Chapter 1 To 5 (N)

PROBLEMS ENCOUNTERED BY SCIENCE, TECHNOLOGY AND ENGINEERING
(STE) JUNIOR HIGH SCHOOL LEARNERS OF OUR LADY OF FATIMA

ACADEMY TOWARDS MATHEMATICS
Chapter 1
BACKGROUND OF THE STUDY
Mathematics is a subject that greatly deals with numbers and
equations. It is also where a person deals with a lot of mathematical
operations such as addition, subtraction, multiplication, division, and even
problem solving. The said subject also shapes the mind and prepares the
learners for pure and social sciences and is considered as one of the
important subjects.
Learners that studies math subject nowadays, faced major problems
not only in learning its content but also in understanding the factors
affecting the problems they encountered towards it. The experience of
working with learners who do not do well in mathematics suggests that
much of the problem starts when the learners were required to spend so
much time in Mathematics lessons.
Learners must engage in tasks which seek to give them competence
in mathematical procedures. This leaves inadequate time for gaining,
understanding or seeking how the procedures can be applied in life.
According to Ganal, Nicette N. (2014) Mathematics plays a major
role in a number of other scientific fields, such as physics, engineering and
statistics. In this connection, a positive attitude towards mathematics

1
among learners is an important goal of mathematics education in many
jurisdictions.
Nowadays, there are various problems that the learners encountered
towards mathematics. According to Bush & Karp (2013), solving word
problems is among the main difficulties in algebra for many secondary
school learners all over the world.
The STE junior high school learners of Our Lady of Fatima Academy
spends two (2) hours in their math subject, algebra and statistics are some
of the subjects they deal with. Spending a lot of time with this subject
demands that the attention of the learners should not change. Doing
unnecessary things while the discussion is going on would lead them not to
learn with the lessons presented to them. The participation of the learners is
highly needed in order for them to learn well.
Among all the subjects, the researchers choose Mathematics in this
study for the reason that many learners sees mathematics as a difficult one
and it is one of the major subjects, wherein the STE learners are required to
have at least an average not less than 85. Therefore, the learners should
strive hard and must focus well in studying the said subject in order for them
to remain in the STE class.
The researchers wanted to determine the different problems
encountered by the STE learners towards mathematics and the most
2
dominant among all the problems that they are facing in math. In
determining those problems, this study would greatly help the learners by
means of allowing the teachers to be aware of those problems that they
have. The mathematics teachers here in OLFA use a lot of different
strategies to help the learners learn well in the said subject.
The communication between the teacher and the student is very
important, for through it, the learners may learn well and the teacher may
deliver the lesson effectively.
It is in this premise that the researchers would like to determine the
different problems encountered by STE Junior High School learners of Our
Lady of Fatima Academy towards Mathematics.
Theoretical Framework
Mathematics anxiety has been the subject of several books and
numerous research papers, suggesting that it is a significant issue for many
people. Children and adults develop strategies to cope with this anxiety,
one of which is avoidance (Chinn, Steve 2012).
Mathematics was thought to be a genetic gift possessed only by a
rare few, and inaccessible to the general public. Yet we all need
mathematics, not just for school, but for everyday life, work, and
opportunities. (Schleicher, Andreas 2013).
3
The lack of many mathematical skills caused difficulties in problem
solving. They are required to apply and integrate mainly on mathematical
concepts and skills in the process of problem solving. The lack of five types
of mathematical skills such as number fact skill, arithmetic skill, information
skill, language skill, and visual special skill caused the learners to have
difficulty in applying varied methods in solving mathematical equations (Hill
2008; Kaufman 2008; Berch&Mazzocco 2007).
Conceptual framework
Independent Variable Dependent Variable
Problems Encountered Dominant Problem faced
By STE Learners towards by STE learners towards
Mathematics Mathematics
Figure 1.The Research Paradigm
Figure 1 presents the relationship between the independent variable
and dependent variable in the study.
4
Statement of the Problem
This study is aimed to determine the problems encountered by STE
Junior High School learners of Our Lady of Fatima Academy towards
Mathematics.
Specifically, it answers the following questions:
1. What are the problems encountered by STE Junior High School
learners of Our Lady of Fatima Academy towards Mathematics?
2. What are the top five (5) most dominant problem encountered
by STE Junior High School learners of Our Lady of Fatima Academy
towards Mathematics?
Definition of Terms
For a clearer understanding of this study, the following words have
been defined using their conceptual and operational meaning:
Dominant. More important, powerful, or successful than most or all
others and most common. (Merriam – Webster Dictionary 2017)
In this study, Dominant refers to the main problem that the learners
encounter in mathematics.
Encounter. To have or experience. (Merriam – Webster Dictionary 2017)
In this study, Encounter refers to what the STE junior high school learners
have experienced in dealing with Math subject.
5
Grade. A level of study that is completed by a student during one year.
