The Lived Experiences of Grade 11 Students from the

School of Saint Anthony Concerning

Math and Science

A Qualitative Research

Presented to the Senior High School Department of

SCHOOL OF SAINT ANTHONY

Lagro, Quezon City

In partial fulfillment of

the requirements in PR1:

Practical Research 1

Azurin, Krizzha Faye P.

Begaso, Adria Isabelle Y.

Kuo, Allysa R.

Tenebro, Julliana Drew L.

Villones, Ding Gavrell Z.

January 22, 2019

 AKNOWLEDGEMENTS

The researchers express their utmost and sincere gratitude to the following people who have
made contributions to the research and provided the researchers with help, assistance, time,
effort, support, and sacrifice in the fulfilment and achievement of this study.

Ms. Tiffany Dela Pena, Senior High School Research Teacher for inspiration, moral support
and guidance in the completion of this study.

All the students of The School of Saint Anthony, who serve as peers, and have conducted
wholeheartedly to the study.

The researchers’ family, for immeasurable guidance, patience, moral and financial support.

The researchers’ classmates and friends, for the advice, encouragement, and support in this
study.

And Above all, to GOD ALMIGHTY, who gave the researchers the knowledge, strength,
guidance, patience, and never ending guidance in the completion of this study.

-The Researchers
 ABSTRACT

Some students experience difficulty regarding the subjects Mathematics and Science. As

these subjects may be difficult to relate to, students expect the subjects to be difficult. This study

aims to determine the lived experiences of Grade 11 students from The Senior High School

Department in The School of Saint Anthony with Mathematics and Science, and cater to both

students and teachers, in regards to their ways of learning and teaching these subjects. The study

consists of interview sessions with the students. The research answers questions such as to what

are the basis of positive or negative thoughts regarding the subjects, and the students’ takes to

these subject. It also provides a summary of the interviewees’ experiences. This study used a

qualitative research design. After conducting the research, results showed that most students

brandished negative experiences on these subjects. Factors such as difficulty, lack of confidence,

and personal interests greatly affect the students’ mind set. Thus, endowing them with a negative

outlook on the subjects. Some interviewees however, pursue a positive approach towards the

subjects, and experienced good circumstances.

 TABLE OF CONTENTS

CHAPTER

I INTRODUCTION ………………………………………………6
Background of the Study ………………………………………6-9
Statement of the Problem ………………………………………9
Significance of the Study ………………………………………9-10
Scope and Delimitations ………………………………………10-11
II REVIEW OF RELATED LITERATURE ………………………12
Engagement ………………………………………………………12-13
Motivation ………………………………………………………13-14
Prior Knowledge in Math ………………………………………14-15
Interest ………………………………………………………15-16
Definition of Terms ……………………………………………..16
III METHODOLOGY ………………………………………………17
Research Design ………………………………………………17
Research Locale ………………………………………………18
Participant Selection ………………………………………………18-19
Instrumentation ………………………………………………19
Data Gathering Procedure ………………………………………19
Data Analysis Method………………………………………………19-20
III RESULTS AND DISCUSSION ………………………………21-30
IV SUMMARY, CONCLUSIONS AND RECOMMENDATIONS…..31
Summary of Findings ………………………………………………31
Conclusion/s ………………………………………………………31-32
Recommendations ………………………………………………32
REFERENCES ………………………………………33-34
APPENDICES ………………………………………35
Appendix A ………………………………………35-46
Appendix B ………………………………………47-51
Appendix C ………………………………………52-65
Appendix D ………………………………………66-69

CHAPTER I

INTRODUCTION

I. Background of the Study

 Success and failure in math and science performance are greatly determined by students’

attitudes towards the subject matter. A multidimensional survey, including motivation,

usefulness, self-confidence, and enjoyment subscales was developed. According to Curtis

(2006), students can express their attitude toward a course by either liking or disliking the

subject matter. Students with positive attitudes about learning mathematics are more likely to

understand the concepts and develop confidence in their mathematical abilities (Furner &

Berman, 2003). Students’ attitudes toward mathematics are affected by their beliefs in

usefulness of mathematics, by the level of self confidence in their ability to succeed in

mathematics, and by their previous learning experiences (Koehler & Grouws, 1992).

A study at St. Paul College, Pasig City is being conducted in order to encourage more

students to take the STEM (Science, Technology, Engineering, and Mathematics) track in

senior high school and to make students appreciate the subject of math more. This also aims

to find the solutions to math anxiety and how it could be prevented.

The said research concluded that other than teacher’s impact on the student, STEM track

stereotype, dominance of the left and right brain, there are other factors that affect the

students with math anxiety. One would be the feeling of ‘being left behind’ or failing to keep

up with the pacing of the teacher during lessons. Most of them have trouble raising questions

or reciting during class because they would feel embarrassed.

Filipino students’ poor achievement levels in science have been documented for several

years now. In 1996, the national mean score in the science test of the National Elementary

Achievement Test was 41.5%. A recent National Achievement Test showed that in 2005, the

mean score in the science test was 54.1% for grade 6 students, and only 14.8% of grade 6
students attained mastery levels of the science curriculum goals. A lot of different studies

have analysed the sources of the problem and these analyses have pointed to a range of

interrelated factors such as an inadequate science curriculum (Bernardo, 1998; 2004), poor

preparation of teachers in terms of science content and pedagogy (Bernardo, 2002; 2004;

Golla & De Guzman, 1998), the inefficient administration for the delivery of science

education (Nebres & Vistro-Yu, 1998), and even the lack of a science culture in the country

(Nebres & Intal, 1998).

Researchers in developed countries like the United States have focused on students’

perceptions of science classes to try to understand some of the problems in the science

education system in their countries. Such studies have revealed insights into some of the

causes of specific problems in science education. For example, Tobias (1990) interviewed

undergraduate students who switched from a science (or mathematics) major to a non-science

major and found that these students pointed to aspects of the teaching approaches of science

teachers that contributed to their “dissipating interest” in science. Similar perceptions were

reported by Seymour (1992, 1995; Seymour & Hewitt, 1997) in separate studies on science

and math majors. Seymour and Hewitt’s (1997) study revealed many informative perceptions

of students, such as the perception that science teachers dislike their students and do not have

the motivation to teach effectively. The students interviewed also perceived many features of

ineffective teaching in science such as the lack of fit between the materials used in class and

the tests and assignments, the use of grading practices that do not reflect actual student

learning, an overemphasis on memorization instead of conceptual understanding and

establishing conceptual connections, among many others.

 Seeing that math and science are both incredibly significant in today’s society, knowing

the thoughts of students about the curriculum that is related to the said subjects, will be a

great advancement not only to future researchers, but also to teachers that are seeking further

development of their teaching style.

Students may also benefit from the study by taking into account previous experiences

from previous students that have already went through these levels in academics. Knowing

the roots that cause distress or difficulty to themselves as students, will help to identify the

problems that they relate to and find possible solutions or practices they may try in order to

enhance their skills in math and science.

This study will be focusing on the lived experiences of grade 11 students from different

strands on studying science and mathematics. The diverse population of the students will

harness different answers that will be tallied at the end of the survey. Their answers shall be

gathered for a wider scope of information and references.

The researchers aim to identify the factors affecting students’ mind set about studying

mathematics and science through their lived experiences. Also, this will help future

researchers of the topic to cite solutions for the possible negative results, such as using this

research to promote a better education system that would work for majority of the students

worldwide.

II. Statement of the Problem

This study aims to identify the lived experiences of grade 11 students on math and

science. The said group of students will answer the following questions during the interview:
  What are the thoughts of the students on studying mathematics and science?

 What are the basis of negative thoughts?

 What are the basis of positive thoughts?

