

Thus the development and stimulation of interest in mathematics becomes an important

concern of the teacher. Genuine interest in mathematics probably depends basically upon the
HINDRANCES IN THE LEARNING PROCESS IN MATHEMATICS 14

problem solving aspect of the subject. If mathematics is properly taught, it presents the

student with an abundance of problems, and it also provides him with certain general modes

of thought and a supply of techniques which enable him to attack these problems

successfully. With each successful solution he receives a dividend of satisfaction he feels

good when he gets the answer. The behavior is relevant to interest because it leads the

student to seek more experiences with mathematics, to discuss it favorably with other people,

and to value it for what it does for him personally.

The most powerful and enduring motivation for learning mathematics comes

from genuine understanding of the subject itself. The more fully students understand

mathematics, the more they want to learn about it. Lack of understanding leads to continued

frustration and to negative attitudes, but understanding and successful experience contributes

powerfully toward the development of self-confidence, pride in accomplishment, and

desirable attitudes toward the work. The relation of mathematics to other fields of study often

provides an important means of stimulating interest. By continually impressing upon the

students the relationships and applications of mathematics to other school subjects, teachers,

can stimulate interest in the study of mathematics and can at the same time give the students

a more comprehensive and complete idea of the nature of the other subjects. Another

important means of stimulating interest in mathematics is through pointing out the

applications of mathematics to fields of work through which people gain their livelihood.

Students are interested in this not only from an academic standpoint but for practical reasons

as well. Mathematics clubs provide an excellent means of stimulating and fostering

mathematical study. Such clubs offer excellent opportunities for free consideration of matters

of special interest to the members without the necessity of having the programs follow any
HINDRANCES IN THE LEARNING PROCESS IN MATHEMATICS 15

particular organic sequence of topics such as is generally necessary in regular class

instruction. A mathematics club offers an ideal place for a free exchange of mathematical

ideas and for frank and helpful criticism of these ideas. The club also makes possible

informality and a social atmosphere which the classroom can hardly provide.

The elements of novelty, usefulness, and sheer intellectual curiosity are the primary

stimuli for the awakening of interest. Many teachers and textbook writers have never

recognized the power of sheer intellectual curiosity as a motive for the highest type of work

in mathematics, and as a consequence they have failed to organize and present the work in a

manner designed to stimulate the student’s interest through a challenge to his curiosity. As a

rule, the students are not intellectually lazy. The student’s interest can definitely be

stimulated through a challenge to his curiosity. Mathematical situations lack, of course, the

lurid human interest of the ordinary mystery novel, but they do not lack the essential

curiosity provoking possibilities. Mathematics exhibits fully the power of man to think

consistently and logically. In the case of some students, this value of mathematics creates an

appealing interest of highest importance. A natural motive for man’s fight against his

environment is his desire to understand and consequently to control it in some measure to

suit his own purposes. This intellectual activity is governed by three motives: (1) thirst for

knowledge, (2) love of truth and beauty, and (3) desire to interpret and control environment.

Of course, the cultivation of these many require certain discriminating abilities and maturity

of though which usually result from the application of more elementary means of motivation.

As the student progresses in learning, these motives can become increasingly effective in

controlling factors in the learning process should be one of the principle aims in teaching. If
HINDRANCES IN THE LEARNING PROCESS IN MATHEMATICS 16

the students do not have enough to arouse and maintain interest in mathematics, it may be a

problem for successful learning in mathematics.

Mathematics anxiety although mathematics‟ importance and applications in

everyday life, it is often considered as a difficult subject. Research has demonstrated that

many students have learning difficulties and show poor performance in mathematics. One of

the attributed reasons is the anxiety that an individual may have towards mathematics.

Mathematics anxiety is an important factor that affects students‟ achievement and attitude

towards mathematics (Hembree, 1990). It may lead to poor performance and avoidance of

mathematics. Tobias (1981) defined mathematics anxiety by providing characteristics of

mathematical anxious individuals. She characterized mathematics anxious individuals as

those who mistrust their problem solving abilities and experiences a high level of stress when

called upon to use those abilities, particularly in public.

