CHAPTER IV

Results and Discussion

Interpretation of Data

This chapter presents the findings, analysis and interpretation of data

gathered whose main objective is to found out the difficulties encountered by Grade 10

students in learning mathematics and their coping mechanism.

Specifically, the researchers seek to answer the following questions:

Sub-Problem No.1: What are the difficulties of Grade 10 students in learning

mathematics in terms of:

1.1 Mastery of Number Facts

Table 1

Respondents’ Assessment as to Mastery of Number Facts

Statements
Mean
Criteria
1. I faced difficulties when it comes to
3.00
different formulas in Mathematics.
2. I had a problem when it comes to basic
2.42
computations in Mathematics.
3. I could not memorize the multiplication. 1.93
4. It is hard for me to compute large
2.29
amount of numbers.
5. It is hard for me to master pondents
2.33
solutions for word problem.
Computed Mean 2.39
Table 1 presents the respondents’ assessment as to mastery of number facts.

The table above shows that the no.1 statement is the most agreed statement by

the respondents, weighing the 3.00 mean. It states that the respondents faced

difficulties when it comes to different formulas. The least statement weighed 1.93 mean,
disagreed upon by the respondents. The said statement implies that they could not

memorize multiplication table.

Legend

Scale Rate Interpretation

4 3.27-4.00 Strongly Agree
3 2.52-3.26 Agree
2 1.76-2.51 Disagree
1 1-1.75 Strongly Disagree
1.2 Computation

Table 2

Respondents’ Assessment as to Computation

Statements
Mean
Criteria
1. I have difficulties in solving word
2.43
problems.
2. I lost my patience whenever I cannot
2.57
solve math problems.
3. I cannot remember the formula that is
why it is hard for me to solve and compute 2.48
math problem.
4. Sometimes, I misunderstand the
instructions of the teacher that is why I 2.48
ended up on a wrong answer.
5. When I do a hard math problem, I
2.79
cannot solve it quickly.
Computed Mean 2.55
Table 2 presents the respondents’ assessment as to computation.

It can be seen from the data that the respondents mostly agreed on the statement

no. 5 with a mean of 2.79. It states that when they do hard math problems, they cannot

solve it quickly. The least statement weighed 2.43 mean, disagreed upon by the

respondents. The said statement implies that they have difficulties’ in solving word

problems.
1.3 Learning Abilities

Table 3

Respondents’ Assessment as to Learning Abilities

Statements
Mean
Criteria
1. Learning math is stressful. 2.62
2. Mathematics is not one of my strengths. 2.38
3. I cannot learn lesson quickly in
2.50
Mathematics.
4. Mathematics is difficult to understand. 2.28
5. Mathematics is the hardest subject. 2.15
Computed Mean 2.39
Table 3 presents the respondents’ assessment as to learning abilities.

The data shows that the most agreed statement has mean of 2.62, states that

learning math is stressful. The most disagreed statement has mean of 2.15, implying

that the respondents did not find Mathematics as the hardest subject.

1.4 Attentiveness

Table 4

Respondents’ Assessment as to Attentiveness

Statements
Mean
Criteria
1. Mathematics makes me feel uneasy. 2.67
2. It is hard for me to focus on lessons that
2.21
we tackled about Mathematics.
3. Mathematics is a boring subject. 2.27
4. I cannot pay my full attention in our
2.33
math class.
5. If I do not learn better in math class I
3.05
believe it is my fault.
Computed Mean 2.51
Table 4 presents the respondents’ assessment as to attentiveness.

It can be seen from the data that the most agreed statement by the respondents

has a mean of 3.05, states that if a student did not learn better in their math class, they
believe it is their own fault. The most disagreed statement has a mean 2.21, implying

that it is hard for a student to focus in lessons that they are studying in their math class.

Table 5

Criteria Computed Mean

Computation 2.55
Attentiveness 2.51
Mastery of Number Facts 2.39
Learning Abilities 2.39
Table 5 presents the rating of difficulties base on their computed mean.

As revealed in the data, the respondents mostly agreed on computation as their

primary difficulties specifically, when it comes to computing different formulas. While the

least difficulties that disagreed upon by the respondents has an equal computed mean,

the mastery of number facts and learning abilities.

Sub-Problem No.2: What are the different coping mechanisms of Grade 10 students

on their difficulties in learning mathematics in terms of:

1.6 Problem-focused Coping

Table 6

Respondents’ Assessment as to Problem-focused Coping

Statements
Mean
Criteria
1. I try to learn Mathematics because it
helps me to develop my mind and help me 3.14
to think more clearly in general.
2. When I have trouble I use the internet to
2.41
help me to solve it.
3. Even when the task seems difficult, I
2.67
encourage myself to make trails to learn.
4. When I find myself not being able to
understand what I am studying, I continue 2.86
studying till I understand.
5. After solving a problem, I assess myself
2.81
to know if I had achieved the goal I set.
Computed Mean 2.78
Table 6 presents the respondents’ assessment as to problem-focused coping.