III. Significance of the Study

In today’s age, not only teenagers, but also a great number of people, younger or

older, are intimidated by mathematics and science. On the other hand, some people may find it

easy to solve advanced equations. Both mathematics and science are one of the major subjects

that a student must learn. In this research concentrates on the School of Saint Anthony’s grade 11

students’ lived experiences on studying mathematics and science.

The study may also modify the traditional teaching ways positively, catering to the better

of the students’ learning. This study will be beneficial to:

Students. The results of this research can be a guide for them in understanding that math

and science have its own positive and negative aspects, thus possibly eliminating the possible

initial fear when encountering the said subjects.

Math and Science Teachers. By the results of this research, teachers can use this study

as a guide for them to formulate greater teaching methods of teaching.

Other Researchers. This study can be a benefit to researchers who are doing related

research for further study of this topic.

IV. SCOPE AND DELIMITATIONS

 This investigation is conducted to determine the thoughts and opinions of the students of

the said department regarding the study of Mathematics and Science in The School of Saint

Anthony, school year 2018-2019. Although the research would most likely reach its aims, there

are some unavoidable limitations. One being the range of students being interviewed. The

research would be conducted only on a small size of the population of students in the Senior

High School Department. Therefore, to generalize the results for more information, the study

should involve at most 10 respondents from different schools.

 CHAPTER 2:

REVIEW OF RELATED THE LITERATURE

Students regardless of age, profoundly find it difficult to study math and science. These

are subjects that students either like or dislike. Studies show that there is a diversity in the

reasons for this. Reasons such as math and science being difficult to relate to, uninteresting, and

other reasons that affect a student’s experience regarding the subject. Math and science are not

subjects that students understand at default, it takes time and practice to understand them. In

addition, students also expect these subjects to be difficult from the start, which tremendously

affects their mind-set regarding the subjects.

Engagement

The orientations of motivation and engagement are often closely associated. Motivation

theorists make a distinction between cognition and engagement. Motivation is conceived as a set

of beliefs whilst engagement involves the actual behaviours involved in the undertaking of

schoolwork (Hufton, Elliott, & Illushin, 2002).

The extent that changes in motivation lead to changes in academic engagement is unclear

amongst researchers although it is clear they do have an effect on engagement and educational

achievement. For the purpose of this paper, motivation refers to the individual’s reasons for
behaving in a given manner and is an individual force. The term engagement signifies the actions

and behaviours that are a result of motivation – the individual’s relationship with school,

curriculum and pedagogy. When an individual is engaged in mathematics he or she has been

influenced by motivation, yet on its own this is often not enough to maintain high levels of

engagement. If other influences come into play such as poor pedagogy, a lack of confidence,

negative influence of peers or perhaps the pressure of an impending transition to secondary

education, motivation can decrease, in turn affecting engagement levels. It is the very experience

of schooling and all that it involves: pedagogy, social relationships, curriculum, school and

classroom culture; that have a direct influence on the individual’s motivation towards

mathematics. In turn, it is the combination of one’s motivation and other school experiences that

impact on whether, and to what level, an individual becomes engaged in mathematics.

Motivation

Although students may be motivated (by themselves and their teachers in particular) to

avoid subjects that they find difficult, they are nevertheless often willing to choose to study such

subjects when they enjoy them and/or believe that they are useful for their futures. (Cuff, 2017)

However according to a study, the students’ attitude, interest and lecturers‘ teaching are

an insignificant factor in contributing the lower results in academics. This could be caused by

other factors such as the existence of a weak foundation of the subject or entry requirements to

university level should be examined in depth. (Kanafiah, 2013)

Individuals do not always perform to their full capability on cognitive tasks. When this

occurs, the usual explanation is that the individual was not properly motivated. Motivation has

been an important component of psychology and neuroscience throughout the history of the
field, but has recently been rejuvenated by rapidly accelerating research interest in the nature of

motivation-cognition interactions, particularly as they impact control processes and goal-directed

behavior. (Braver, 2015)

Prior Knowledge in Math

Different dichotomies have been used to highlight the contrasting ways in which

mathematics is viewed. For example, Dossey (1994) has distinguished between external

conceptions of mathematics, held by those who believe that mathematics is a fixed body of

knowledge that is presented to students, and internal conceptions that view mathematics as

personally constructed, internal knowledge. Begg (1994, 2005) has contrasted mathematical

content (knowledge and procedures) with mathematical processes (reasoning, problem solving,

communicating, and making connections). Winter (2001) has written about a tension between a

mechanistic views of mathematics (as in the development of skills and knowledge) and

mathematics as a means towards fostering citizenship and responsibility within society (as in the

development of personal, spiritual, moral, social, and cultural dimensions).

The importance of math is not just restricted to problem solving. The real benefit of math

is how it trains the brain to think critically and practice various techniques to solve a problem.

Among several benefits of studying science, the most significant is the natural tendency of a

child to develop and practice his critical thinking skills. Young children feel motivated when

they explore and learn about the world, thus these early experiences help capitalize the

inclination towards a child’s need to learn. (John, 2017)

Interest
 The educational psychologist Alfie Kohn, in his deliberately provocative book ‘The

Homework Myth’, says, ‘Excellence tends to follow interest’. Any child that has a genuine

interest will, without any real intention, learn about the subject of their interest and any subjects

connected to it – provided the opportunity is available to them. (Monteiro, 2016)

The following findings of the review entries shared a common ground on how a student’s

motivation from numerous people or situation. The said studies states that the more motivated

the student is, the more positive his/her experiences and perspective towards the subject.

But the conflict of the reviewed studies are all the said factors that was believed to

influence a students’ experience of the subjects Mathematics and Science.

The research that is being conducted is very unique compared to the said journals. The

researchers not only focuses on the factors that affects the students but they also focus on the

effects of the said experiences on the students.

Definition of Terms

Curriculum - the subjects comprising a course of study in a school or college.

Senior High School Strands - The Academic track has four strands:

Accountancy, Business and Management (ABM); Science, Technology

Engineering and Mathematics; Humanities and Social Sciences (HUMSS); and

General Academic (GAS).

Perception - the state of being or process of becoming aware of something

through the senses.

Curriculum - the subjects comprising a course of study in a school or college.

 Academics - courses of study taken at a school or college.

CHAPTER 3

METHODOLOGY

This section gives a framework of research strategies that were followed in the

investigation including the examination configuration, explore area, member choice, instruments

utilized, information gathering methodology and information analysis method.

Research Design

The study used descriptive qualitative phenomenological research design. The said

research design was used to describe the personal opinions and experiences of grade 11 students

towards math and science.

 The objective of this research design is the direct investigation and description of the

phenomena as consciously experienced, without theories about their causal explanations or their

objective reality. The researchers used this approach because they do not intend to generalize the

result of this research. Also, the experiences of the participants, which are the grade 11 students,

were defined and presented without being modified.

The importance of this research and the approach as a whole is to study and understand

the experience of a specific population, which are the grade 11 students of the School of Saint

Anthony.

Research Locale

The study was conducted within the premises of the School of Saint Anthony because the

chosen respondents are grade 11 students from the aforementioned school which are willing to

share their lived experiences and other opinions towards math and science.

Participant Selection

The researchers’ randomly selected participants are 15 chosen grade 11 students from the

School of Saint Anthony. The respondents varied for data saturation purposes. The sampling

method used in the study is purposive sampling. Using this type of sampling, the participants

were taken according to the following characteristics and objective of the research:

1. Should be a grade 11 student in the School of Saint Anthony regardless of what

strand they are in.

 2. Should be 15-18 years old.

3. Should be willing to share their lived experiences towards science and math.

The researchers searched for participants to contribute in the interview conducted, giving

them consent forms a day before the interview was executed to ensure that their rights are being

practiced properly and to also secure a proof that the following grade 11 participants allowed the

conductors of the research to use the data that was acquired. Each and every one of the

participants’ information was written with their consent so as to fortify the answers given and to

deliver a truthful content to the readers.