Characteristics that accompany mathematics anxiety may include dislike of

mathematics, worry, and fear with specific behavioral manifestations that include tension,

frustration, discomfort, distress, helplessness, and mental disorganization (Wigfield &

Meece, 1998). Worry is the cognitive component of anxiety, consisting of self-deprecatory

thoughts about one’s performance. Libert and Morris (1976) showed that worry relates more

strongly than emotionality to poor test performance. Math anxious students also may need

training to reduce their fear and dread of mathematics. One of the primary reasons for

confusion about anxiety is its similarity to fear. Both of these mood states involve some

senses of dread or apprehensiveness, and fear may be experienced as part of anxiety. Fear

refers to realistic or adaptive responses. Fear involves sympathetic arousal, readying the boy
HINDRANCES IN THE LEARNING PROCESS IN MATHEMATICS 17

and preparing it for action against immediate danger. Such fear is closely linked to a sense of

failure.

Mathematics anxious student may dread even going to mathematics class. There is a

greater fear of answering a teacher’s question incorrectly in mathematics class than other

classes. They also tend to compare their grades to their peers more and worry about how their

peers will react to them if they give a wrong answer in mathematics class. They fear taking

more advanced mathematics classes (Hsiuzu, 2000).

Students who are very aroused because they are worried that they will not be able to

complete a task satisfactorily often end up with a feeling of anxiety, or an experience of

general uneasiness, a sense of foreboding, a feeling of tension. These feelings may be more

or less intense, but they do seem to have significant effects on behavior In the classroom, the

conditions of surrounding a test can influence how well a highly anxious individual performs.

Hill and Easton (as cited in Woolfolk, 1990) find that very anxious fifth and sixth graders

worked as quickly and accurately as their less anxious classmates when there was no time

limit for arithmetic problems. However, with a time limit the very anxious students made

three times as many errors as their classmates, spent about twice as much on each problem,

and cheated twice as often as the less anxious group. Conditions that arouse fears about

losing in a competitive situation of failing to complete work may bring out the worst in

highly anxious students. In fact, Williams (as cited in Woolfolk, 1990) finds that very

anxious students outperformed all other groups when they did not have to put their names on

test papers, which seemed to remove some of the personal cost of failing. Many highly

anxious students have poor study habits. Simply learning to be more relaxed will not

automatically improve student performance unless the learning strategies and study skills.
HINDRANCES IN THE LEARNING PROCESS IN MATHEMATICS 18

Finally, anxious students often know more than they can demonstrate on a test. Again, highly

anxious students often lack critical test taking skills. So, anxiety interferes at several points in

the learning and testing cycle.

Teachers should help highly anxious students to set realistic goals, since these

individuals often have difficulty making wise choice. They tend to select either extremely

difficult or extremely easy tasks. In the first case, they are likely to fail, which will increase

their sense of hopelessness and feelings of foreboding associated with school. In the second

case, they probably will succeed, but they will miss the sense of satisfaction that could

encourage greater effort and ease their fears about schoolwork. They may need a good deal

of guidance in choosing both short-term and long-term goals. They may need help working at

a moderate pace, especially when taking tests. These students often work either too quickly

and make careless errors or too slowly and are never able to finish the task. Since anxiety

appears to interfere with both attention and retention, highly anxious students (at least those

of average or high ability) benefit most from instruction that is very structured and allows for

repetition of parts of the lesson that are missed or forgotten. If the students have high anxious

in mathematics, it may be a problem for successful learning in mathematics.

According to Snoeyink and Ertmer (2001) Teachers’ face the challenges due to the

hindrances or barriers that exist can be classified as either external or internal barriers as cited

in. Hillage and Aston (2001) divided the barriers to participation of non-

traditional learners into three groups: attitudinal barriers, physical and material barriers and

structural barriers. Noor and Majid (2009) recommended these four barriers as following:

Situational, Attitudinal, Structural and Academic. According to Western Cape Education

HINDRANCES IN THE LEARNING PROCESS IN MATHEMATICS 19

Department, South Africa (WCED) barriers can broadly be divided into four groups: Societal

Barriers, Systemic Barriers, Pedagogical Barriers and Medical Barriers.