(Merriam – Webster Dictionary 2017)
In this study, Grade was used to determine the grade level of the
learners in the study.
Mathematics. A science of numbers, quantities, and shapes and the
relations between them. (Merriam – Webster Dictionary 2017)
In this study, Mathematics is the subject that is discussed and main
focus of the study.
Problem. Something that is difficult to deal with and something that is a
source of trouble or worry. (Merriam – Webster Dictionary 2017)
In this study, Problem refers to the difficulty of the STE learners toward
Mathematics.
Learner. A person who attends a school, college or university. (Merriam
– Webster Dictionary 2017)
In this study, learners are the selected STE Junior high school learners
who were chosen as the respondents.
Significance of the Study
The outcome of this study is most beneficial to the following:
Administration. The result of this study will help the administration to
know the problems being encountered by the STE learners in Mathematics.
6
Teachers. The result of the study would help the teachers in knowing
the problems that the learners encounter in Mathematics, and by which
they would be able to help their learners in dealing with the said subject.
The teachers might also apply different teaching strategies to address the
different problems encountered by STE learners.
Learners. The result of this study would greatly help learners to
overcome and adjust with the problems they encounter towards
Mathematics.
Parents. The result of the study would help the parents to be aware of
the problems that their children faced in Mathematics.
Future researchers. The findings obtained in this study will be used as
the basis for similar studies in the future.
The researchers. To gain knowledge and to explore a new discovery
which is beneficial to us.
Scope and Limitations
This descriptive study is aimed to identify the problems encountered
by STE Junior High school learners of Our Lady of Fatima Academy towards
Mathematics and to identify the most dominant problem that they faced
in the said subject. The things needed in conducting the study were
prepared at Our Lady of Fatima Academy. This study was conducted from
7
June 2017 – January 2018.
This study utilized the descriptive research design. Descriptive research
uses quantitative methods to describe what is, describing, recording,
analyzing, and interpreting conditions that exist. The independent variables
are the problems encountered by STE learners towards Mathematics while
the dependent variable is the dominant problem faced by STE learners
towards Mathematics.
The study was conducted at Our Lady of Fatima Academy in the
school year 2017-2018. The respondents of this study covered the One
hundred two (102) STE Junior High school learners of Our Lady of Fatima
Academy. The validated Researcher – made Questionnaire on Problems
encountered by STE learners towards mathematics was used to gather all
the data needed in the study.
The study is only limited in identifying the common and the most
dominant problem encountered by STE learners towards mathematics.
Chapter 2
8
REVIEW OF RELATED LITERATURE AND RELATED STUDIES
Mathematics as defined by the Oxford Dictionary is the science of
number, quantity, and space, either as abstract concepts (pure
mathematics), or as applied to other disciplines such as physics and
engineering (applied mathematics). Various mathematicians and
philosophers gave their own views about the definition of Mathematics.
Aristotle defined Mathematics as the “science of quantity” which is
accepted until 18th century. In addition, German mathematician Carl
Friedrich Gauss as the “Queen of Sciences” because it is very essential in
many fields including natural sciences, engineering, medicine and other
social sciences. Greek mathematician Archimedes is widely considered by
many to be the “father of mathematics”.
Pal (2009) concluded that many difficulties that children faced in
learning were rooted in the lack of understanding of lower level concepts
and lack of clarity about different rules that are often conflicting can lead
to misconceptions and affect mathematical learning.
Wang, Du and Liu (2009) identified two types of learning difficulties:
learned helplessness and defensive attribution. The learners enhanced their
learning in mathematics with the use of appropriate strategies in the
interventions.
9
According to Vaidya (2008), some children suffer from dyscalculia.
This is characterized by a poor understanding of the number concept and
the number system characteristic of their age group. Such children
experience difficulties counting, learning abstract concepts of time,
direction learning, and recalling facts, sequence of past and future events,
and giving and receiving change. They also fail to use rules and procedures
to build on known facts. For instance, they may know that 3+5= 8, but would
fail to deduce that 5+3=8. Such children are generally said to have
difficulties to mathematics learning. Without identification and
remediation, these children would not be able to be numerically functional.
Bush & Karp (2013) mentioned that solving word problem is among
the main difficulties in algebra for many secondary school learners all over
the world.
According to Zambia’s National Assessment Survey Report (2008),
despite the recommended remedial measures made in the various
preceding surveys, there has been consistently poor performance in
mathematics.
Learners face many difficulties in learning approximation; among
them are poor arithmetic skills, difficulty with the abstract content
10
associated with decimal fractions and an inability to apply correct
methods to new problems. Mathematics educators have put up self-
sacrificing and spirited efforts aimed at identifying the major problems