Instruments

The following instruments that the researchers used are printed consent forms and

questionnaires, camera, and laptop. The interviews were recorded using a camera and all of the

participants’ answers were transcribed using a laptop.

Data Gathering Procedure

In order to conduct the research, one of the most important procedures done was to gather

15 respondents that are grade 11 students from the community of the School of Saint Anthony

during their free time while school hours are still ongoing. The following students that were

gathered came from all the strands that are currently present in the school (STEM, ABM,

HUMSS, and ICT). The researchers prepared printed questionnaires which were only used as a

guide for the oral interview for the interviewees to answer in the same way that they were asked

(by using the verbal approach). After interviewing the 15 grade 11 participants with their
consent, the researchers examined the gathered data and pointed out the common causes of

positive and negative thoughts regarding math and science.

Data Analysis Method

The researchers used content analysis for the research. After the researchers have

completed the individual interviews, the researchers transcribed the responses from the

interviews. The researchers encoded the interview transcriptions and extracted specific sections

that would answer the research problem.

The data that have been extracted by each researcher have been encoded in a worksheet

in which specific codes were formulated from the extracted data segments. The researchers

summarized the worksheets containing the extracted data and codes through merging of answers

with related experiences.

After the summation of gathered data, the researchers grouped the gathered data by the

category they’re into so that it will evidently show the themes answered by the research

problems.
 CHAPTER 4

RESULTS AND DISCUSSION

This chapter describes the analysis of data followed by a discussion of the research

findings. The findings relate to the statement of the problem that guided the study. Data were

analysed to identify and describe the lived experiences of grade 11 students from the School of

Saint Anthony regarding math and science and it answered the question below:

What are your experiences on studying math and science?

The table below shows that grade 11 students experience struggle on both or either of the

said subjects (Math and Science) due to the level of difficulty of the said subjects. Some of the

respondents struggle on both math and science. While some struggle to either of the said

subjects.

A corresponding lack of ability in mathematics--innumeracy--has received increasing

attention in the last few decades. The ability to use basic math is more and more important as

modern day society grows more complex. (Willingham, 2013)

Table 1.

Essential Meaning #1: The status of difficulty as a cause of struggles among grade 11

students that find it hard to learn the said subjects.

MEANING UNITS CODE CATEGORY

Syempre nahihirapan talaga Struggle on both subjects. Status of difficulty of the said
ako most of the time. subjects as.

Mahirap sila parehas. Struggle on both subjects.

Parehas silang mahirap. Struggle on both subjects.
Ayun hihimatayin na ako sa Struggle on both subjects.
subject. Miss…. Minsan di ko
kaya so ayun.
Pahirap ng pahirap Struggle on both subjects.
These subjects are so…so Struggle on both subjects.
hard to…to you know…to
study.

Nababadtrip ako sa Science at Struggle on both subjects.

sa Math kasi nakaka-stress.
Sila yung pinaka mahirap na Struggle on both subjects.
subjects talaga.

Minsan ay madalas pala hirap Struggle on both subjects.

akong mag cope up sa
lessons, minsan din hindi ko
maintindihan ng di pinapa
ulit. Sa science naman minsan
tinutulugan ko.
Yun nga yung difficulty nung
subjects, mahirap talaga sya.
Kasi mahirap siya kaya ayoko
siyang aralin.
Sa science mejo mas okay
ako, pero sa math, mejo
mahirap.
Mahirap yung math kaysa sa
science.
Struggle on both subjects.
Struggle on both subjects. Status of difficulty of one
subject opposed to the latter
according to the personal
views of the respondent.
Struggle on the math subject.
Struggle on the math subject.

Siguro sa Math, merong mga Struggle on the math subject.

parts na nahihirapan ako.
Di talaga ako marunong sa Struggle on the math subject.
math.

Wala akong problema sa math Struggle on the science

pero sa science, I hate subject.
memorization.
Nahihirapan din ako, kasi I Struggle on the math subject.
was never really good at
math.
Sobrang complex, sobrang Struggle on the math subject.
magulo ‘yung idea and the
like ganon.

The table below shows that level of the interest towards the subject of the students can

encourage/discourage them into studying math and science.

Although students may be motivated (by themselves and their teachers in particular) to

avoid subjects that they find difficult, they are nevertheless often willing to choose to study such

subjects when they enjoy them and/or believe that they are useful for their futures. (Cuff, 2017)

However according to a study, the students’ attitude, interest and lecturers‘ teaching are

an insignificant factor in contributing the lower results in academics. This could be caused by
other factors such as the existence of a weak foundation of the subject or entry requirements to

university level should be examined in depth. (Kanafiah, 2013)

Table 2.

Essential Meaning #2: The status of interest as a cause of motivation among grade 11

students to study math and science.

MEANING UNITS CODE CATEGORY

Natutuwa ako kasi sobrang
interesting ng mga lessons.
Medyo ginaganahan ako.
Pag trip ko yung subject
masaya syang aralin, and
mas…parang, nagsisipag ako
sa subject.
Chemistry na ‘yun ay
nahahaluan ko ng both
science and math, so like…
It’s so fun and… so fun and
interesting at the same time.
Number para sa akin sa math,
conspiring theories naman sa
science.
Pag nage-gets ko yung
topic…feeling ko sobrang
accomplished ko nun.
Kung madali lang, interesting,
and ma—fun aralin.
Siguro dito papasok yung
mga estudyanteng nageenjoy
talaga sa mga…sa mga
questions about math and
science.
Sa math, madalas gising ako
pero may mga topics talaga
na tinutulugan ko. Sa science
Very interested towards math Motivated to study both
and science. /either of the subjects due
Motivated to study both level of interest towards the
subjects. subject.
Productivity depends on the
level of interest
Very interested towards math
and science.
Interested towards math and
science.
Interested towards math and
science due to the
accomplishments.
Interested towards math and
science.
Very interested towards math
and science.
Only interested on math.
naman, madalas tulog ako.
Science, for me, was a very Only interested in science.
fun subject, for the most part,
madali talaga. Pero yung
math... Grabe ayaw ko na
mag math, no matter how
easy it is.
Nagkakaroon ako ng gana Having the motivation to Status of interest depends on
lalo ma mag aral lalo na pag study both subjects due to the presence of support.
sa mga kaibigan ko. support of a person.
Usually minomotivate ako ng Having the motivation to
teacher or ng classmate ko. study both subjects due to the
Motivation lang talaga. support of a person.
At medyo alam ng teachers na Having the motivation to
“magaling” ako, kaya study both subjects due to the
nabboost ako na mag give ng support of a person.
best ko
Kaya ako nag HUMMS dahil Lack of interest. Lack of the motivation to
mas gusto ko yung english study due to the level of
chaka…ano kasi ako interest towards the subject.
linguistics tapos, social…
Madalas talaga akong tulog sa Lack of interest.
science. hahahahahahah pati
sa math.
Hindi sya interesting para Lack of interest.
sakin.

Pa-fade nang pa-fade yung Lack of motivation to study

motivation na gumawa. both subjects.

Di ko lang talaga gusto yung Lack of interest.

subject ganon.
Hindi lang talaga ako Lack of interest.
interested.
Hindi ako mahilig sa pag Lack of interest.
memorize ng mga formula
tapos, basically
memorization.

There are different ways in handling personal struggles in the subject mathematics and

science. In this table, the respondents are able to state some of the reasons why they have their
own difficulties in the subjects and the basis of their negative thoughts towards studying math

and science. The researchers are also able to ask to give at least one or two experience that

supports the respondent’s idea

The educational psychologist Alfie Kohn, in his deliberately provocative book ‘The

Homework Myth’, says, ‘Excellence tends to follow interest’. Any child that has a genuine

interest will, without any real intention, learn about the subject of their interest and any subjects

connected to it – provided the opportunity is available to them. (Monteiro, 2016)

Table 3.