Banks (2000) stated that teaching is a lively process in which a person shares

information and ideas to make behavioral changes. Learning is the process of assimilating

information with a resultant change in behavior. Teaching-learning process is a planned

interaction that promotes behavioral change that is not a result of maturation or coincidence.

W. Huitt (1995) has developed a transactional model to categorize the variables that

influence classroom teaching learning process. Anderson (2005) and Hollingsworth (2003)

stated that there were evidences of students in Year 8 mathematics classrooms experience

little complex problem solving in the results from the Program for International Student

Assessment (PISA) and the Trends in International Mathematics and Science Study

(TIMSS). Stacey (2003) pronounced the average Australian lesson as constituting “a

syndrome of shallow teaching, where students are asked to follow procedures without

reasons” in repose to the TIMSS 1999 Video Study.

Factors that inhibit or prevent people from participating in activities are referred to as

barriers, constraints, deterrents, impediments, or obstacles. Bangladesh as a developing

country is facing challenges in the way of its progress and prosperity mainly struggling with

the education sector. Negative attitude of mathematics means having an aversion towards

learning mathematics and using it in their daily life and discouraging students from choosing

mathematics as their major subjects. Hostile feelings and negative attitudes toward

Mathematics and science, therefore, have a great influence on general behavior and values.

These feelings and attitude that sustain a dislike of Mathematics or hamper any interest in

mathematics and are great barriers to the development of Mathematical literacy than any lack
HINDRANCES IN THE LEARNING PROCESS IN MATHEMATICS 20

of particular concepts, skills, or thinking abilities’. Brown et al. (1988) mentioned students

believe that mathematics is important, difficult, and based on rules and Kenny and Silver

(1997) mentioned that one out of every two students thinks that learning mathematics should

be above all memorization as cited in. Science and mathematics were often described as

difficult subjects. Therefore students hardly choose science streams.

Many students develop fear towards Mathematics due to their misunderstanding, non-

understanding and failure during previous lessons. Ma, and Kishor (1997) stated that

mathematical anxiety is developed as a result of having a poor image of mathematics due to

general lack of comfort in that someone might experience mathematical when required to

perform. Children with negative attitudes towards Mathematics have performance problems

because they develop anxiety.

Mathematics has been largely neglected in practice. The lack of connections to the

use of mathematics and relevance in daily life or in relation to other sciences fosters low

motivation and negative attitudes towards mathematics learning, and hence the feeling that

why learn if it has no use prevails among most students. Modern experts on child

development and early childhood education firmly mentioned that there are differences in

individual thinking and they advocate that learning should be related to

students’ own pace. Mathematics must be very remarkable and interesting courses that can

help the students solve the many problems they actually have to face. If a problem is a

realistic application using mathematics, then students can see the importance of the skill

involved.

Often gender difference in attitudes about mathematics have been referred as one

factor that has contributed to lower enrolments and less success of girls in compare to boys in
HINDRANCES IN THE LEARNING PROCESS IN MATHEMATICS 21

mathematics courses. A number of scholars (Burton 1979; Fennema, 1974; Fennema and

Sherman 1976; Fox 1981; Jacobson, 1985) have noted that Mathematics is perceived as a

male domain in various countries as cited in. Gavin (1997) showed women are clustered in

the life-sciences with far fewer in physical sciences, mathematics, and engineering and

computer science as cited in. Girls described parents who boasted about their daughters’

studies in science because of the status of science and mathematics as ‘difficult subjects’.

Accoring to Goodrum, D., Hackling, M., and Rennie, L (2001), teachers are the most

important factors to improve students’ learning; therefore, teachers may play a vital role in

helping their students’ understanding. Teachers must have access to continuous professional

development through in-service programs, short term seminars and workshops but in

Bangladesh low percentage of teachers received training. It is hard to look forward to

motivated and creative teacher who is forced to join teaching profession unwillingly. The

problem of shortage of teachers has also been identified as the major problems in effective

teaching learning. It may affect number of issues especially in

students’ enrollment, students’ performance and graduate output in the discipline of science

and mathematics.

