Chapter IV

This chapter serves as a pivotal component, encapsulating the critical phases of analysis,
presentation, and interpretation of the findings derived from the study. The process of analyzing and
interpreting the data is seamlessly integrated into a single phase, streamlining the comprehension and
synthesis of results. Within this phase, each question from the survey is carefully examined, with the aim
of elucidating its significance and implications. Through a systematic approach, the data is meticulously
dissected to extract its result. Furthermore, the presentation aspect of this chapter plays a crucial role in
conveying the findings effectively to the intended audience. By utilizing clear and concise visual aid such
as table, the results are presented in an accessible manner, enhancing comprehension. Subsequently, the
interpretation phase delves deeper into the implications of the findings, exploring their broader
significance within the context of the study's objectives. Ultimately, this comprehensive process ensures
that the study's conclusions are robust, insightful, and conducive to further research and analysis in the
field.

Analysis of the Questionnaire

From a total of 103 survey questionnaires, the researchers successfully distributed all of them, garnering
responses from 62 males and 41 females. The data gathered from the survey questionnaires, reflecting the
responses of the participants, was aggregated to discern patterns and outcomes. Subsequently, the analysis
presented in this study elucidates the results derived from the survey questionnaires.

It shows that 4 out of 62 males had chosen Teacher Education (Major in Math) as their college preference,
while 2 out of 41 females chose it as their college preference course. On the other hand, Teacher
Education (Non-Major in Math) was picked by 4 males and 6 females. Additionally, 3 females and 11
males chose Criminal Education, while 3 males and 4 females chose Hospitality Management.
Engineering was chosen by 2 females and 16 males, whereas Nursing was chosen by 1 male and 8
females. Furthermore, 5 females and 3 males chose accountancy business and finance, 2 females and 2
males chose social sciences, and 2 females and 1 male chose a science-related course. Lastly, 7 females
and 9 males chose computer-related courses, and 8 males chose agriculture, but no female chose this as
their college preference course.

By consolidating the responses from both male and female participants, a comprehensive understanding
of the data is achieved, allowing for thorough examination and interpretation. The distribution of
questionnaires among both genders ensures a diverse and representative sample, enriching the analysis
and enhancing the validity of the findings. Furthermore, by combining the responses, the researchers can
discern any potential gender-related variations in the data, contributing to a nuanced interpretation of the
results. Thus, through meticulous analysis and presentation, this study endeavors to provide valuable
insights into the surveyed population's preferences.

The results are presented below:

1. Having to complete a worksheet by yourself.

Strongly Agree 14
Agree 13
Somewhat Agree 43
Somewhat Disagree 24
Disagree 10

The table shows the majority opinion suggests that while completing a worksheet alone is
generally acceptable, many individuals might prefer some level of collaboration or assistance,
finding solo work less engaging or effective.

2. Thinking about a math test the day before you take it.

Strongly Agree 8
Agree 40
Somewhat Agree 27
Somewhat Disagree 19
Disagree 10

The table shows the majority opinion suggests that thinking about a math test the day before
taking it is viewed as beneficial or at least acceptable by a significant portion of the respondents,
although there is some variation in the degree of agreement and some individuals have
reservations or concerns about this approach.

3. Watching a teacher work out a math problem on the board.

Strongly Agree 10
Agree 24
Somewhat Agree 34
Somewhat Disagree 20
Disagree 11

The table shows that while there is a general agreement that watching a teacher work out a math
problem on the board is beneficial, there is also some variation in the degree of agreement among
the respondents, with some expressing stronger convictions than others and a minority holding
reservations or disagreeing with the statement.

4. Taking a math test.

 Strongly Agree 11
Agree 29
Somewhat Agree 34
Somewhat Disagree 20
Disagree 10

The table shows that the majority opinion leans towards agreement or partial agreement with the
statement, suggesting that it resonates with many of the respondents. However, there are also
voices of dissent or uncertainty, indicating that not everyone sees the statement in the same light.