Essential Meaning #3: Student’s mind-set and the people around them can cause their

struggles

MEANING UNITS CODE CATEGORY

Masyadong malaki yung Intimidated by the said Student’s mind-set
tingin ng mga estudyante subjects. towards the subject.
sa subjects.
Minsan kasi iniisip ko na Intimidated by the said
hindi ko kaya lagpasan subjects.
yung fear ko sa subject na
hindi ko kayang sagutan.
Mahirap, kapag inisip Intimidated by the said
mong mahirap sya, subjects.
talagang mas hihirap sya.
Isipin mo na kailangan
mong intindiihin.
Pag sinabi sakin na Intimidated by the said
mahirap, iisipin ko subjects.
mahirap, pero pag sinabi
sakin na madali, magiging
madali talaga.
Once na nakakakita sila Intimidated by the said
nung numbers, nao- subjects.
overwhelm sila, and hindi
nila maisip which is which
yung equation.
Kailangan isa-puso mo
talaga yung mga lessons.
You are going to um
review at first, if there you
need to be ano, advanced,
in the study.
Basis of my negative
thoughts about math and
science are the teachers.
Teachers. Wala. Di ko
lang talaga magets kung
ano yung turo nila.
Yun nga yung teacher.
Competition kasi pag
natataasan ako ng isang
tao, minsan naddown kaya
bumababa grades ko at
times.
Having the need to exert
extra effort on studying to
prevent getting
intimidated by the said
subjects
Having the need to exert
extra effort on studying to
prevent getting
intimidated by the said
subjects
Having a hard time Effect of people around
because of the teachers. the students’ due to the
student’s mind-set
Threatened by the
competition

In this table the respondent’s perception are the positive thoughts that regards with the

subject of both mathematics and science. In here, they are able to support their idea in having a

positive mind-set that leads to their academic performances in the subject.

Individuals do not always perform to their full capability on cognitive tasks.

When this occurs, the usual explanation is that the individual was not properly motivated.

Motivation has been an important component of psychology and neuroscience throughout the

history of the field, but has recently been rejuvenated by rapidly accelerating research interest in

the nature of motivation-cognition interactions, particularly as they impact control processes and

goal-directed behavior. (Braver, 2015)

 Teachers need to be aware that it is not easy to define some mathematical terms, very

precisely, in ordinary English and that such terms are best understood in their technical forms.

(Mulwa, 2015)

Table 4.

Essential Meaning #4: The status of usefulness as a cause of motivation of grade 11

students to study math and science.

MEANING UNITS CODE CATEGORY

Magagamit ko sila.
Magagamit sya sa mga, kasi
logic…uhh sa math tapos
yung science parang sya yung
nag e-explain sa lahat kaya
maganda.
I can really say that math and
science are the two subjects
that are necessary and
fundamental to one’s lives.
Nakakatulong siya. Yung
parang sa mga little everyday
problems.
Kapag kukuha ka ng course
after college, or after
graduation na related sa Math
I need to study for the sake of
my future.
Lessons from math and Status of usefulness of the
science can be used in the subject.
future.
Lessons from math and
science can be used in the
future.
Lessons from math and
science can be used in the
future.
Lessons from math and
science can be used in the
future.
Lessons from math and
science can be used in the
future.
Lessons from math and
science can be used in the
future.
Research Paradigm

The conclusion states that students’ performance on Mathematics and Science, are greatly

affected by their surroundings. If their peers tell them that those subjects are a handful and are

very difficult, they will actually believe it, and start performing badly on the subjects.

Commented [AK1]: change

The illustration shows an image of a fruit, its seeds, and a tree, that bears the fruit. This

implies that students' performance, regarding Math and Science are most likely determined by

factors that may affect their perspective and mentality towards the subjects such as bad

experiences, others' opinions, and personal opinion on the subjects. The fruit and its seeds

symbolizes the different factors affecting a student's mindset and perspective towards the subject.
While the tree symbolizes the student and his/her performance, due to the seeds, or the factors.

CHAPTER 5

Summary, Conclusions, and Recommendations

This chapter contains the summary of the findings, conclusion formulated based from the

summary and recommendations made as an outgrowth of this study.

Summary of Findings

1. The status of difficulty as a cause of struggles among grade 11 students that find it hard

to learn the said subjects.

2. The status of interest as a cause of motivation among grade 11 students to study math and

science.

3. Student’s mind-set and the people around them can cause their struggles

4. The status of usefulness as a cause of motivation of grade 11 students to study math and

science.

Conclusion/s

According on the results of this study, the researchers conclude that grade 11 students’

academic performance on math and science can mainly be affected by their mind-set and the

people around them whether in a negative or positive way. Positive in a way that students are

motivated to study because of a great outlook towards the said subjects. Although they might get
intimidated by the subjects at first, they still manage to find methods of a great study habit that

works for them. For instance, two of the respondents said that they study the lessons beforehand

before the teachers discuss it. Another example for it is that some of the students replied that

thinking positive towards the subject can make it a whole lot easier for them to study math and

science. Meanwhile negative in a way such that people around them and their level of interest

towards the said subjects can affect their productivity and motivation to study the said subjects.

Recommendation

Based on the findings and conclusion presented, the following recommendations are

suggested:

1. The researchers suggest that the grade 11 students should try to study the lessons

beforehand even the teachers haven’t discussed it yet.

2. The grade 11 students must try to understand the lessons first before getting intimidated

by it.

3. The researchers recommend that the grade 11 students must keep on having a positive

outlook towards the said subjects even when they fail.

4. Students must voice out their concerns to their teachers and peers regarding those

subjects.

5. The researchers suggest that grade 11 students must recognize their parents sacrifices in

such way that they will continue to be motivated and do well in school.

6. The Teacers should explore more teaching techniques to increase the students’ status of

interest.

7. Future researchers should also explore the opinions of the teachers

 REFERENCES

Begg, A. (2005). Editorial: Why curriculum matters to me. Curriculum Matters, 1, 1–11.

Begg, A. (1994). Mathematics: Content and process. In J. Neyland (Ed.), Mathematics

education: A handbook for teachers (Vol. 1, pp. 183–192). Wellington: Wellington College

of Education.

Dossey, J. (1992). The nature of mathematics: Its role and its influence. In D. A. Grouws

(Ed.), Handbook of research on mathematics teaching and learning (pp. 39–48). New York:

Macmillan.

Hufton, N. R., Elliott, J. G., & Illushin, L. (2002). Educational motivation and engagement:

Qualitative accounts from three countries. British Educational Research Journal, 28(2), 265-

289.

Willingham, D. (2013, March 18). Why do some students struggle with math? Retrieved

from http://www.danielwillingham.com/daniel-willingham-science-and-education-blog/why-

do-some-students-struggle-with-

math?fbclid=IwAR339MlgArsUtWSYiui1pxmErGiypwHshc3SWNIIqj1dqGyc1BfadTOHO

bU

WHY IS MATH AND SCIENCE SO IMPORTANT IN LIFE AFTER SCHOOL?