Private coaching centers, some involving satellite branches around the country and

franchises, have proliferated so much that they are regarded as “parallel school system”. The

poor working conditions, low salary, low social acceptance of the profession by the society

and other additional factors are forcing qualified and competent teachers to leave the

teaching profession and look for other occupations, which is contributing to the steady

decline of the quality of education. The rest lives on private tuition. Teachers get substantial

extra income from these activities. The report describe also that it is indispensable to take
HINDRANCES IN THE LEARNING PROCESS IN MATHEMATICS 22

extra help from classroom teachers, even the best student on a private fee basis outside

school hours to pass the SSC and HSC examination.

Mathematics textbooks do not satisfy the requirements of the students and the

teachers of different levels; as a result, the inevitable consequence is that students go for

collecting the guidebooks, just for cramming the solutions. Even the best teachers feel

challenge as there are an excessive number of specified learning outcomes and the textbooks

contain a maximum amount of information. The content of text books emphasizes rote

memorization of factual information. The shortage of relevant, low-cost books for use inside

and outside the school continues to create challenges to provide quality education for all.

Many studies (Finn and Voekl, 1992; Glass, Cahen, Smith and Filby, 1982;

Robinson, 1990) indicate that reduced class sizes have a great impact in the progress of

student achievement as cited in. Overcrowding in classroom has pernicious effect on the

quality of teaching learning achievements. Though education policy recommended to

maintain teacher student ratio into 1:30 in 2010, often classes are crammed with 100 or more

students. Large class affects the interaction between the teacher and the students.

All students learn at different paces, and particularly among young people, it takes

time and practice for formal Math procedures to make practical sense. Lack of motivation in

mathematics has been proven as great barrier in high schools of United States. Studies

(Kasten & Howe, 1988 and Thomas, 2000) have shown a strong correlation between the lack

of motivation and rising number of at risk students in mathematics as cited in. Since students

in a class differ in different perspective such as level of mastery, economic background,

HINDRANCES IN THE LEARNING PROCESS IN MATHEMATICS 23

cultural background etc., and each student should be treated according to their individual

need.

Students learn much more by touching, seeing and smelling and testing than by just

listening. Therefore use of teaching aids can be a great help to aid students learning. Patricia

(1985) said teaching methods are important but the use of teaching aids plays a significant

role as it influence students learning as well as achievement as cited in. Use of teaching aids

is required to make teaching learning activities more relevant.

Different strategies and teaching methods should be used and individual plan should

be adapted to meet the student’s requirements. But the existing method of teaching in schools

is much more traditional and less activity based, which is highly dependent on the

performance of the teacher only. No group discussion, question answer or any other

interactive teaching learning which is being practiced in the class.

As reported that teachers are prejudice to teach the same things in the same way they were

taught when they had been students.

Mathematics by its very nature requires a lot of exercises and practices in order to

master it. Available research shows that homework facilitates achievement and attitudes of

students, especially if teachers provide their feedback. Marking home works need due

attention, care should be taken not to make many big crosses which affect the self-esteem of

the students, and comments which provide guidance and encouragement are likely to help the

children in making better progress.

HINDRANCES IN THE LEARNING PROCESS IN MATHEMATICS 24

CHAPTER III

This chapter deals with the design of research, locale, research population and

subjects of the study, sampling design and procedures, data gathering procedures and

statistical treatment of data.

Research Design

The researcher used the descriptive method to determine the Hindrances in the

Learning Process in Mathematics of Selected Grade 8 Students. Random sampling had been

be used to ensure equal chance of every section of the population to be the choice for the

sample. The students will be selected from different section in order to see the different

hindrances they face in mathematics.

Research Locale

The researcher chooses Maligaya National High School (MNHS) because he thinks

that students in this school face hindrances in the learning process in Mathematics. In this

school different type of students blend in everyday and have their own different hindrances in

the learning process specially in Mathematics This may also help the teacher to improve their

approach to the students when it comes to mathematics subject and problems.

HINDRANCES IN THE LEARNING PROCESS IN MATHEMATICS 25

Research Population and Subjects of the Study

The respondents of this study will be the Grade 8 students of Maligaya National High

School (MNHS). The researcher used random sampling in selecting (40) students. The

respondents will be composed of (20) males and (20) females. They will be the subject for

understanding what hindrances students faced in Mathematics.

