Copy of Your Work Space 2

Lived Experiences of students with Mathematical
Difficulty of Grade 10 Curriculum in Mallig National

High School
SUBMITTED BY:
Frankie Jean Lacambra
Wilbert Managuelod
Shey Padrones
Earl Raheem Patricio
John Harlem Quilang
Inquiries, Investigation & Immersion
Department of Education
MALLIG NATIONAL HIGH
SCHOOL
Mallig, Isabela
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MALLIG NATIONAL HIGH SCHOOL SENIOR HIGH SCHOOL
CHAPTER I
THE PROBLEM AND ITS BACKGROUND
Background of the Study
Mathematical difficulty is a serious problem that affects
many students, potentially impairing their academic
performance and overall well-being. It is a psychological
condition marked by feelings of fear, apprehension, or unease
when faced with mathematical tasks or situations. It can
manifest as physical discomfort, nervousness, or avoidance of
math related activities. Mathematical difficulty is often
rooted in past negative experiences, fear of failure, and
societal pressure related to mathematical competence.
Individuals experiencing mathematical difficulty may find
it challenging to perform well in math related tasks, leading
to lower math achievement. This difficulty can have a profound
impact on their overall self-esteem and confidence,
particularly in their mathematical abilities. As a result,
they may avoid pursuing math-intensive courses or careers,
limiting their academic and professional opportunities.
According to (Tobias & Weissbrod,1980) mathematical
difficulty has been described as experiencing a feeling of
panic and
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helplessness when asked to solve mathematical tasks or
problems. Math anxious individuals tend to show psychological
symptoms such as tension, negative thinking and avoiding
themselves from any mathematical circumstances (Chang &
Beilock 2016).
As indicated by (Ashcraft and Moore,2009) Mathematical
difficulty can be caused by several different factors for
instance, unpleasant teaching and assessment strategies for
students like the testing and assigning mathematics as
punishment (Oberlin,1982) that are still widely in use in all
school level may influence the spread of mathematics
difficulty. Although mathematical difficulty may have been
appearing relatively early in life, it has been shown that
there are possibilities to reduce mathematics difficulty in
all levels specially to junior high schools (Hembrace,1990)
The primary goal of this study, “Lived Experiences of
students with mathematical difficulty in Grade 10 Curriculum
at Mallig National High School” is to gain a comprehensive
understanding of the emotional, cognitive, and behavioral
aspects of mathematical difficulty as experienced by these
specific students. Researchers hope to identify the specific
triggers and stressors that contribute to mathematical
difficulty in this demographic by delving into their
lived
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experiences. This knowledge can be used to develop targeted
interventions and support systems to assist the students in
overcoming their anxieties and succeeding academically.
Furthermore, the purpose of this study is to provide a
localized perspective on mathematical difficulty within the
context of Mallig National High School. Researchers focused on
this specific school and its Grade 10 Students.
This comprehensive study dives into the complex web of
settings Grade 10 students who struggle with the effecting
issue of difficulty related to mathematics. This study intends
to provide insights on the varied nature of math difficulty
within the difficulty school context and in-depth analysis of
their emotions, academics, obstacles, and coping techniques.
It seeks to not only deepen our understanding of the issue.
But also, to pave the way for more effective educational
strategies and support systems ultimately improving the well-
being and academic success of these students while
contributing to the broader discourse on math difficulty in
educational settings.
This study makes an important contribution to both
education and psychology for starters, it offers nuanced
examinations of the emotional and psychological challenges
that Grade 10students with mathematical difficulty face,

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providing valuable insights into the factors that cause
difficulty and its impact on academic performance.
This knowledge can be used to develop tailored
interventions, teaching methodologies and support systems to
effectively address these issues, potentially improving
learning outcomes and overall well-being for this vulnerable
student population.
Second, this research has broader implications for
educational psychology. It can contribute to the growing body
of research on difficulty disorders in educational settings by
delving into the lived experiences of students with
mathematical difficulty. This finding may benefit not only
student and educators of Mallig National High School, but also
educators and psychology word wide fostering a deeper
understanding of how difficulty manifest in the academic
context and guiding the development of evidence-based
intervention to support student facing similar challenges.
Finally, this study has the potential to improve educational
practice while also promoting the mental health and success of
Grade 10students who are facing mathematical difficulty.