associated with the teaching and learning of mathematics. Despite all
these noble efforts, the problem of poor achievement in mathematics has
continued to manifest in the nation’s public examinations (Zambia National
Assessment Survey Report, 2012).
Similar research has been conducted to investigate learning
difficulties in mathematics by Telima and Adolphis (2011). Some of the
findings indicate that difficulties in teaching and learning of mathematics,
has resulted in mass failure of learners in examinations.
The poor performance of learners in mathematics and
approximation in particular has been a thing of concern to mathematics
educators, parents and government. According to Zambia National
Assessment Survey Report (2012), the government has put in efforts aimed
at identifying the major problems associated with primary school
mathematics. Despite all these noble efforts, the problem of poor
achievement in mathematics has continued to rear its head. It is against
this background that this research identified ‘approximation” as one of the
core difficulty areas where learners’ performance has always been low.
Bantiding, Herminia A. (2009) said that Math Anxiety is real and can
11
happen to anyone at any age regardless of his mathematical ability. Since
mathematics is perhaps the most abstract among academic subjects,
many learners dislike and avoid it.
Berch&Mazzocco (2007) stated that many mathematics skills were
involved in problem-solving. However, large numbers of learners have not
acquired the basic skills they need in mathematics.
Latha (2007) error analysis showed that learners were lacking in
arithmetic and procedure knowledge as a result from weak conceptual
understanding. Learners who were weak in conceptual understanding
were found to lack in arithmetic and procedural skills.
Gloria, Charina C. (2015) stated that learners usually get low grades
in their performance in mathematics due to lack of concept,
understanding of the fundamental manipulation or mathematical skills and
most of all the love of mathematics, and this may create difficulty and
negativism towards the subject.
From the review of the different studies mentioned above the
researchers brought out this study on “PROBLEMS ENCOUNTERED BY STE
JUNIOR HIGH SCHOOL LEARNERS IN OUR LADY OF FATIMA ACADEMY
TOWARDS MATHEMATICS” in order to determine those problems that the
learners experienced and also to identify the most dominant problem they
faced in Mathematics.
12
Chapter 3
RESEARCH DESIGN AND METHODOLOGY
This chapter is divided into three parts: (1) Purpose of the Study and
13
Research Design, (2) Methods, and (3) Statistical Data Analysis Procedure.
The First Part, Purpose of the Study and Research Design, restates the
main problem and discusses the research design.
The Second Part, Methods, describes the participants, data-
gathering instruments, and data-gathering procedures used in the study.
The Third Part, Statistical Data Analysis Procedures, enumerates the
statistical tools used in the analysis of data.
Purpose of the Study and Research Design
This study aims to determine the problems encountered by STE Junior
High school learners of Our Lady of Fatima Academy towards Mathematics
for the School Year 2017-2018.
This study utilized the Descriptive research design. According to
Babbie (2013), survey research is a method of research that aims at
knowing what a big number of people think and feel about some
sociological issues. The data it collects from the people serving as
“representatives or informants” explain or describe the society’s thoughts,
attitudes and feelings towards environmental issues. Although survey
research is a very old research technique that began in the period of the
ancient Egyptian rulers, many still consider this as a very popular means of
social inquiry.
14
In this study, the independent variables are the problems
encountered by STE learners towards Mathematics. The dependent
variable is the dominant problem faced by STE learners towards
Mathematics.
Methods
The Respondents
The respondents of the study are all the STE junior high school learners
who are currently studying at Our Lady of Fatima Academy for the School
Year 2017 - 2018.
Respondents
25% 22% Grade 7 - 22
Grade 8 - 30
24% 29% Grade 9 - 24
Grade 10 - 26
Figure 2. Distribution of Respondents
The one hundred - two STE junior high school learners were selected as the
respondents.
Instruments
The instrument used to obtain the data for the independent and
15
dependent variables for the study was the researcher–made questionnaire
duly validated by the panel who were experts in research subject.
The problems in mathematics were stated in a researcher - made
questionnaire and were used to determine the problems encountered by
STE junior high school learners of Our Lady of Fatima Academy towards
Mathematics.
Data-Gathering Procedures
First, the researchers conducted a pilot test, a test that would
generate ideas from the respondents, to know the common problems that
the STE learners encountered in mathematics, the respondents were the
twenty (20) STE learners, five (5) in each grade level who will respond to the
questionnaire that the researchers have made. After, they gathered the
data, they selected the top five most common problems of STE learners in
mathematics. Out of that data the Researcher – made questionnaire on
Problems encountered by STE learners towards mathematics was formed.
The draft of the questionnaire was first submitted to the research adviser
and other members of the research panel for corrections. The corrections
were then considered by the researchers.
In conducting the final survey, a permission letter was first given to the
school principal to conduct the study on the scheduled date. The
researchers distributed the instruments with the assistance of the advisers to