Sampling Design and Procedures

The students will be randomly selected according to their level of understanding. In

that case the respondents were composed of students in different level of understanding in

such way it can help a lot to determine the hindrances faced by students in mathematics. The

researcher asks the advisers from different section to give name of the students with in

different level of understanding and ask them to cooperate and answer the questionnaire for

the research.

Research Instrument

The research use a check lists questionnaire as the primary tool in gathering

information’s to obtain the needed data. This was used in determining the hindrances face by

students in the learning process in Mathematics.

HINDRANCES IN THE LEARNING PROCESS IN MATHEMATICS 26

Data Gathering Procedures

All the needed data for this research that help the researcher will be gather from

different articles from the internet, different books and different research articles and studies

related to this research conducted from other countries in different years that can be browse

from the internet. The performance of the respondents for this research also contributes to the

data needed in order to determine the hindrances. There are also help from other people that

gives there opinion and effort to help this research to be done.

Statistical Treatment

The researcher will use the Weighted Mean to determine the Hindrances in the

Learning Process in Mathematics of Selected Grade 8 Students of Maligaya National High

School.

The researcher will used the weighted mean in computing the result.

5f + 4f + 3f + 2f + 1f
𝑊𝑀 =
N

Where:

W = Weighted Mean

F= frequency
N= Number of students
HINDRANCES IN THE LEARNING PROCESS IN MATHEMATICS 27

Point Interval Descriptive rating

5 4.2- 5.0 Strongly Agree(SA)

4 3.4-4.1 Agree(A)
3 2.6-3.3 Undecided(U)
2 1.8-2.5 Disagree(D)

1 1.0-1.7 Strongly Disagree(SD)

To analyze the result of obtained data and findings, the five point likert scale with its

points score, interval and descriptive ratings was used to determine the Hindrances in the

Learning Process in Mathematics of Selected Grade 8 High School Students in Maligaya

National High School Atimonan Quezon, School Year 2017-2018.

HINDRANCES IN THE LEARNING PROCESS IN MATHEMATICS 28

CHAPTER IV
PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA

This chapter deals with the analysis and interpretation of data. All the data gathered

were presented here in tabulated form with corresponding interpretation. The respondents for

this study were the selected Grade 8 students of Maligaya National High School Atimonan,

Quezon.

TABLE 1 – Hindrances in the Learning Process in Mathematics encountered by Male

students. (Systematic)

Descriptive
No. Systematic Hindrances WM
Rating
1. The large number of students in a classroom affects learning of 2.90 Undecided
Mathematics.
2. The classroom you’re using affects your interest towards learning 3.00 Undecided
mathematics.
3. The number of books in Mathematics at your school can’t support 2.40 Disagree
your needs to learn more accurately.
4. The contents of Mathematics textbook used by your teacher don’t
3.10 Undecided
match with your level of mastery that leads to your poor
performance.
5. The lessons in Mathematics from the previous grade don’t have the 3.00 Undecided
continuity in the present lessons and it hinders your learning.
2.88 Undecided
Average Weighted Mean

The male students “Disagree” that the contents of mathematics textbook used by their

teacher doesn’t match their level of mastery and leads to their poor performance. The other

hindrances fell in the verbal interpretation of “Undecided” and in total the male student’s

response to the systematic hindrances fell in “Undecided” descriptive rating.

HINDRANCES IN THE LEARNING PROCESS IN MATHEMATICS 29

Table 2 – Hindrances in the Learning Process in Mathematics encountered by Male students.

Descriptive
No. Societal Hindrances WM
Rating
1. Your parent makes you feel that your knowledge is not enough and 2.05 Disagree
your self-confidence towards learning become low.
2. Your social economic status affects your interest and eagerness to 1.85 Disagree
learn Mathematics.
3. Problems at home make it more difficult for you to understand 2.10 Disagree
Mathematics.
4. Playing with your friends instead of reading your lesson at home 3.15 Undecided
leads to your poor performance in Mathematics.
5. People around you hinder your progress in learning Mathematics by 2.60 Undecided
telling you that it will be a difficult subject for you to learn.
2.35 Disagree
Average Weighted Mean
(Societal)

The male students “Disagree” that social economic status affects their interest in

Mathematics, problems at home make it difficult for them to understand Mathematics and

they also disagree that their parents doesn’t make them feel that their knowledge was not

enough to lower their self-confidence towards learning Mathematics. In all the societal

hindrances fell in the verbal interpretation of “Disagree” which means that the hindrances

doesn’t affect their learning process in Mathematics.