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Statement of the Problem
This study titled “Life Experiences of Students with
Mathematical difficulty of Grade 10 Curriculum in Mallig
National High School '' seeks to investigate the multifaceted
challenges and emotional struggles encountered by the Grade
10students who grapple with mathematical difficulty.
Specifically, it aims to find the following functions:
1. What is the socioeconomic background of the respondents
in term of
a. Age,
b. Sex,
c. Section,
2. What is the level of mathematical difficulty among
Grade 10 Curriculum?
3. What coping mechanisms or strategies do students
employ to mitigate the effect of Mathematical difficulty?
4. How does mathematical difficulty manifest in the daily
lives of Grade 10 Curriculum?

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5. How does the recurrent of Mathematical difficulty affect
Grade 10 Curriculum academic performance, confidence and long-
term educational objectives at Mallig National High School?
6. Is there a significance deference in the level of
Mathematical difficulty among Grade 10 Curriculum when grouped
according to profile variable?

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Significance of the Study
The significance of conducting lived experience of
students with mathematical difficulty of Grade 10 Curriculum
as follow:
Students: Aims to empower students by fostering a platform for
discussing their mathematical fears, potentially leading to the
creation of tailored support systems and interventions.
Teachers: Understanding students' mathematical

difficulty
experiences aids educators in implementing effective teaching
strategies, reducing difficulty, and creating a positive
classroom environment for better engagement and learning
outcomes.
Administrators: The study provides valuable insights for the
administrators to improve the learning environments of Mallig
National High School by understanding student experiences and
mathematical difficulty.
Parents: This study helps the parents to gain deeper
understanding of the challenges their children face with
mathematical difficulty, enabling collaboration with teachers
and administrators to implement strategies for emotional well-
being and academic success.

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Future Researchers: Future researchers can build upon these
foundations, exploring new dimensions of mathematical
difficulty, testing inventions, and expanding the
generalizations of findings. This study provides a valuable
starting point for ongoing research in the broader field of
education and psychology.
SCOPE AND DELIMITATIONS
This study was conducted at Olango Mallig Isabela. The
respondents of the study were the Grade 10 students in Mallig
National High School. It focused on the Lived Experience of
students with Mathematical difficulty of Grade 10Students. The
respondents are from public school. The study covered Grade 10
students, school year 2023- 2024.

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Conceptual Framework
Input Process Output
Respondent’s An analysis An analysis of

Profile: conducts semi Mathematical
structured difficulty
a. Sex
survey with utilized by Grade
b. Age
Grade 10 10 students in
a. Section
students to Mallig national
gather their High School.
Lived Experience
and Mathematical
difficulty that
they experience.
FEEDBACK MECHANISM
Figure 1:
Shows the conceptual framework of the study. The input shows
the profile of the respondents which is their grade level, age,
and gender.
The researchers process includes how we will conduct surveys
with Grade 10 students to gather their Lived Experience of
Mathematical difficulty that they experience.
The output is an mechanized strategy to lessen Mathematical
difficulty utilized by Grade 10 students in Mallig National High
School.
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Objectives of the Study
The study seeks to accomplish the following objectives:
1. To measure the level of mathematical difficulty among Grade
10 Students
2. To figure out what coping mechanisms or strategies
students employ to mitigate the effects of mathematical
difficulty.
3. To determine how mathematical difficulty manifests in the
daily lives of Grade 10 Students.
4. To find out how the recurrence of Mathematical difficulty
affects Grade 10 students’ academic performance, confidence,
and long-term educational objectives at Mallig National High
School.
Definition of Terms
The terms used in this study are operationally defined for
better understanding of the study by the readers.
Mathematical difficulty: Is a psychological condition
characterized by feelings of fear, apprehension, and
discomfort related to mathematics and mathematical activities
that Grade 10 students experienced. It often leads to their
decreased ability to perform mathematical tasks effectively
due to stress or negative emotions associated with
mathematics.
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Lived experiences: The real time, actual encounters, feelings,
and situations that Grade 10 students undergo concerning
mathematical difficulty. This could include their day- to-day
encounters, emotions, and challenges related to the math
difficulty.
Grade 10 Curriculum: Individuals currently enrolled in the
tenth grade of Mallig National High School, typically aged
between 14-16 years old and actively pursuing their secondary
education curriculum during the academic year 2023-2024. Grade
10 is also the scope of our research.