(November 5). Retrieved from https://www.groundreport.com/math-science-important-life-

school/
Monteiro, N. (2016, July 14). Students will learn more if they're interested. Retrieved from

https://eic.rsc.org/opinion/students-will-learn-more-if-theyre-interested/2010092.article

Cuff, B. M. (2017, October). Perceptions of subject difficulty and subject choices: Are the

two linked, and if so, how? Retrieved from

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data

/file/649891/Perceptions_of_subject_difficulty_and_subject_choices.pdf#page40

APPENDIX A
Letter of Participants
 APPENDIX C
Profile of Participants

RESPONDENT A

AGE: 17
GENDER: Male
SECTION: Francisco
STRAND: STEM
FAVOURITE SUBJECT: Mathematics

RESPONDENT B

AGE: 16
GENDER: Female
SECTION: Francisco
STRAND: STEM
FAVOURITE SUBJECT: Oral Communication

RESPONDENT C

AGE: 17
GENDER: Male
SECTION: Francisco
STRAND: STEM
FAVOURITE SUBJECT: Earth Science
RESPONDENT D

AGE: 17
GENDER: Male
SECTION: Nakpil
STRAND: HUMSS
FAVOURITE SUBJECT: English

RESPONDENT E

AGE: 19
GENDER: Male
SECTION: Nakpil
STRAND: HUMSS
FAVOURITE SUBJECT: Mathematics

RESPONDENT F

AGE: 17
GENDER: Male
SECTION: Hernandez
STRAND: ABM
FAVOURITE SUBJECT: Mathematics
RESPONDENT G

AGE: 17
GENDER: Male
SECTION: Hernandez
STRAND: ABM
FAVOURITE SUBJECT: P.E.

RESPONDENT H

AGE: 17
GENDER: Female
SECTION: Hernandez
STRAND: ABM
FAVOURITE SUBJECT: C.L.

RESPONDENT I

AGE: 18
GENDER: Male
SECTION: Tolentino
STRAND: ICT
FAVOURITE SUBJECT: P.E.
RESPONDENT J

AGE: 17
GENDER: Male
SECTION: Tolentino
STRAND: ICT
FAVOURITE SUBJECT: Animation

RESPONDENT K

AGE: 17
GENDER: Female
SECTION: Nakpil
STRAND: HUMSS
FAVOURITE SUBJECT: Mathematics & English

RESPONDENT L

AGE: 17
GENDER: Male
SECTION: Tolentino
STRAND: ICT
FAVOURITE SUBJECT: Animation
RESPONDENT M

AGE: 17
GENDER: Male
SECTION: Guerrero
STRAND: STEM
FAVOURITE SUBJECT: PE

RESPONDENT N

AGE: 17
GENDER: Male
SECTION: Guerrero
STRAND: STEM
FAVOURITE SUBJECT: General Chemistry

RESPONDENT O

AGE: 17
GENDER: Male
SECTION: Amorsolo
STRAND: STEM
FAVOURITE SUBJECT: General Chemistry

APPENDIX C
Interview Transcriptions
RESPONDENT A
Interviewer: “Yan na, recording.”
Interviewer: “How do you feel towards studying math and science?”
Interviewee: “uhh…studying math and science, syempre nahihirapan talaga ako most of the
time bago ko ma gets kelangan aralin ko muna sya ng mabuti. Pero once na na-gets mo naman
yung concepts, yung mga basic concepts, magegets mo uhhh….magegets mo sya agad at ma
eenjoy mo naman sya sagutan kaya…..”*Looks at the camera and back to the interviewee*
Interviewer: “Okay, *Respondent supressing his laugh* give an experience regarding these
subjects.”
Interviewee: “Experience? Siguro mga- me mga times before examinations talaga…uh,
kailangan isa-puso mo talaga yung mga lessons na lalagay mo…mga the night before or
weeks before, nagaaral ka na talaga sa math and science kasi mejo mahirap talaga sya intindihin,
mas lalo na kapag palalim nan g palalim yung mga lesson kasi mejo mas pumapasok na mga
complicated na terms… kaya kailangan mas pagbutihin mo pa yung pag-aaral sa ganung bagay,
pagdumating sila.”
Interviewer: “How can these thoughts affect the academic performance of these subjects-
students pala.”
Interviewee: “Tungkol saan?”
Interviewer: “Ma-Math and Science.”
Interviewee: “Uhm siguro yung thoughts na…mahirap, kapag inisip mong mahirap sya,
talagang mas hihirap sya. So kailangan mong gawin is ma..wag mong isipin na mahirap, isipin
mo na kailangan mong intindiihin, isa puso mo talaga yung mga lessons, para hindi rin, ah,
hindirin mas mage-gets mo to, parang mas madadalian ka rin, na intinhin yung mga lesson, tas
hindi mo na rin kailanagan i-memorize yung formulas pag alam mo na yung mga basic
concepts, kaya…ayun.”
Interviewer: “Second to the last question. What are the basis of negative, negative thoughts?
Both Math and Science”
Interviewee: “Feeling ko yung mga pinang-gagalingan ng mga negative thoughts, is masyadong
malaki yung tingin ng mga estudyante sa subjects na to. Sabi nga nila “Sobrang hirap nito,
sobrang complikado, ayo-hindi ko talaga kayang intindihin.” Which hindi naman totoo kapag
pino-focus talaga nila yung math and science. Kaya…para sakin, nasa loob lang talaga ng tao
yan. Parang yung teachers najan para naman gumabay, yung mga estudyante binibigyan-meron
naman silang libro, binibigyan sila ng handouts ng lessons nila na feeling ko nagpapakita ng
step-by-step process kaya…feeling ko, kaya naman nila ma gets talaga yun.”
Interviewer: “What are the basis of positive thoughts? Both math and Science. Positive
thoughts.”
Interviewee: “Positive thoughts. Siguro dito papasok yung mga estudyanteng nageenjoy
talaga sa mga…sa mga questions about math and science, dito yung papasok yung mga
estudyanteng hindi siguro an pe-pressure pagdating sa mga…sa mga tanong. Hindi nila nakikita
yung math at science na napakahirap na subject at positibo yung outlook nila na kaya nilang
intindihin which is feeling ko kaya naman ng lahat ng estudyante actually, once na…nag start
silang mag-aral, mag start sila na wag mag-panic kapag nakita nila yung napaka habang mga
equation sa board, kaya…ayun. Yun yung basis ng positive.”
Interviewer: “Nice one…”
Interviewer: “Thank you.”
Interviewee: “Thank you.” *Waves*

RESPONDENT B
Interviewer: “Recording na.”
Interviewer: “So, Good Morning Miss Esteban, It is stated here that your favourite subject is
Oral Communication. Uhh…W-What do you feel towards studying Math and Science?”
“Umm…Sa math, ay sa Science mejo mas okay ako, since chem yung ano natin then earth sci
ngayon, pero sa…hahaha pero sa math, mejo mahirap lalo na kasi basic cal. Yeah”
Interviewer: “So…So may mga na yung isa okay and then yung isa hard, can you give an
example of or two, experience or two regarding these subjects? So, ano yung mga experience mo
sa kanila?”
“Like…”
Interviewer: “About studying or…grades.”
“Saaa Science mejo masaya sya, ewan ko pag masa-pag trip ko yung subject masaya syang
aralin, and mas…parang, nagsisipag ako sa subject. And then dun sa math, Syempre hindi
hehehehe kasi wala talaga akong ma gets hahaha”
Interviewer: “So, diba meron kang positive thoughts and negative thoughts about…sa subject,
so…pano, pano yung mga thoughts na to nakakaapekto sa academic performance ng students?
How can these thoughts affect the academic performance as a student?”
“Ako, personally…kasi pag ayaw ko talaga, yung isang subject, hindi talaga ako nag sisipag,
pero syempre, mejo, mejo nagsisipag parin. Kasi kailangan parin yun, lalabas parin sa card ko..”
Interviewer: “So, ano yung basis ng negative thoughts mo about math and science?”
“Sa…Science, pag di ko ma gets, na frufruatrate ako, kasi kala ko madali lang, yun yung
mindset ko sa kanya, tas pag math, ano nga uli yung tanong? Hehehehahaha”
Interviewer: “Ano yung basis ng negative thoughts mo dun?”
“hahaha ay yung sa math, syempre yung mga ano, topics nya mahirap. Then..Wala. Parang sa
utak ko lang talaga, may something utak ko eh hehehe..”
Interviewer: “So, kung merong negative thoughts, ano naman yung basis ng positive thoughts?
Both math and science.”
Interviewee: “Umm…pag nage-gets ko yung topic…feeling ko sobrang accomplished ko
nun. Pwede na akong mamatay, ganun.”
Interviewer: “Thank you.”
Interviewee: “Yaaay!”