HINDRANCES IN THE LEARNING PROCESS IN MATHEMATICS 30

Table 3 – Hindrances in the Learning Process in Mathematics encountered by Male students.

(Pedagogical)

Descriptive
No. Pedagogical Hindrances WM
Rating
1. Your teacher starts the lesson writing on the board and don’t 1.05 Strongly
even say a word for you to feel interested in learning Math. Disagree
2. When you ask question about the lesson and your teacher 1.60 Strongly
disregard it, you feel uninterested in learning Mathematics. Disagree
3. The method of teaching used by your Math teacher makes you 2.90 Undecided
more uninterested in Mathematics
4. Your teacher doesn’t even use teaching aid material to 2.75 Undecided
motivate you and it makes you dislike Mathematics.
5. Punishment given by teachers makes you uninterested in 2.25 Disagree
Mathematics.
2.11 Disagree
Average Weighted Mean

In pedagogical hindrances the male students “Strongly Disagree” that the teacher

whose not saying a word and only writes on the board and also when they ask question and

the teacher don’t answer or disregard it don’t affect their interest in learning Mathematics.

They all “Disagree” that the punishment given by teacher hinders their learning in

Mathematics. In all the pedagogical hindrances fell in the verbal interpretation “Disagree”

which means that it doesn’t affect their learning process in Mathematics.

HINDRANCES IN THE LEARNING PROCESS IN MATHEMATICS 31

Table 4 – Hindrances in the Learning Process in Mathematics encountered by Female

students. (Systematic)

Descriptive
No. Systematic Hindrances WM
Rating
1. The large number of students in a classroom affects learning of 4.20 Strongly
Mathematics. Agree
2. The classroom you’re using affects your interest towards learning 2.95 Undecided
mathematics.
3. The number of books in Mathematics at your school can’t support 1.85 Disagree
your needs to learn more accurately.
4. The contents of Mathematics textbook used by your teacher don’t
2.45 Disagree
match with your level of mastery that leads to your poor
performance.
5. The lessons in Mathematics from the previous grade don’t have 2.70 Undecided
the continuity in the present lessons and it hinders your learning.
2.83 Undecided
Average Weighted Mean

The female student “Strongly Agree” that the large number of students in a classroom

affects the learning in Mathematics. They “Disagree” that the content of Math textbook used

by their teacher don’t match their level and the number of textbook at their school can’t

support their needs that leads to their poor performance. In all the systematic/organizational

hindrances fell in the verbal interpretation “Undecided” which means that they were unsure if

it really hinders their learning process in Mathematics.

HINDRANCES IN THE LEARNING PROCESS IN MATHEMATICS 32

Table 5 – Hindrances in the Learning Process in Mathematics encountered by Female

students. (Societal)

Descriptive
No. Societal Hindrances WM
Rating
1. Your parent makes you feel that your knowledge is not enough 2.20 Disagree
and your self-confidence towards learning become low.
2. Your social economic status affects your interest and eagerness to 2.15 Disagree
learn Mathematics.
3. Problems at home make it more difficult for you to understand 2.20 Disagree
Mathematics.
4. Playing with your friends instead of reading your lesson at home 4.20 Strongly
leads to your poor performance in Mathematics. Agree
5. People around you hinder your progress in learning Mathematics 1.95 Disagree
by telling you that it will be a difficult subject for you to learn.
2.54 Disagree
Average Weighted Mean

The female students “Strongly Agree” that playing with their friends instead of

reading lesson at home leads to their poor performance. They all “Disagree” that social

economic status, problem at home, people around them and also their parents don’t hinder

their performance towards learning Mathematics. In all the female students “Disagree” in the

societal hindrances and it doesn’t affect their learning in Mathematics.