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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents the review of the related
literature and studies that provided foundation for the
discussion and analysis of the subject under the present
study.
Mathematics difficulty has been a significant research
topic since the concept of “number difficulty” was proposed by
Dreger and Aiken, and it has garnered increased attention in
recent years. This paper examines what research has revealed
about mathematics difficulty over the last 60 years and what
remains to be discovered. We talk about what mathematics
difficulty is, how it differs from other types of difficulty,
and how it connects to attitudes toward mathematics. We
investigate the links between mathematics difficulty and
mathematics performance. We discuss how mathematics difficulty
is quantified, both through questionnaires and physiological
methods. Genetics, gender, age, and culture are some of the
elements that may contribute to math fear. Finally, we
describe some research on treatment. We therefore conclude
with a brief discussion of what still needs to be learne

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Math difficulty (MA) is a crippling unpleasant emotional
reaction to mathematics. However, MA research in primary and
early secondary schools is shockingly little and uneven. We
assessed the math and reading performance of primary and
secondary students, as well as their general difficulty (GA).
We studied gender differences, developmental changes in the
MA/math’s performance relationship, and if MA is associated
with other academic domains (reading) and/or difficulty types
(GA). The results showed that girls had higher MA than boys at
both educational levels. While there was a consistent negative
link between MA and secondary students’ arithmetic skills, no
such relationship was found among primary students. Finally,
MA was moderately connected with GA. When GA was partially
lead out, MA remained highly correlated with secondary
student’s arithmetic performance, no such relationship was
revealed in primary students. Finally, MA was moderately
correlated with GA and, when GA was partial led out, MA
remained significantly correlated with secondary students’
arithmetic performance. When GA was held constant, MA had no
effect on reading performance. It was determined that the
negative MA/math’s performance link emerges later in the
educational timeline, and MA appears to be entirely tied to
math’s and independent of GA.