RESPONDENT C
Interviewer: “Okay, good morning. Our first question is how do you feel towards studying math
and science?”
Interviewee: “Studying math and science, ano…m-merong uhh mahirap sila parehas pero at
the same time, may natutulong silang maganda…sakin.”
Interviewer: “The next question is what are your experiences on those subjects?”
Interviewee: “Merong positive, merong negative. Positive kasi…nagagamit ko sya sa
academics. Negative, kasi ang hirap nya. Parehas silang mahirap.”
Interviewer: “What are the basis of your positive thoughts on both math and science?”
Interviewee: “Yun nga…uhhh..magagamit ko sila sa…magagamit ko sila sa academics kahit
hindi ako nag e-enjoy.”
Interviewer: “How about the basis of negative thoughts on both math and science?”
Interviewee: “Yun nga yung difficulty nung subjects, mahirap talaga sya.”
Interviewer: “Okay, Thaankss.”

RESPONDENT D
Interviewer: “Okay, How do you feel towards studying math and science?”
Interviewee: “Uhh…english ba, tagalog?”
Interviewer: “Kahit ano okay lang.”
Interviewee: “Ayoko ng math chaka science. Uh ang na fe-feel ko dun kasi ano, hindi ko sya
strength. Kasi…hindi sya interesting para sakin dahil ayoko sa numbers tapos yung science
ayoko mag memorize ng formula.”
Interviewer: “Umm what are your experiences on those subjects?”
Interviewee: “Experience…ano, uhh tama sya, hindi maganda, kasi kaya ako nag HUMMS
dahil mas gusto ko yung english chaka…ano kasi ako linguistics tapos, social…”
Interviewer: “What are the basis of your positive thoughts? Both science and math.”
Interviewee: “Positive thoughts? Ano…magagamit sya sa mga, kasi logic…uhh sa math
tapos yung science parang sya yung nag e-explain sa lahat kaya maganda.”
Interviewer: “What are the basis of your negative thoughts on both math and science?”
Interviewee: “Ayun, hindi ako mahilig sa pag memorize ng mga formula tapos, basically
memorization. Ayun, ayoko nun.”
Interviewer: “Thank you..”

RESPONDENT E
Interviewer: “Good morning.”
Interviewee: “Good morning din.”
Interviewer: “How do you feel towards studying math and science?”
Interviewee: “The every time I encounter math and science I…always feel so overwhelmed and
at the same time grateful that I overwhelm those subjects because umm...many of the students
believe that when we learn or when we as-speak about math and science, these subjects are
so…so hard to…to you know…to study. But for me, uhh math and science are the subjects that
so essential because it-it’ll help you to be…to become a individual who…have the sense of
…uhh…math and science will make you a person that has the initiative and will have the
glimpse what the world is and what to do if you encounter things that is- that are related to
uhh….finances.”
Interviewer: “What are your experiences on those subjects?”
Interviewee: “So…my experiences on those subjects are so…you know, parang ano sya, parang
isang roller coaster because if you are going to um review at first, if there you need to be ano,
advanced, in the study. Di lang kung kelan tinuro sayo, dun mo lang malalaman kung ano yun.
So you really need to deep-to dig deep, deeper about the subjects. Annnd also, my experiences
about those subjects uhhmm nung una…nung first day of sub-dapat may mga experience diba?”
Interviewer: “Yup.”
Interviewee: “So ang first day of classes uhh before the class would start, I…read a lot and
fortunately, one of my… teachers in science asked me what is anatomy, what is that thing.
So…I…I…instantly answered that with confidence because I do review.”
Interviewer: “What are the basis of your positive thoughts? Both science and math.”
Interviewee: “So…my basis about the positive thoughts or positive feedback sa science and
math, it’s basically about how science and math umm develop me as an individual. About
science and math how really give- gave me a lessons, not just academics terms but also in life.
And…with that I can really say that math and science are the two subjects that are
necessary and fundamental to one’s lives.”
Interviewer: “What are the basis of your negative thoughts about science and math?”
Interviewee: “So…my negative- so the basis of my negative thoughts about math and
science are the teachers. Because they-they are sometimes acting like we are perfect.
But…but…in reality, we are not. So I feel so…pressured and stressed. At the same time grateful
also because there-there-there are teachers expecting a lot from you and… you are
so…blameless, you are so…blind that they’re-they’re teachers that really uhhh root-rooting you
to go deeper, to be uh more…to strive harder and that’s I think the basis of my negative thoughts
on science and math.”
Interviewer: “Thank you.”
Interviewee: “Thank You.”

RESPONDENT F
Interviewer: “Hi! So basic lang naman yung question pero both regarding math and science lang
din, so let's proceed na?”
Interviewee: “Ah sige hahah grabe may math”
Interviewer: “What is your perception about math and science?”
Interviewee: “Para sakin, medyo ginaganahan ako minsan dahil math yung comfort zone ko
pero sa science, kinakabahan naman.”
Interviewer: “Can you give us an experience or two regarding those subjects?”
Interviewee: “sa math, madalas gising ako pero may mga topics talaga na tinutulugan ko.
Sa science naman, madalas tulog ako dahil hindi ko talaga maintindihan yung subjects”
Interviewer: “We're down to the last two questions so next is, what is the basis of your positive
thoughts regarding those subjects?”
Interviewee: “Number para sa akin sa math, conspiring theories naman sa science”
Interviewer: “Lastly, What is the basis of your negative thoughts regarding those subjects”
Interviewee: “Hindi lang talaga ako interested and mahilig sa mga ganon klase na subjects”
Interviewer: “Woah bilis ah! hahahaha thank you for participating”

RESPONDENT G
Interviewer: “Hi, so basic questions lang naman. Pwede mag tagalog and hindi din nirerequire
na habaan yung questions, so let's start?”
Interviewee: “Sige sige medyo kinakabahan ako kasi math eh hahahah.”
Interviewer: “hahahaha so first question, What is your perception about math and science.”
Interviewee: “Uhmm....Uhmm ano ang perception ko sa math at science ay sila yung pinaka
mahirap na subjects talaga. Pero nakaka challenge din ang dalawang subject na to since
marami kang matututunan.”
Interviewer: “Give ka naman ng experience on how do you handle math and science.”
Interviewee: “Noon, madalas talaga akong tulog sa science. hahahahahahah pati sa math,
lalo na pag hindi ko gets yung lesson.”
Interviewer: “Next naman, what is the basis of your positive thoughts regarding those
subjects?”
Interviewee: “Uhmm.. pag tinutulugan ko nagkakaroon ako ng gana lalo ma mag aral lalo na
pag sa mga kaibigan ko.”
Interviewer: “Lastly, give the basis on your negative thougths both math and science.”
Interviewee: “Pag nag susungit yung teacher ko tapos hindi ko gets ng sobra talaga
hahahaha.”
Interviewer: “Yun lang? hahahah thank you so much for participating.”
Interviewee: “Sige welcome din hahah.”

