Sitio Gabay, Poblacion, Margosatubig, Zamboanga Del Sur

Toribio Minor National High School

Senior High School

“EXPLORING TORIBIO MINOR NATIONAL HIGH SCHOOL

STUDENT’S MATHEMATICAL STIGMA:
BASIS OF INTERVENTION”

In Partial Fulfillment of the Requirements for the Subject

Practical Research 1
(Qualitative Research)

Presented by:
Poligrates, Lloyd Gabriel P.
Bantilan, April Joy C.
Golbin, Jhonrey T.
Golbin, Julie Ann L.

Presented to:
Ms. Brenda Cantil
 Chapter 1
Problem
Introduction
Mathematics is a universal language and an essential tool for critical thinking and problem-solving in a
rapidly advancing world. Despite its importance, many students develop a mathematical stigma, viewing
their abilities as fixed and unchangeable, which can severely limit their potential (Kaya & Karakoc,
2022)1. This stigma not only affects individual learners but also has broader implications for the global
workforce, particularly in STEM fields where mathematical proficiency is crucial (Li & Schoenfeld,
2019)2.

Nationally, the Philippines faces significant challenges in mathematics education. Students’ performance
is often hindered by a lack of foundational skills, compounded by stigma and language barriers, which are
further exacerbated by inadequate educational resources (ERIC, 2019)3. This situation is concerning as it
impacts the country’s ability to compete in a STEM-driven global economy.

Locally, at Toribio Minor National High School, mathematical stigma is a tangible barrier to student
success. This research aims to explore the extent of this stigma and its impact on students’ academic
performance and attitudes towards mathematics. By understanding these factors, we can develop targeted
interventions to address and mitigate the effects of mathematical stigma.

Our research will focus on identifying the root causes of mathematical stigma, assessing its impact on
learning outcomes, and proposing evidence-based strategies for improvement. We will examine the
relationship between students’ mindsets, their academic grit, and their mathematical achievement,
drawing on recent studies that highlight the importance of fostering a growth mindset to enhance
academic performance (Skagerlund et al., 2019).

Our research will:

1. Examine the factors contributing to mathematical stigma at Toribio Minor National High School.

2. Evaluate the impact of this stigma on students’ academic performance and attitudes towards math.

3. Propose practical strategies to reduce mathematical stigma and improve math education
Statement of the problem
This study seeks to explore the prevalence of mathematical stigma among students at Toribio Minor
National High School. This stigma, which manifests as a negative emotional response to mathematics. By
examining the factors contributing to this stigma, the research aims to uncover the physchological and
socio-cultural barriers that hinder student’s engagement with Mathematics.
Specifically, this study sought to answer the questions:
1. How do the selected students describe mathematics?

2. What strategies do students employ to cope with their attitudes towards mathematics?

3. Based on the results, what intervention can be design?

Significance of the study

The significance of the study titled “Exploring Toribio Minor National High School Student’s
Mathematical Stigma: Basis of Intervention” is multifaceted and far-reaching. Here’s a structured
significance of the study:
For Students: This research is pivotal for students as it aims to identify and understand the roots of
mathematical stigma that can impede their academic progress. By exploring the specific challenges faced
by students at Toribio Minor National High School, the study will provide insights that can lead to
tailored interventions. These interventions can help students overcome their fears and improve their
performance in mathematics, which is essential for their future educational and career pursuits.
For Educators: Educators will benefit from the study’s findings by gaining a deeper understanding of the
prevalence and impact of mathematical stigma. This knowledge can inform the development of
innovative teaching strategies that make mathematics more accessible and engaging, thereby enhancing
the overall quality of math education.
For Parents: The study will offer parents a clearer picture of the challenges their children face in
mathematics. With this information, parents can better support their children’s learning at home and make
informed decisions about their educational needs.
For the Academic Community: Researchers and scholars in the field of education will find the study’s
results valuable for advancing the discourse on mathematical stigma. It will contribute to the body of
knowledge on how stigma affects learning and what interventions can effectively address it.
For Policy Makers: The findings of this study can guide policy makers in crafting educational policies
that prioritize the psychological well-being of students and address the barriers to learning mathematics.
This can lead to more supportive learning environments and improved educational outcomes at the
national level.
Conceptual Framework

Theoretical Framewok
The framework for this study is based on ecological systems theory , cognitive dissonance theory and
social cognitive theory . Social cognitive theory posits that learning occurs through observation,
modeling, and reinforcement. Cognitive dissonance theory explores the discomfort individuals experience
when their beliefs or behaviors are inconsistent, leading to psychological tension. Also ecological systems
theory examines how individuals’ development is shaped by interactions within various environmental
systems, including microsystems (e.g., family, school), mesosystems, exosystems, and macrosystems.

Cognitive dissonance theory focuses of how the discomfort arising from holding negative beliefs about
math and its importance can influence students’ attitudes and behaviors towards the subject. The stages of
cognitive dissonance include adaptation, identification of inconsistency and seeking resolution. Factors
that influence perception and attitudes towards math subject include past experiences, lack of
mathematical knowledge, societal attitudes or stereotypes and self-perception and confidence.

Exploring student’s mathematical stigma can be analyzed by using cognitive dissonance theory, social
cognitive theory and ecological systems theory. Specifically, this study will explore students perception of
their interest, abilities and knowledge towards mathematics subject, as well as how mathematics provided
indentification of inconsistency, seeking resolution and adaptation. Additionally, the study can examine
how past experiences, lack of mathematical knowledge, societal a attitudes or stereotypes and self-
perception and confidence influence students stigma in mathematics subject.
Scope and Delimitation
The coverage of this research is about the academic challenges and difficulties encountered of students
with disabilities of Toribio Minor National High School . The respondents of our questionnaire is the
selected students from different level with least abilities. The interview was held at Toribio Minor
National High School.

Definition of Terms