16
the one hundred two (102) STE Junior High school learners who were chosen
as the respondents.
The data obtained from the survey were processed, encoded, and
analyzed using the Microsoft Excel.
Statistical Data Analysis Procedures
The following statistical tools were employed in the analyses of the
data gathered.
Frequency. This was used to determine the number of respondents
according to their grade level.
Percentage. This was used to describe in percentage form the
number of respondents according to their grade level.
Mean. This was used to determine the top five (5) most dominant
problems encountered by STE Junior High school learners of Our Lady of
Fatima Academy towards Mathematics.
Rank. This was used to determine the dominant problems of the STE
junior high school learners.
Standard Deviation. This was used to measure the homogeneity and
the heterogeneity of the scores.
17
Chapter 4
RESULTS AND DISCUSSIONS
This chapter is consist of only one part: Descriptive Data Analysis.
Descriptive data analysis describes the problems encountered by STE
junior high school learners of Our Lady of Fatima Academy towards
Mathematics.
18
Descriptive Data Analysis
Data in Table 1 shows all the problems that the STE junior high school
learners have encountered in dealing with Math subject. Based on the
result it was revealed that there were twenty problems encountered by the
STE learners.
Table 1. Problems Encountered by STE Learners in Mathematics
Problems in Mathematics Frequency
1. Difficulty in memorizing Mathematical formulas. 20