RESPONDENT H
Interviewer: “What is you perception about math and science”
Interviewee: “Ano ba to pwede english or tagalog? hahahahahaha bakit puro kayo math.”
Interviewer: “Ah oo! Pwede both tsaka kahit informal okay lang. Ginawa kasing stem based
yung research eh hahah.”
Interviewee: “Yung perception ko tungkol sa math and science, para sakin mas mahirap yung
math kaysa sa science, science kasi more on memorization, math naman mahirap talaga
intindihin.”
Interviewer: “True sis hahaha, next naman kindly Give us an experience or two regarding those
subjects.”
Interviewee: “Paanong experience?.”
Interviewer: “Yung mga struggles mo and such ganon, on how do you deal with the subjects.”
Interviewee: “Yung mga experience ko sa subject na math ay, minsan ay madalas pala hirap
akong mag cope up sa lessons, minsan din hindi ko maintindihan ng di pinapa ulit. Sa
science naman minsan tinutulugan ko.”
Interviewer: “What is the basis of you positive thoughts? Both math and science.”
Interviewee: “Usually minomotivate ako ng teacher or ng classmate ko. Motivation lang
talaga.”
Interviewer: “Lastly, What is the basis of you negative thoughts? Both math and science.”
Interviewee: “Sarili ko. Minsan kasi iniisip ko na hindi ko kaya lagpasan yung fear ko sa
subject na hindi ko kayang sagutan. Yun lang naman hahahaha.”
Interviewer: “Alright! Thank you so much for participating.”

RESPONDENT I
Interviewer: “How do you feel towards studying math and science?”
Interviewee: “discomfort.”
Interviewer: “Bakit?”
Interviewee: “Kasi mahirap siya kaya ayoko siyang aralin.”
Interviewer: “What are your experiences on those subjects?”
Interviewee: “Wala naman, ano lang talaga, palagi lang ako bagsak sa mga subjects na yun.
Kaya ganon.”
Interviewer: “Why do you think so?”
Interviewee: “Wala, siguro ano, wala lang. di ko lang talaga haha di ko lang talaga gusto yung
subject ganon. Ayoko na siya inaaral. ”
Interviewer: “What are the basis of your positive thoughts both science and math?”
Interviewee: “Parang wala eh.”
Interviewer: “Walang positive?”
Interviewee: “Parang wala hahaha. Malungkot eh.”
Interviewer: “What are the basis of your negative thoughts both science and math?”
Interviewee: “Teachers.”
Interviewer: “Dahil?”
Interviewee: “Wala. Di ko lang talaga magets kung ano yung turo nila. ”
Interviewer: “Yung teacher yung sinisisi mo?”
Interviewee: “Di naman. Marunong naman sila. ”
Interviewer: “Pero?”
Interviewee: “Ayoko lang… ayoko lang talaga sila aralin.”
Interviewer: “Okay. Thank you. ”

RESPONDENT J
Interviewer: “How do you feel towards studying math and science?”
Interviewee: “Umm… I feel guilty because umm… kasi… umm… nung bata ako, di talaga ako
marunong sa math. Eh nung bata ako nasapak ko yung teacher ko nung bata ako. Kaya
nagguilty ako everytime na nakakakita ako ng math teacher na ano… math teacher na nasa
harapan kaya ayun, nag guilty ako. ”
Interviewer: What are your experiences on those subjects? ”
Interviewee: “Umm… mga experience ko naman um it’s fine naman. Hindi naman siya life-
death situation
Interviewer: “Bakit? Explain mo.”
Interviewee: “Umm… kasi… minsan kasi… ayun hihimatayin na ako sa subject. Miss….
Minsan di ko kaya so ayun.”
Interviewer: “What are the basis of your positive thoughts in both science and math?”
Interviewee: “Ano ulit yun?”
Interviewer: “Ano yung basehan ng positive thoughts mo on math and science?”
Interviewee: “Panong basehan?”
Interviewer: “Ano… parang anong factors kung bakit positive yung thoughts mo don?”
Interviewee: “Eh kasi umm… I need to study for the sake of my future and umm… for my
parents na den. They are uhh… hopefully they are not wasting money on me para lang makapag
aral sa school. Next.”
Interviewer: “What are the basis of your negative thoughts both science and math?”
Interviewee: “Umm… yun nga yung teacher, yung sub—yung lessons chaka yung past
experience ko na nakakaguilty.”

RESPONDENT K
Interviewer: “How do you feel towards studying math and science?”
Interviewee: “Personally, wala akong problema sa math pero sa science, I hate
memorization.”
Interviewer: “What are your experiences on those subjects?”
Interviewee: “Sa math kasi, umm… medyo nadadalian ako kaya minsan lagi ako na
cocommend ng teachers kaya na bboost yung confidence ko. Pero sa science, ayoko talaga
nakikinig.”
Interviewer: “Ayaw mong… nakikinig?”
Interviewee: “Yeah haha.”
Interviewer: “What are the basis of your positive thoughts both science and math?.”
Interviewee: “Yun nga sa math, since alam ko na medyo strength ko siya, at medyo alam ng
teachers na “magaling” ako, kaya nabboost ako na mag give ng best ko. Pero yung science,
wala talaga hahaha.”
Interviewer: “What are the basis of your negative thoughts on both math and science?”
Interviewee: “Minsan competition kasi pag natataasan ako ng isang tao, minsan naddown
kaya bumababa grades ko at times.”
Interviewer: “Thank you.”

RESPONDENT L
Interviewer: “How do you feel about towards studying Math and Science? “
Interviewee: “Usually, I don't want to study Math and Science, but as long as they are easy, I
am willing to learn.”
Interviewer: “What are your experiences regarding those subjects?”
Interviewee: “Mainly problems, you know, stress when trying to solve and figure out stuff. But
there are times when I have fun, when the subject is really easy.”
Interviewer: “How about the basis for your positive thoughts? Both Science and Math.”
Interviewee: “Back then Science, for me, was a very fun subject, for the most part, madali
talaga. Pero yung math... Grabe ayaw ko na mag math, no matter how easy it is.”
Interviewer: “What are the basis for your negative thoughts? Both Science and Math.”
Interviewee: “Ah yon! Maraming beses na binagsak ko yung dalawang subjects, despite being
good at it. Pero ayun, talagang minsan nababadtrip ako sa Science at sa Math kasi nakaka-
stress.”

RESPONDENT M
Interviewer: “How do you feel about studying Math and Science?”
Interviewee: “Sad.”
Interviewer: “Why?”
Interviewee: “Kasi, parang, diba ano, pag Gen Chem, or Basic Cal, diba double period yun lagi?
Sa first period, I'm motivated to do, pero pag sa second period, tulog na. Pero pag sa Stats
naman, ayun parang motivated parin, pero parang, yun yung faded na, yung pa-fade ng pa-fade
yung motivation na gumawa.”
Interviewer: “Okay, next question. Give and experience or two about the following subjects.”
Interviewee: “Given experiences?”
Interviewer: “Kahit ano lang, basta about Math and Science.”
Interviewee: “Yung experience ko sa Math and Science, pahirap ng pahirap, pero pag
naremember mo yung dating experience parang padali ng padali.”
Interviewer: “Magbigay ka ng basis ng thoughts mo both positive and negative, sa mga
subject.”
Interviewee: “Yung positive ko sa Math, nakakatulong siya. Yung parang sa mga little
everyday problems. Parang pag ica-calculate mo yung health, di ba sa LoL (Leauge of
Legends)? Di ba kina-calculate yung mga percentage ng armor? For example 38 (armor), at may
35% armor penetration ka tuwing may Last Whisper ka (Item from the game). Ayun
nakakatulong yung Math sa mga ganun.”
Interviewer: “Eh sa Science?”
Interviewee: “Yung sa Science naman, nakakatulong din. Diba nakakatulong din malaman kung
ano yung nasa mga chemicals?”
Interviewer: “How about yung basis mo sa both positive and negative thoughts for the
subjects?”
Interviewee: “Nakakabaliw lang. Pag sinabi sakin na mahirap, iisipin ko mahirap, pero pag
sinabi sakin na madali, magiging madali talaga.”