5. Being given math homework with lots of difficult questions that you have to hand in the
next day.

Strongly Agree 12
Agree 23
Somewhat Agree 43
Somewhat Disagree 18
Disagree 9

The table shows there is a general trend towards agreement or partial agreement, there is also a
significant minority expressing varying degrees of disagreement. This suggests that opinions are
somewhat divided on the issue, with some participants seeing value in challenging homework
assignments with tight deadlines, while others have concerns about their feasibility or educational
effectiveness.

6. Listening to the teacher talk for a long time in math.

Strongly Agree 15
Agree 30
Somewhat Agree 25
Somewhat Disagree 19
Disagree 16

The table shows the responses indicate a diversity of opinions regarding the effectiveness of
listening to the teacher talk for a long time in math class. While some participants see value in
this approach, others express reservations or disagreement, suggesting that there is no clear
consensus on the matter among the respondents. This diversity of perspectives highlights the
complexity of teaching methods and the need for educators to consider various instructional
approaches to cater to different learning styles and preferences.
7. Listening to another classmate in your class explain a math problem.

Strongly Agree 17
Agree 35
Somewhat Agree 27
Somewhat Disagree 16
Disagree 8

The table shows the responses suggest that the majority of participants see value in listening to
another classmate explain a math problem, viewing it as a potentially beneficial learning
experience. However, there are also some participants who express reservations or disagreement,
indicating differing perspectives on the effectiveness of peer-led instruction in mathematics.

8. Finding out that you are going to have a surprise quiz when you start your math lessons.

Strongly Agree 17
Agree 24
Somewhat Agree 30
Somewhat Disagree 15
Disagree 10

The table shows that while there is a trend towards agreement or partial agreement with the
statement, there is also a notable minority expressing varying degrees of disagreement. This
suggests that opinions are somewhat divided on the effectiveness and appropriateness of surprise
quizzes in math lessons, with some participants seeing value in them while others have concerns
about their impact on student well-being and learning outcomes.

9. Starting a new topic in math

Strongly Agree 20
Agree 29
Somewhat Agree 30
Somewhat Disagree 14
Disagree 10
The table shows that the majority opinion leans towards agreement with the statement, indicating
that it resonates with many of the participants. However, there is also a minority expressing
disagreement, highlighting the diversity of perspectives among the respondents.

Results and Findings

The results and findings from the responses provided shed light on the attitudes and preferences
of Grade 12 students in Balangkayan Senior High School regarding various aspects of math
education, which can be related to the broader theme of "Mathematical Anxiety Level and
College Preference Course." The preference for collaboration or assistance in completing
worksheets may indicate varying levels of mathematical anxiety among students, affecting their
confidence and comfort with challenging tasks. Similarly, the mixed perception of test
preparation and acceptance of taking math tests may reflect differing levels of mathematical
anxiety and confidence in test-taking abilities.

The general agreement on the benefits of interactive and visual learning approaches, such as
watching a teacher work out a math problem on the board, suggests that these methods may help
alleviate mathematical anxiety and promote understanding among students. However, the
disagreement regarding homework assignments and divided opinions on teacher-led instruction
highlight the complexity of addressing mathematical anxiety and catering to diverse learning
preferences. Furthermore, the mixed attitudes towards surprise assessments and starting new
topics in math indicate varying levels of anxiety and readiness to engage with unfamiliar material.
Overall, addressing mathematical anxiety through supportive learning environments and effective
teaching strategies is crucial in promoting positive attitudes towards math education and
supporting students in their college and career aspirations.

In conclusion, the responses from Grade 12 students in Balangkayan Senior High School suggest
a nuanced relationship between mathematical anxiety levels and preferences in math education.
While collaborative learning methods are generally favored, there is a need for tailored
approaches to accommodate varying levels of anxiety and learning styles. Addressing
mathematical anxiety through supportive environments and diverse teaching strategies is essential
for fostering positive attitudes towards math education and facilitating students' success in their
chosen college paths.