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We tested the hypothesis that mathematics-related self-
efficacy mediates the effects of gender, mathematical
preparation, and achievement on the math-relatedness of
college major choice. The responses of 72 female and 45 male
undergraduate students to a series of stocks and survey
responses (which includes the Mathematics Self-Efficacy Scale,
Mathematics The attitude Scales, and Bem Sex-Role Inventory
[BSRI]) yielded seven variables descriptive regarding the
math- related choice of career process; a causal model of the
relationships between each of these variables was constructed
via the theory of self-efficacy predictions. After doing a
path analysis and refining the model, the final path model was
consistent with a self-efficacy approach to women’s
professional growth. Gender-related socialization factors,
along with math preparation time, predicted math achievement
and self-efficacy. The results indicate various flaws in the
route model, as well as the BSRI Masculinity score’s inability
to predict the number of years of high school math courses or
American College Test math scores.
This study looked at how incorporating mathematical
modeling affected Grade 9 students’ problem-solving skills and
math difficulty levels. Two sets of students were exposed to
various teaching approaches: the control group was taught
through guided.
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practice, whereas the experimental group was taught through
mathematical modeling integration. Pretests and posttests were
administered to assess both groups’ problem-solving abilities
and math difficulty levels. The independent and dependent T-
tests were used to see if there was a significant difference
in performance between the two groups in terms of pretest and
posttest scores. A questionnaire and an interview method were
used to elicit students’ opinions to the incorporation of
mathematical simulation in the classrooms. The findings
revealed a substantial difference between both groups’ pretest
and posttest mean scores on the problem-solving performance
test and the mathematics difficulty test. However, when their
posttest mean scores were contrasted, the experimental group
showed a significant improvement in problem solving
performance as well as a reduction in mathematics difficulty
level, implying that the combination of mathematical modeling
was effective at improving problem solving performance and
lowering math difficulty levels among students.
Science and mathematics instruction required a variety of
instructional tactics to create an effective method of
instruction and learning. Math and science teachers can
improve their teaching effectiveness by recognizing their own
strengths in multiple intelligences and applying them in their
classrooms.
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Thus, the primary goals of this study are to investigate: 1)
the various levels of intelligence characteristics of science
and mathematics secondary school teachers; 2) the methods of
instruction based on multiple intelligences used by science
and mathematics teachers; and 3) the relationship between the
multiple various intelligences profile of science and
mathematics teachers and the teaching strategies based on
multiple intelligences used in the classroom. 174 respondents
were selected at random from various high schools in
Peninsular Malaysia. Questionnaires were utilized to assess
the level of different intelligences and instructional
methodologies. Correlation analysis was used to study the link
between various intelligences and teaching methodologies.
Multiple intelligences-based teaching methodologies advocate
for a variety of approaches to teaching science and math.
Teachers’ multiple intelligence profiles help them have a
better knowledge of their possible intelligences and interests
when developing instructional tactics.
This study employs design-based research approach to
discover new ways to teach techniques for problem-solving in
math in an upper secondary academic setting. Over the course
of four weeks, educational activities are devised and tested
in class. The exercises are designed around three design
idea
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based on variability theory. The purpose of this study is to
gain a better understanding of how to teach problem-solving
strategies and tactics thinking in mathematics in a regular
classroom setting, as well as how this influences students’
arithmetic learning. We begin by exploring the essence of the
idea strategy in respect to the ideas of technique and
algorithm. We used pre- and post-tests to assess the growth of
pupils’ cognitive and procedural abilities to that of a
control group. In addition to that, we employ the post-test
to investigate the students’ problem-solving skills. The
findings imply that these planned activities help pupils
enhance their problem- solving skills. Furthermore, there
were substantial differences in cognitive and procedural
mathematical abilities, with the experimental group
outperforming the control groups.
This study summarizes the findings of a systematic review
of papers published in the LUMAT journal on current challenges
that affect mathematics teaching and learning, both positively
and adversely, in accordance with the Preferred Reporting
Items for Systematic Reviews and Meta-Analyses (PRISMA)
criteria. The report also provides an overview of the most
researched themes in mathematics studies in education,
including key statistical and scientific factors such as
publication year, attendees, level of education, research
methodology, and
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research focus. Data were acquired from research posted in the
LUMAT: International Journal of Math, Science, and Technology
Education, beginning with the first volume in 2013. This
magazine has published 225 papers, with 133 authored in
English and 51 connected to mathematics. Although previous
studies have supported the idea that mathematics education has
been primarily traditional, this overview suggests that
current studies has thorough and positive results, such that
teachers in mathematics are more likely to implement
innovative strategies that encourage student participation,
collaboration among peers, and mathematical discourse.
Certainly, students in such learning contexts are more
motivated and less worried about learning mathematics. They
may also be more engaged and accountable in their learning,
collaborating with classmates, and participating in
mathematical conversations. However, a variety of difficulties
and hurdles have been identified in both the teaching and
learning of mathematics. The findings may have many
instructional consequences for math educators, curriculum
makers, and researchers. Recommendations are made to
supplement the current research and provide additional
empirical proof to support the findings.
The Finnish National Core Curricula 2004 and 2014 placed
a strong emphasis on developing pupils’ problem-solving
abilities
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and encouraging creative mathematics thinking. To develop
these skills, kids should be given rich, relevant problem-
solving activities beginning in primary school. Teachers play
an important role in providing pupils with an array of tools
for tackling different mathematical issues. This can be
difficult if the education is exclusively based on assignments
found in mathematical textbooks. The goal of this study was to
determine whether a teaching technique that focuses on
teaching universal heuristics for solving mathematical
problems using visual tools known as Problem-solving Keys will
increase students’ task performance and reasoning skills. To
map students’ problem- solving skills and techniques, data
from 25 fifth-grade students’ pre- and post-tests with unusual
mathematical tasks were evaluated. The findings show that the
teaching strategy, which stressed discovering multiple
approaches to solving mathematical problems, has the potential
to improve students’ performance in a problem-solving test and
skills, as well as their ability to explain their ideas in
tasks. The outcomes of this study show that teachers could
help students acquire problem-solving methods by encouraging
classroom discussions and employing visual heuristics tools
like Problem- solving Keys.