HINDRANCES IN THE LEARNING PROCESS IN MATHEMATICS 33

Table 6 – Hindrances in the Learning Process in Mathematics encountered by Female

students. (Pedagogical)

Descriptive
No. Pedagogical Hindrances WM
Rating
1. Your teacher starts the lesson writing on the board and don’t even 1.30 Strongly
say a word for you to feel interested in learning Math. Disagree
2. When you ask question about the lesson and your teacher 1.95
Disagree
disregard it, you feel uninterested in learning Mathematics.
3. The method of teaching used by your Math teacher makes you 2.85 Undecided
more uninterested in Mathematics
4. Your teacher doesn’t even use teaching aid material to motivate 1.95 Disagree
you and it makes you dislike Mathematics.
5. Punishment given by teachers makes you uninterested in 1.70 Strongly
Mathematics. Disagree
1.95 Disagree
Average Weighted Mean

Female students “Strongly Disagree” that the teacher whose starting the lesson

writing on the board and don’t say a word for them to feel interested in learning Mathematics

and as well as the punishment given by teacher affects their learning in Mathematics. In all

they “Disagree” to the pedagogical hindrances and it doesn’t affect their learning process in

Mathematics.
HINDRANCES IN THE LEARNING PROCESS IN MATHEMATICS 34

Table 7 – Hindrances in the Learning Process in Mathematics encountered by both Male and

Female students.

Systematic Societal Pedagogical

Hindrances Hindrances Hindrances AW Descriptive
WM DR WM DR WM DR M Rating

2.88 Undecided 2.35 Disagree 2.11 Disagree 2.447 Disagree

Male
2.83 Undecided 2.54 Disagree 1.95 Disagree 2.440 Disagree
Female
Average 2.855 Undecided 2.445 Disagree 2.03 Disagree 2.443 Disagree
Weighte
d Mean

The male and female student’s response in the systematic hindrances fell in the verbal

interpretation “Undecided” which only means that they were unsure to what hinders their

learning in the systematic/organizational hindrances. They all “Disagree” in the societal

hindrances that mean they don’t encounter hindrances in the society where they live. Both

male and female students “Disagree” in the pedagogical hindrances and it only proves that

their teacher in Mathematics teach them well during class.

HINDRANCES IN THE LEARNING PROCESS IN MATHEMATICS 35

Table 8 – General Weighted Mean of responses in Hindrances in the Learning Process in

Mathematics by both Male and Female student's.

Respondents
Hindrances in the Learning Descriptive
Process in Mathematics of Male and Female
Selected Gr.8 Students Rating
General Weighted Mean
1. Systematic Hindrances
2. Societal Hindrances 2.443 Disagree
3. Pedagogical
Hindrances

The students both male and female in total “Disagree” that the statements prepared by

the researcher about the Hindrances in the Learning Process in Mathematics affects and

hinders their learning in Mathematics which may lead to their poor performance in the

subject.
HINDRANCES IN THE LEARNING PROCESS IN MATHEMATICS 36

Chapter V

SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter deals with the summary of findings that are deduced from the interpreted

and tabulated data. Conclusions that were derived from the findings and the

recommendations were based from the conclusions.

SUMMARY OF FINDINGS:

Based from the tabulated data, the following were gathered:

1. Male students don’t see any hindrances in their learning process but according to the

data gathered even though the overall qualitative rating of male respondents fell in

Disagree rating there were more statements or question fell into qualitative rating of

Undecided. This only implies that most of the male respondents were Undecided and

may face some hindrances in the learning process in Mathematics.

2. The female respondents take the large number of students within a classroom as a

hindrance in learning mathematics as well as playing with friends instead of reading

lessons at home, but the overall weighted mean of the response of female respondents

it fell within the verbal interpretation of Disagree.

3. According to the data gathered the general weighted mean fell within the qualitative

rating of Disagree that’s why there is nothing that hinders the learning process of

grade 8 students when it comes in the Mathematics subject in total. In Systematic

hindrances both male and female responses they agree that the large number of

students within a classroom, in Societal hindrances they “Agree” that playing with

friends instead of reading lesson at home that hinders their learning and in
HINDRANCES IN THE LEARNING PROCESS IN MATHEMATICS 37

CONCLUSIONS:

Based on the findings the conclusions are drawn:

1. The male students of grade 8 from Maligaya National High School are confused or

didn’t know exactly what hinders their learning process in Mathematics.