RESPONDENT N
“How do you feel about studying Math and Science?”
Interviewee: “Umm.. Specifically senior high school students tayo, STEM students tayo, so...
Ang Math and Science natin is very much advanced. Basic Calculus, and General Chemistry.
Yun yung mga pinaka foundation ng mga nagtatrabaho ngayon, and, we are learning it. So,
medyo mahirap siya and some find it difficult. Sakin umm.. Nahihirapan din ako, kasi I was
never really good at Math so, kailangan ko ng extra time, effort, and kailangan ko talaga mag
concetrate para sa Math. Sa science, masaya din mag Chem. Natututo din tayo sa mga
experiments *laughs* Natututo tayo dun sa mga bagong chemical formulas, natutunan natin
kung which is which na para saan yung mga chemicals and ganun. Sa Science, included din
siguro dun yung Earth Science. Pag sa Earth Science, siyempre pag sa Science yung subject,
most of us lively tayo, and natututo talaga tayo about sa wonders ng world like, yung simpleng,
akala natin yung simpleng pagkain lang na, naisip natin na there is much more meaning than
that, na kung ano yung taste and smell, at kung ano pa yung intensive and extensive properties.
So Math and Science for me is, foundation ng pagiging STEM (student). Kailangan mo lang ng
tiyaga, sipag, at commitment para maging successful.”
“Ano po yung favorite subject niyo?”
Interviewee: “Science.”
“Give an experience or two about the following subjects.”
Interviewee: “Siguro sa Math, merong mga parts na nahihirapan ako like, di ba merong
trigonometry, merong algebra? So, di naman ako nahihirapan kapag yung mga normal na
binibigay na numbers lang, yung hindi ganun kalalaki. Siguro yung nagpapahirap lang sa math is
yung radicals signs and yung mga fractions kasi kadalasan pag ganun, na parang na-overwhelm
na tayo, and ang hirap lang pag fractions. Kasi nung grade 6 din ako, hindi din ako ganun ka-ano
sa fractions. Tapos yun, nung nag test ako nung elem ako, nung grade 6, merong part na fractions
and bumagsak ako sa fractions, so yun, baka doon ako pumapalya. Sa Science.. May Science pa
ba?
“Oo.”
Interviewee: “Sa Science, siguro yung Stoichiometry, very unfamiliar siya sakin. Nung unang
tinuro nagulat ako bakit yung iba may clue na sila about balancing equations. Pero kasi nung
grade 10 ako last year, walang tinuro na balancing equations. So yun, medyo nahirapan ako dun
at first. Pero nung nag focus ako, na-gets ko naman na siya kung paano, and kung paano i-solve.”
“Okay... Last question. Give your basis of positive and negative thoughts dun sa subjects na
yun.”
Interviewee: “Positive... Siguro, ang positive kapag sa Math is kapag kukuha ka ng course
after college, or after graduation na related sa Math, and ang positive side pa nun is pag
willing kang matuto sa Math, and mahal mo talaga yung Math. Kasi sabi nga nila, parang.. ''you
never have to work a day in your life, if you love your job''. So parang ganun din yun sa pag
aaral ng Math. Yung negative effects naman siguro nang Math, kapag. Ay hindi siguro naman
hindi siya negative. Meron kasing mga sakit sa math like yung ''dyscalculia''. Once na
nakakakita sila nung numbers, nao-overwhelm sila, and hindi nila maisip which is which
yung equation, naju-jumble jumble nila yung mga numbers. Sa Science naman, ang positive ng
Science is matututo ka sa wonders ng world, yung mga chemical equations, informations, at
kung paano nagagawa yung ganitong solutions, like, yung paggawa ng coffee, yung paggawa ng
bagay bagay, mga microscropes, mga analogy din ng mga tao sa systems. Ang negative naman
siguro sa Science kapag yung knowledge ay ginamit sa maling bagay. Like example, yung tinuro
ni Mr. Asanza, yung formula ng TNT, yung bomba, and yun, nakadiscover dun yung Merchant
of Death. Naging negative lang yung experiment niya kasi napunta sa maling kamay ng tao, like
ginamit lang nila para sa sarili nilang kapakanan.”

RESPONDENT O
Interviewer: “How do you feel about studying math and science?”

Interviewee: “Whenever I study math and science, uhhh… Natutuwa ako kasi sobrang
interesting ng mga lessons, pero at the same time, syempre nahihirapan ako kasi sobrang—
yung iba sobrang complex, ‘yung iba mahirap intindihin sa simula, pero basta mag study hard,
mag-aral ka nang mabuti, o-okay maiintindihan mo na rin siya.”

Interviewer: “Give an experience or two about math and science.”

Interviewee: “Siguro sa science, ano, chemistry, um… ay, ano, sorbang ano, sobrang favourite
ko siya and umm, ‘yung experience ko dun is like n—nag… ‘yung chemistry na ‘yun ay
nahahaluan ko ng both science and math, so like… It’s so fun and… so fun and interesting
at the same time.”

Interviewer: “Give the basis of your positive and negative thoughts on both math and science.”

Interviewee: “Basis? Siguro… Pa’nong basis? “

Interviewer: “Ano, kung ano ‘yung factors kung bakit positive.”

Interviewee: “Hmm… ‘pag positive, kung madali lang, interesting, and ma—fun aralin.
‘Pag negative ‘yung sobrang complex, sobrang magulo ‘yung idea and the like ganon.”

Interviewee: “Okay, thank you po!”

Appendix D

Allysa Kuo

STEM Student
Bagong Silang, Caloocan City

E-mail: a.razonkuo@gmail.com

Cellphone. No.: 09491314331

Personal Information

Birthday: July 08, 2002

Birth Place: Caloocan City

Age: 16

Gender: Female

Religion: Roman Catholic

Citizenship: Filipino

Civil Status: Single

Educational Background:

Secondary (JHS) Primary

Kalayaan National High School Kayalayaan Elementary School

Bagong Silang, Caloocan City Bagong Silang, Caloocan City

S.Y. 2008 - 2014 S.Y. 2014 - 2018

Ding Gavrell Villones

STEM Student

Lagro, Novaliches, QC

E-mail: dinggavrell@gmail.com

Cellphone. No.: 09104041513

Personal Information

Birthday: December 21, 2002

Birth Place: Lagro, Novaliches QC

Age: 16

Gender: Male

Religion: Born Again Christian

Citizenship: Filipino

Civil Status: Single

Educational Background:

Secondary S.Y. 2015-2018 Primary

(JHS)

School of Saint Anthony

Lagro High Lagro, Novaliches, QC
School
S.Y. 2003-2019
Lagro,
Novaliches QC
Adria Isabelle Y. Begaso

STEM Student

Novaliches, Quezon City

E-mail: adiebegaso@gmail.com

Cellphone. No.: 09474108791

Personal Information

Birthday: December 12, 2001

Birth Place: Quezon City

Age: 17

Gender: Female

Religion: Roman Catholic

Citizenship: Filipino

Civil Status: Single

Educational Background:

Secondary (JHS) Primary

School of Saint Anthony School of Saint Anthony

Lagro, Quezon City Lagro, Quezon City

S.Y. 2014-2018 S.Y. 2008-2014

Krizzha Faye P. Azurin

STEM Student
Novaliches, Quezon City

E-mail: azurinkrizzah@yahoo.com

Cellphone. No.: 09983205257

Personal Information

Birthday: August 22, 2002

Birth Place: Quezon City

Age: 16

Gender: Female

Religion: Roman Catholic

Citizenship: Filipino

Civil Status: Single

Educational Background:

Secondary (JHS) S.Y. 2008-2014

Primary
Mystical Rose School of Einstein School fo Kids
Caloocan
Lagro, Quezon City
Caloocan City
S.Y. 2014-2018