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Given the persistent occurrence of many children’s
significant challenges and failure in acquiring mathematical
skills, the concept of developmental delay or neurocognitive-
based deficit should be supplemented by more explanations of
children’s deficiencies and poor performance in arithmetic.
One obvious cause is that education and teaching for low-
achieving children and children with special needs are
frequently insufficient. The current contribution explores
selected research on mathematics learning from a cognitive
instructional (didactical) approach. Constructivist learning
theory, the foundation of meaningful learning in concrete
modeling activities, the balance of knowledge and application
in instruction in mathematics, testing and adaptive
instructional methods, computer-assisted instruction, and the
role of non- mathematical stumbling blocks are all discussed
as principles and factors of effective mathematics learning
and teaching.
The goal of this study was to determine whether there is
a link between the school-level surroundings and student
results. The study included 620 educators and 4645 pupils from
57 Australian high schools. Math achievement, professional
aspirations, and students’ attitudes and ideas about
mathematical success were all used to assess student outcomes.
Teachers’ impressions of their school environment were assesse

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utilizing the school-Level Environment Questionnaire (SLEQ).
Because prior study has demonstrated that school-level
elements such as atmosphere influence learning at the
classroom level, data on teachers’ instructional techniques
were included in the analysis to further investigate this.
These analyses found that a variety of elements in the school
environment were associated with improved student outcomes.
There were additional links established between teaching
techniques and student outcomes.
Math difficulty is often linked to poor student
performance in mathematics. This study investigated the
influence of math difficulty and the factors that contributed
to difficulty in pre- calculus among senior high school
students enrolled in the Science, Technology, Engineering, and
Mathematics (STEM) Strand at Sorsogon State College in
Sorsogon City. The study design used was descriptive-
correlational. A math difficulty exam was administered to
eighty-eight (88) out of a total of one hundred eighty (180)
students or a total of two (2) out of four (4) sections from
the Laboratory High School at random. Sixty-seven
(67) children were identified as having arithmetic difficulty.
The results also demonstrated a substantial link between math
difficulty and student performance in pre-calculus. Students’
nervousness was mostly caused by the nature of the subject, th

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student factor, and the parental factor. The findings led to
the creation of an difficulty-free pre-calculus workbook.
A descriptive phenomenological study strategy allowed the
researchers to Investigate students’ perspectives on their
methods of learning mathematics. This strategy also helped to
clarify what was going on in terms of the learning that
participants had about their difficulty and self-confidence.
This study contained the narratives of nine students, who not
only provided a deeper knowledge of the importance of emotions
in mathematics, but also provided teachers with a resource to
help encourage students to improve their academic performance.
Using self-efficacy and difficulty, and subthemes: students’
effort, teachers’ coping techniques, physical and emotional
feelings, learning environment, and past academic performance,
researcher suggested a general theory in the phenomenological
investigation on difficulty and self-efficacy that:
“Mathematics self-efficacy is connected to students’ effort
and teachers’ coping techniques, while difficulty is connected
physical and emotional feelings, learning environment, and
past academic performance among the participants.
Mathematics will be important in our daily life.
Mathematics is a tool for dealing with real-world problems
that
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need computation, thus it is useful on a daily basis. The
study’s purpose is to investigate “The mindset and Level of
difficulty in General Mathematics amongst Grade 11 Students”.
The study looked into the relationship between students fixed
or development mindsets and their level of difficulty in
General Mathematics. This is a quantitative study with a
descriptive correlation strategy. This poll comprised
responses from all Grade 11 students at Jagobiao National High
School who were taking General Mathematics during the first
semester. The data was gathered using a checklist survey form.
The results revealed that Jagobiao National High School
students had a growth attitude. Students with a growth mindset
experience moderate levels of difficulty in General
Mathematics. The chi- square test indicates a substantial
difference between mentality and difficulty level. School
administrators, faculty, and staff can also organize monthly
activities to reduce student difficulty. They could also
encourage or cheer up kids to be growth oriented.
Difficulty-related conditions are among the most
prevalent mental health issues worldwide. Individuals in
educational settings may have unique types of exams and
performance difficulty associated with a knowledge domain.
Math difficulty is unquestionably the most prevalent of these.
Math difficulty is a pervasive affliction that affects people
of all ages around the

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world. According to worldwide assessments conducted by the
Programmer for worldwide Student Assessment (PISA), the
majority of teenagers indicate worry and pressure in math
classrooms and when doing arithmetic. To comprehend how math
difficulty works, it must be viewed as a variable inside a set
of interacting variables. There are factors that contribute to
the growth of math difficulty. They are concerned with
contextual factors such as teachers’ and parents’ views toward
their students’ and children’s arithmetic abilities, social
preconceptions (for example, of female math aptitude), and
personal characteristics such as attributes or gender. These
antecedents have an impact on a variety of variables relevant
to learning processes. Math difficulty interacts with elements
like self-efficacy and motivation in math, which can either
exacerbate or alleviate math difficulty. Math difficulty
outcomes affect not only performance in math-related
circumstances, but also long-term impacts such as effective
(or inefficient) learning, course selection, and even
occupational choices. How can math difficulty be overcome? The
first step is to make an accurate diagnosis. Questionnaires
for assessing math difficulty are available for all age
groups, beginning with primary education. Help with math
difficulty can be provided at various levels, including by
educational institutions, teachers and a