As revealed in the data, the respondents often do the statement no. 1 that has

mean of 3.14, states that the students learn Mathematics since it helps them to develop

their mind and make them think more clearly in general. The least statement weighed

2.41 mean, it tells that the respondents sometimes use internet to solve their problems.

Legend

Scale Rate Interpretation

4 3.27-4.00 Often
3 2.52-3.26 Always
2 1.76-2.51 Sometimes
1 1-1.75 Never
1.7 Emotion-focused Coping

Table 7

Respondents’ Assessment as to Emotion-focused Coping

Statements
Mean
Criteria
1. I tell to myself that I can do it. 3.00
2. I breathe in and out to ease the tension. 2.69
4. I try to do or think of some things that
will make me feel happier and allow myself 3.05
to relax.
4. When I find myself not being able to
understand what I am studying, I continue 2.93
studying till I understand.
5. I do usual things such as watching TV,
reading books, listening to music,
2.62
sleeping, eating or going out to temporarily
forget my frustration in Mathematics.
Computed Mean 2.86
Table 7 presents the respondents’ assessment as to emotion-focused coping.

The data shows that the respondents often do the statement no.3 that has mean

of 3.05, states that the students tries to do or think of some things that will make them
feel happy and allow themselves to relax. The least statement weighed 2.62 mean, it

implies that the respondents often do usual things, like watching TV, reading books,

etc., to temporarily forget their frustration in Mathematics.

1.8 Avoidant Coping

Table 8

Respondents’ Assessment as to Avoidant Coping

Statements
Mean
Criteria
1. I set aside my difficulties in Mathematics
instead of finding a way to overcome it. 2.69

2. I did not make any form of solutions in

order to resolve my difficulties in
2.37
Mathematics.

3. I just wait for difficulties to resolve

themselves. 1.81

4. Whenever I had mistaken in

Mathematics I attempt to shift my
2.37
responsibility to others.

5. I wish that the situation could go away

2.43
or somehow be over with.
Computed Mean 2.33
Table 8 presents the respondents’ assessment as to avoidant coping.

It can be seen from the data that the respondents often do the statement no.1 that

has mean of 2.69, reveals that the students set aside their difficulties in Mathematics

instead of finding a way to overcome it. The respondents sometimes do the statement

no.3 that has a mean of 1.81; it tells that the students just wait for difficulties to resolve

themselves.
Table 9

Criteria Computed Mean

Emotion-focused Coping 2.86
Problem-focused Coping 2.78
Avoidant Coping 2.33
Table 9 presents the rating of coping mechanisms base on their computed mean.

The table shows that the respondents often used the emotion-focused coping as

their primary coping mechanism specifically, they try to do or think of some things that

will make them happy and allow themselves to relax. While the least coping mechanism

that sometimes used by the respondents is avoidant coping.

Data Analysis Method

Data were analyzed using descriptive statistics (mean). To determine the

importance of the researchers’ findings, the researchers use the computed mean to

measure the overall respondents’ assessment to their difficulties and coping

mechanisms in Mathematics. This was interpreted using the 4-point Likert scale method

for the interpretation of each variable.

 CHAPTER V

Summary of Findings, Conclusions, and Recommendations

This chapter presents the summary or the research work undertaken, the

conclusions drawn and the recommendations made as an outgrowth of this study.

Summary of Findings

The respondents assessments in terms of their difficulties in mastery of number

facts and learning abilities was disagree, with an equal computed mean of 2.39. In

terms of computation was agreed, with a computed mean of 2.55. For attentiveness, the

respondents disagreed, with a computed mean of 2.51. Therefore, the most difficulty

that student encountered in learning Mathematics is when it comes to computation,

specifically in terms of computing different formulas.

For the respondents’ assessment in their coping mechanisms, the coping

mechanism that the respondents’ often used was emotion-focused coping with a

computed mean of 2.86, followed by problem-focused coping with a computed mean of

2.78. For the respondents’ assessment in avoidant coping, it was sometimes used with

a computed mean of 2.33. Therefore, the most coping mechanism used by the student

who encountered difficulties in Mathematics are emotion-focused coping and problem-

focused coping specifically, they utilized it to feel happy, relax and to help them to

develop their mind to think more clearly in general.

 Conclusions

Based on the findings of the study, the following conclusions are drawn:

1. The researchers conclude that the students mostly have difficulties in terms of

computation, specifically when it comes to different formulas.

2. The researchers conclude that students’ continuously encounter difficulties if

they will not be prioritize and guided by their Math teachers.

3. The researchers then conclude that difficulties and coping mechanism goes

together, but which method has the right to be utilize will depend on what kind

of difficulties the individuals is dealing and what it needs.

Recommendation

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

suggested:

1. The researchers recommend that the student should be given an

intervention program for them to know the extent of their difficulties in

Mathematics.

2. The researchers recommend that there must be a positive environment

when the students are into math class, for it can help them to be able to

feel motivated.

3. The researchers recommend that the math teachers should know the

difficulties of their students for them to know the adequate teaching style

that they can give to their students.

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