2. Solving long equations. 19
3. Having a hard time in understanding and answering
problem solving. 18
4. Difficulty in analyzing mathematical word problems. 18

5. Forget rules and procedures on how to solve the
problem. 18
6. Lack interest and patience in Math. 17
7. Having variety of possible solutions and difficult
methods in solving mathematical operations and
word problems. 16
8. Difficulty in coping with the lessons when the
learners missed the class. 16
19
9. Having a hard time to solve without a calculator. 15

10. Considering Mathematics as a boring and a sleepy
subject. 15
11. Complicated solutions to mathematical problems. 13
12. Confusing formulas. 12
13. Lack of examples in the book. 12
14. Linear expression. 11
15. Solving fractions. 10
16. Signs. 8
17. Decimal problems. 7
18. Graphs. 5
19. Operation of sets. 4
20. Two – step equation. 2
Data in Table 2 shows the top ten most dominant problems
encountered by STE Junior High School Learners of Our Lady of Fatima
Academy towards Mathematics.
Based on the results, it was revealed that the item "There are a lot of
possible solutions and difficult methods in solving mathematical operations
and word problems." ranked first. It is followed by the item "I find it hard to
cope with the lessons when I missed the class.", which ranked second and
then the item “Solving long equations is so hard for me.” ranked third. The
item "I find mathematics as a boring and a sleepy subject.", ranked last.
Problems in Mathematics Mean SD Rank

1. I have difficulty in memorizing
mathematical formulas. 2.87 0.91 6
2. Solving long equations is so hard for
me. 3.26 0.93 3
3. I am having a hard time in
understanding and answering
problem solving. 2.84 0.90 7
20
4. I find it difficult to analyze

mathematical word problems. 2.88 0.90 5
5. I forget rules and procedures on
how to solve the problem. 2.78 0.95 8
6. I lack interest and patience in math. 2.55 1.10 9
7. There are a lot of possible solutions
and difficult methods in solving
mathematical operations and
word problems. 3.44 1.01 1
8. I find it hard to cope with the lessons
when I missed the class. 3.43 1.48 2
9. I’m having a hard time to solve
without a calculator. 2.92 1.04 4
10. I find mathematics as a boring and