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change in instructional methodologies, parents, and the
affected individual. However, much more study is needed to
develop effective assessments for math difficulty that are
matched to an individual’s features and needs.
Arithmetic difficulty is a negative response to
arithmetic or mathematical events. According to Richardson and
Suinn (1972), it is “..a sense of tension and difficulty that
interferes with numerical manipulation and mathematical
problem solving in a wide range of everyday and academic
contexts” (p. 551). Math difficulty encompasses a wide range
of emotional responses, from mild concern or dislike to
outright horror or dread (McLeod, 1994; Richardson and Suinn,
1972). Indeed, Faust (1992) maintains that it is a real
phobia, citing recognized diagnostic criteria. Individuals
with math difficulty experience difficulty and disruptions in
their daily routines, such as balancing a checkbook or
calculating change, as well as in academic contexts, such as
classroom and standardized test taking. As Ashcraft (2002)
pointed out, emotional reactions in lab studies are not
unusual.
Individuals with high math difficulty have a strong
desire to avoid arithmetic, which ultimately undermines their
math competency and prevents them from pursuing crucial
career
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options. However, timed online tests demonstrate math-
difficulty impacts on whole-number problems in arithmetic
(e.g., 46 + 27), although achievement assessments show no
differences in ability. Math difficulty affects cognitive
function by interfering with ongoing activities in working
memory. Although the reasons of math difficulty are unknown,
various teaching techniques have been identified as risk
factors. We need to investigate the causes of arithmetic
difficulty as well as its “signature” in brain activity, in
order to study both its emotional and cognitive components.
difficulty over arithmetic is associated with bad math
grades and standardized test scores, although not all math-
anxious people perform similarly poorly. We employed
functional magnetic resonance imaging to distinguish between
brain activity during the anticipation of math and activity
during math performance. For more (but not less) worried
mathematicians, greater activity in front parietal areas when
simply anticipating practicing math reduced math-specific
performance impairments. This network comprised the bilateral
inferior frontal junction, which is involved in cognitive
regulation and the reappraisal of unpleasant emotional
responses. Furthermore, the relationship between front
parietal anticipatory activity and extremely math- anxious
persons’ arithmetic impairments was completely mediated

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(or accounted for) by activity in the caudate, nucleus
acumens, and hippocampus throughout math performance. These
subcortical areas play a key role in harmonizing task demands
and motivational elements during skill performance. Individual
variations in how math-anxious people mobilize cognitive
control resources before doing arithmetic and motivating
resources within math performance predict the severity of
their math impairments. This study implies that educational
treatments focusing on controlling negative emotional
responses to arithmetic stimuli (rather than simply providing
additional math training) will be most effective in
identifying a population of mathematically capable individuals
who would otherwise go unnoticed.
Math difficulty is a common problem for many students,
and its impact on college students is growing. The goal of
this study was to look at the relationship amongst pre-
enrollment math difficulty, scores from standardized tests,
math placement scores, and academic success in freshman math
classes (pre-algebra, college algebra, and math modeling). The
researchers conducted an exploratory observational study on
pre-existing data from the Freshman Orientation Survey, which
included the 9-item Abbreviated Math difficulty Scale, as well
as institutional research data. The sample consisted of 180
freshmen students at
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a university in the southeast United States. A range of
descriptive, frequency, and correlational analyses were
performed. The findings indicate that standardized test scores
and math difficulty have a moderate, negative connection.
Furthermore, there was a strong negative link between math
difficulty and final course grades, particularly in pre-
algebra. This research could help instructors and advisors
understand the effects of math difficulty on future academic
success, as well as help students with their college math
coursework. Math difficulty is a common problem for many
students, and its impact on college students is growing. The
goal of this study was to look at the relationship amongst
pre-enrollment math difficulty, scores from standardized
tests, math placement scores, and academic success in freshman
math classes (pre-algebra, college algebra, and math
modeling). The researchers conducted an exploratory
observational study on pre-existing data from the Freshman
Orientation Survey, which included the 9-item Abbreviated Math
difficulty Scale, as well as institutional research data. The
sample consisted of 180 freshmen students at a university in
the southeast United States. A range of descriptive,
frequency, and correlational analyses were performed. The
findings indicate that standardized test scores and math
difficulty have a moderate, negative connection. Furthermore,
there was a strong negative