2. Female students have clearer view or knowledge of what hinders their learning

process in Mathematics than the male respondents.

3. The large number of students within a classroom hinders the learning process of

students without proper classroom management.

4. Both male and female respondents don’t have anything that hinders their learning

process which means they can cooperate well in the teaching learning process.
HINDRANCES IN THE LEARNING PROCESS IN MATHEMATICS 38

Recommendations

Based from the findings and conclusions drawn from the study, the following

are hereby recommended and shall only serve as recommendation of opinion.

1. The teacher must guide male students to gather knowledge regarding of the things

that really hinders their progress in Mathematics and help them conquer it.

2. Teacher must let both male and female students to know how to face their

hindrances and use it as their own strengths especially from the societal

hindrances.

3. The students must know how to become more responsible in taking hindrances in

the learning process as a serious matter and the teacher must help them to surpass

it.

4. The teacher need to make students realize that there is no such thing as a

hindrance when they persevere and pursue what they really want to know and

learn.

5. The classroom must be managed properly in order for the students to learn more

accurately.
HINDRANCES IN THE LEARNING PROCESS IN MATHEMATICS 39

References

Anderson, J. (2005). Implementing problem solving in mathematics classrooms: what

support do teachers want? The University of Sydney. Retrieved from:

http://www.merga.net.au/documents/RP42005.pdf

Atweh, B. (2001). Continuous In-Service professional development of Teachers and

school change: Lessons from Mexico. In Atweh, B., Forgasz, H., Nebres, B.

Banks, T. (2000). Teaching Learning Process. Retrieved on 21st march, 2011 from

www.ncdhhs.gov/dhsr/hcpr/pdf/PrinciplesofAdultLearning2007.pdf.

Cobel, C and Allen, M. (2005).Keeping America Competitive: Five Strategies to

Improve Mathematics and Science Education, USA: Education Commission of the

States. Retrived from, http://www.ecs.org/clearinghouse.

Encarta dictionaries. www.encartadictionaries2009.com

Freudenthal, H. (1981), Major Problems of Mathematics Education, Educational

Studies in Mathematics, 12 (2), 133-150, Springer, Retrieved from

http://www.jstor.org/stable/3482361

Gezahegn, Y. B. (2007). Barriers to teaching and learning mathematics in grade four,

Unpublished Masters of Philosophy, University of Oslo, Norway. Retrieved from

http://www.duo.uio.no/sok/work.html?WORKID= 57555andfid=29283.
HINDRANCES IN THE LEARNING PROCESS IN MATHEMATICS 40

Huitt, W. (1995). A systems model of the teaching/learning process. Educational

Psychology Interactive. Valdosta, GA: College of Education, Valdosta State

University. Retrieved October 1995, from

http://teach.valdosta.edu/whuitt/materials/tchlrnmd.html

Merriam Webster’s Dictionary

Silva, T., Cahalan, M. and Paquet, N. L. (1998).Adult Education Participation

Decisions and Barriers: Review of Conceptual Frameworks and Empirical Studies,

Mathematical Policy Research, 98. Retrieved From

Inc.nces.ed.gov/pubs98/9810.pdf.

Stacey. K. (2004). Trends in Mathematics Education Research: the Example of Algebra ,

Research Trends in Science, Technology and Mathematics Education,

147-174. www.hbcse.tifr.res.in/jrmcont/all-proceedings.pdf.

Taba, H. (1966). Teaching strategy and their cognitive functioning in elementary school

children, Sanfrancisco State College.

Taylor, P. (2006). Challenging mathematics and its role in the learning process.

Lecturas Matem´aticas. Vol special, 349-359. Retrieved on 20 June from

www.scm.org.co/Articulos/867.pdf.
HINDRANCES IN THE LEARNING PROCESS IN MATHEMATICS 41

Wachira, P. and Keengwe. J. (2010). Technology Integration Barriers: Urban School

Mathematics Teachers Perspectives, J SciEducTechnol, 20, 17-25.

Western Cape Education Department (WCED, 2011).

Barriers to learning. SouthAfrica Retrieved From

curriculum.wcape.school.za/.../40112654_ Inclusive_eng_12-27.doc.