a sleepy subject. 2.21 1.11 10
Table 2. Top Ten Most Dominant Problems of STE Learners in Math
Chapter 5
SUMMARY, CONCLUSION AND RECOMMENDATION
This chapter is composed of three parts, namely (1) Summary of the
Problems, Methods and Findings; (2) Conclusions; and (3)
Recommendations.
Part One, Summary of the Problems, Methods and Findings, provides
the summary of the problem, methods, and findings of the study.
21
Part Two, Conclusion, presents the generalization formulated on the
analysis and interpretation of results of the investigation.
Part Three, Recommendations, presents suggestions on the
application of the findings of the study and possible areas for future
research that may be undergone by interested researchers.
Summary
This descriptive research was conducted to determine the Problems
encountered by STE Junior High school learners of Our Lady of Fatima
Academy towards Mathematics in the School year 2017-2018.
Specifically, this study seeks to provide answers to the following questions:
1. What are the problems encountered by STE Junior High School
learners of Our Lady of Fatima Academy towards Mathematics?
2. What are the top five (5) most dominant problem encountered
by STE Junior High school learners of Our Lady of Fatima Academy
towards Mathematics?
The participants of this study were all STE Junior High School Learners
of Our Lady of Fatima Academy in the School Year 2017-2018.
This study utilized the descriptive research design. Descriptive
research uses quantitative methods to describe what is, describing,
recording, analyzing, and interpreting conditions that exist. The
22
independent variables are problems encountered by STE learners towards
Mathematics. The dependent variable is the dominant problem faced by
STE learners towards Mathematics.
A survey was first conducted to know the common problems that the
STE learners encountered in mathematics, the respondents were the twenty
(20) STE learners, five (5) in each grade level. The top five most common
problems in Math were then selected. Out of that data gathered, the
Researcher – made questionnaire on Problems encountered by STE learners
towards mathematics was formed and was used to determine the most
dominant problem encountered by STE Junior High school learners of Our
Lady of Fatima Academy towards Mathematics. The Researchers-Made
Questionnaire was face – validated by the panel who were experts in
research subject. Frequency, percentage, mean, and rank as descriptive
statistical tools were utilized for data analyses.
The major findings of the study were:
1. The top ten (10) common problems encountered by the STE learners were
found out to be the following: (1)the difficulty in memorizing mathematical
formulas, (2) solving long equations, (3) having a hard time in
understanding and answering problem solving, (4) difficulty in analyzing
mathematical word problems, (5) forget rules and procedures on how to
23
solve the problem,(6) lack of interest and patience in Math,(7) having
variety of possible solutions and difficult methods in solving mathematical
operations and word problems,(8) difficulty in coping with the lessons when
the learners missed the class, (9) having a hard time to solve without a
calculator, and (10) considering Mathematics as a boring and a sleepy
subject.
2. The top five (5) most dominant problems encountered by the STE junior
high school learners were found out to be the following: (1) variety of
and word problems, (2) difficulty in coping with the lessons when the
learners missed the class, (3) solving long equations, (4) having a hard time
to solve without a calculator, and (5) difficulty in analyzing mathematical
word problems.
Conclusions
In the light of the aforementioned findings in the study, the following
conclusions were drawn:
1. The researchers concluded that the problems in which the STE junior high
school learners encountered in mathematics were the difficulty in
memorizing mathematical formulas, solving long equations, having a hard
time in understanding and answering problem solving, difficulty in analyzing
24
mathematical word problems, forget rules and procedures on how to solve
the problem, lack of interest and patience in Math, the variety of possible
solutions and difficult methods in solving mathematical operations and
word problems, difficulty in coping with the lessons when the learners
missed the class, having a hard time to solve without a calculator, and
considering Mathematics as a boring and a sleepy subject.
Pal (2009) concluded that many difficulties that children faced in learning
were rooted in the lack of understanding of lower level concepts and lack
of clarity about different rules that are often conflicting can lead to
misconceptions and affect mathematical learning.
The study found out that there are a lot of problems that the STE junior high
school learners encountered in mathematics. This implies that learners tend
to do unnecessary things while the discussion is going on such as talking
with their seatmates or sleeping while the discussion is going on. Avoidance
with the said subject is the learners’ way of coping up with Mathematics
anxiety.
2. The researchers also concluded that the top five (5) most dominant
problems encountered by STE junior high school learners are the variety of
and word problems, difficulty in coping with the lessons when the learners
missed the class, solving long equations, having a hard time to solve without
25
a calculator, and difficulty in analyzing mathematical word problems.
Bush & Karp (2013) stated that solving word problems is among the main
difficulties in algebra for many secondary school learners all over the world.
Learners face many difficulties in learning approximation; among them are
poor arithmetic skills, difficulty with the abstract content associated with
decimal fractions and an inability to apply correct methods to new
problems. (Zambia National Assessment Survey Report, 2012).
The dominant problem of the STE Junior High school learners which is the
variety of possible solutions in a single mathematical problem and the
difficult methods in solving a particular word problem implied that it is
difficult for the learners to cope up with a topic that has varied solution for
a single mathematical problem.
Recommendations
Based on the findings and conclusions, the following
recommendations are hereby endorsed:
1. The researchers recommend that the teacher must strengthen their
plans in teaching mathematics in order for their learners to
understand the topic properly.
2. The researchers recommend that the learners must attend class
regularly and approach the teacher so that they would explain the
26
certain topic that the learners missed.
3. The researchers recommend that learners should participate and
strive hard in class in order for them to learn significant concepts in
mathematics.
4. The researchers recommend that the school administration and the
teachers should conduct close supervision inside the classroom to
ensure that all of the learners are performing properly, and all of them
would understand the discussion well.
5. The researchers recommend that learners must participate and strive
hard in the class in order for them to learn and excel in mathematics.
6. Teachers should be aware if the learners already mastered the basic
skills in Math. If not, teachers should recommend the learners to have
an enhancement period or remediation class to master the basic
skills to cope with the complex challenge of Math problems.
27