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link between math difficulty and final course grades,
particularly in pre-algebra. This research could help
instructors and advisors understand the effects of math
difficulty on future academic success, as well as help
students with their college math coursework.
Meta-analysis was used to integrate the findings of 151
investigations in order to investigate the construct of
mathematics difficulty. Mathematics difficulty is associated
with poor performance on mathematical achievement assessments.
It correlates inversely with good attitudes about mathematics
and is directly linked to fear of the subject. Ability, school
grade level, and undergraduate fields of study are all factors
that influence mathematics difficulty levels, with preserve
arithmetic teachers being particularly vulnerable. Females
show higher amounts than males. However, mathematics
difficulty appears to be more strongly associated with poor
performance and avoidance of mathematics in precollege boys
than in females. A multitude of treatments can help reduce
maths difficulty. Valid treatment is consistently associated
with improved mathematical performance.
Math difficulty affects pupils at all levels in today’s
educational systems. Furthermore, arithmetic difficulty is
typically associated with poor mathematical performance. The

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goal of this study is to look into the reasons of math
difficulty and the techniques that pre-service teachers have
developed to overcome it. The methodology involved surveying
70 pre-service teachers in Canada and doing a critical
analysis of the data to provide a summary of the reasons of
math fear. These statistics show that pre-service teachers
have experienced arithmetic difficulty in a variety of
contexts. These causes include lack of self-confidence, fear
of failure, teaching methods, inefficient learning approaches,
and student disengagement. Furthermore, these findings show
that confronting math difficulty has enabled individuals to
design techniques that have helped them overcome math fear.
The author proposes that a better understanding of math
difficulty has consequences for both students and mathematics
educators.
The purpose of this study was to see how well students'
perceptions of the classroom assessment setting predicted
their mathematical difficulty. This study, which took place in
the fall of 2014-2015, used a correlational model and included
410 high school students from Diyarbakir province in Turkey.
The Mathematics difficulty Scale, established by Bindak
(2005), was used in the study to assess the students’ math
difficulty. The Classroom Assessment Environment Scale,
created by Ilhan and Cetin (2014a), was then used to examine
students’ impressions
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of the classroom assessment environment. Correlation and
multiple regression analyses were used to evaluate the links
between students’ mathematics difficulty and perceptions of
the classroom assessment environment. The correlation analysis
results showed that a learning-oriented assessment environment
was associated with lower levels of math difficulty. In
contrast, a performance-oriented assessment atmosphere was
linked to increased mathematics difficulty. The regression
analysis revealed that students’ perceptions of the classroom
assessment setting account for 18% of the overall variance in
their mathematics difficulty.
This study looked into the relationships between Chinese
college students’ opinions of the classroom setting and some
affective components of mathematics education. A total of 2529
students completed three measures devised specifically to
examine college students’ opinions of the mathematics
classroom atmosphere, emotional experiences, and motivations
for studying mathematics. In comparison, students scored
higher on the value of mathematics but lower on their
emotional experiences of mathematics learning, and classroom
environment characteristics had some significant effects on
students’ emotional experiences and values of studying
mathematics. The eight classroom environmental elements were
divided into three groups based on