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PROBLEMS ENCOUNTERED BY SCIENCE, TECHNOLOGY AND ENGINEERING

(STE) JUNIOR HIGH SCHOOL LEARNERS OF OUR LADY OF FATIMA

BACKGROUND OF THE STUDY

Mathematics is a subject that greatly deals with numbers and

equations. It is also where a person deals with a lot of mathematical

operations such as addition, subtraction, multiplication, division, and even

Learners that studies math subject nowadays, faced major problems

affecting the problems they encountered towards it. The experience of

working with learners who do not do well in mathematics suggests that

much time in Mathematics lessons.

Learners must engage in tasks which seek to give them competence

in mathematical procedures. This leaves inadequate time for gaining,

understanding or seeking how the procedures can be applied in life.

According to Ganal, Nicette N. (2014) Mathematics plays a major

role in a number of other scientific fields, such as physics, engineering and

statistics. In this connection, a positive attitude towards mathematics

among learners is an important goal of mathematics education in many

Nowadays, there are various problems that the learners encountered

towards mathematics. According to Bush & Karp (2013), solving word

problems is among the main difficulties in algebra for many secondary

school learners all over the world.

highly needed in order for them to learn well.

Among all the subjects, the researchers choose Mathematics in this

to remain in the STE class.

The researchers wanted to determine the different problems

encountered by the STE learners towards mathematics and the most

means of allowing the teachers to be aware of those problems that they

have. The mathematics teachers here in OLFA use a lot of different

strategies to help the learners learn well in the said subject.

The communication between the teacher and the student is very

deliver the lesson effectively.

It is in this premise that the researchers would like to determine the

different problems encountered by STE Junior High School learners of Our

Lady of Fatima Academy towards Mathematics.

Mathematics anxiety has been the subject of several books and

numerous research papers, suggesting that it is a significant issue for many

one of which is avoidance (Chinn, Steve 2012).

Mathematics was thought to be a genetic gift possessed only by a

opportunities. (Schleicher, Andreas 2013).

The lack of many mathematical skills caused difficulties in problem

solving. They are required to apply and integrate mainly on mathematical

of mathematical skills such as number fact skill, arithmetic skill, information

difficulty in applying varied methods in solving mathematical equations (Hill

2008; Kaufman 2008; Berch&Mazzocco 2007).

Independent Variable Dependent Variable

Problems Encountered Dominant Problem faced

By STE Learners towards by STE learners towards

Figure 1.The Research Paradigm

Figure 1 presents the relationship between the independent variable

and dependent variable in the study.

Statement of the Problem

This study is aimed to determine the problems encountered by STE

Junior High School learners of Our Lady of Fatima Academy towards

Specifically, it answers the following questions:

1. What are the problems encountered by STE Junior High School

learners of Our Lady of Fatima Academy towards Mathematics?

by STE Junior High School learners of Our Lady of Fatima Academy

For a clearer understanding of this study, the following words have

been defined using their conceptual and operational meaning:

Dominant. More important, powerful, or successful than most or all

others and most common. (Merriam – Webster Dictionary 2017)

Encounter. To have or experience. (Merriam – Webster Dictionary 2017)

have experienced in dealing with Math subject.