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the nature and amount of their impact on students' attitudes
toward mathematics learning. Although most classroom
environmental elements had a beneficial impact on college
students’ emotional experiences and values in mathematics, the
effects of two environmental factors, mathematical challenge
and teacher support, were particularly interesting. Given
these findings, teachers are recommended to allow for more
student autonomy, to use novel learning ways to stimulate
student collaboration, and to pay special attention to the
complexity of mathematics curricula and student competition.
This study used the expectancy-value model, stage-
environment fit theory, and self-determination theory to
investigate the longitudinal relationships between classroom
characteristics, expectancies-values, high school course
enrollment, and job ambitions in math. Data were gathered from
3,048 kids who reported on their classroom experiences in
seventh grade, expectancies-values in sixth, seventh, and
tenth grades, and professional goals in twelfth grade. Student
math course grades were obtained from school records for the
sixth, seventh, and tenth grades, and math course enrollment
was collected from the ninth to the twelfth grade. The
findings revealed that students’ arithmetic classroom
experiences affected their expectancies and values, which in
turn predicted
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the number of high school math courses taken and career goals
in math. There are also gender and math ability inequalities.
The subset of pupils with the lowest math difficulty and the
highest motivation levels demonstrated the highest math
achievement and persistence. The groups with the highest math
interest, self- concept, and instrumental motivation exhibited
the most math- related behaviors. Conclusions: Our findings
highlight the complexities of students’ motivational and
emotional profiles. Our findings are important for teachers
and educators as they help Them comprehend student uniqueness
and give theoretical and practical support for tailored and
differentiated instruction.
The goal was to evaluate disparities in math-related
habits, persistence, and math achievement across subgroups of
students in the United States based on their motivational and
affective features. Method: We used 1,464 students from the US
(male 743 51%, female 721 49%, age 15.82 ± 0.28) via PISA 2012
data for our study. First, we used latent profile analysis and
secondary clustering to separate students into subgroups based
on motivational (math self-perception, interest in math, a
sense of power and instrumental motivation) and affective
components (math difficulty). We next utilized regression to
assess variations in math behavior, persistence, and
achievement across all identified categories. Results: We
identified five separates

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groups of pupils with varying levels of motivation and
attachment. The subset of pupils with lowest math difficulty
and the highest levels of inspiration demonstrated the highest
math achievement and persistence. The groups with the highest
math interest, self-concept, and instrumental motivation
exhibited the most math-related behaviors. Conclusions: Our
findings highlight the complexities of students’ motivational
and emotional profiles. Our findings are important for
teachers and educators as they help them comprehend student
uniqueness and give theoretical and practical support for
tailored and differentiated instruction.
There is a scarcity of data on math difficulty levels
among British undergraduate students, and existing measures of
math difficulty may be inappropriate for use with this
demographic due to terminological difficulties. The current
research investigation, therefore, reports on the growth and
assessment of a new math difficulty measure. Using an
extensive number of British undergraduates, the 23-item
Mathematics difficulty Scale- UK (MAS-UK) is demonstrated to
be a reliable and valid measure of math difficulty.
Exploratory component analysis revealed the presence of three
variables, emphasizing math difficulty as a multidimensional
concept. Confirmatory factor analysis yielded a well-fitting
model. We give normative data on math difficulty in

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a British undergraduate student population, as well as
comparisons between academic undergraduate subject areas and
genders. The MAS-UK may be a simple, reliable, and valid
method for assessing math difficulty in British and maybe
European undergraduate student populations.
Understanding why parents get active in their children’s
education is critical to reinforcing the link between parental
involvement and academic accomplishment. The current study
focuses on parental role construction and self-efficacy. The
results trends indicate that parents, regardless of self-
efficacy, may adopt a ‘equal partnership-focused’ parental
role in their children’s mathematics education. The findings
also suggest that there may be a disagreement in how parents
and teachers construct this parental role. While parents
accepted a ‘equally shared’ role, instructors retained the
view that responsibility, while shared to some extent, should
fall primarily on teachers.
This paper describes a study of parental involvement in
children’s mathematics learning through a series of workshops
held in four primary schools in the United Kingdom. Previous
research indicates that, while there are strong links between
parental involvement and favorable student outcomes, it can be

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challenging to increase student achievement through family
involvement programs. We propose that one reason for this, at
least in respect to mathematics, is that parents have
significant challenges navigating school-centered concepts and
approaches to mathematics. We used a design and analytic
approach inspired by Derridean principles like decentering and
difference. We encouraged parents to engage with their
children to ‘discover the maths’ in everyday situations and
activities. A important component of the debate in each school
was continuous, critical thought on the meaning of
‘mathematics’ and how parents interpret parental involvement
in their children’s education. We made sense of the parents’
talks during the workshop by describing how they wrestled with
mathematics as a socially constructed domain, governed by
school-centered ideology. As parents gained confidence in
their own analysis of mathematics in everyday family life,
they devised new ways to share this mathematical thinking and
awareness with their children. The implications for school
parental engagement programs are examined.
Self-regulated education has been found to have a
favorable and long-term influence on students’ academic
performance, employability, and career advancement. Emotions,
motivation, and metacognition are all significant factors in
students’ abilities
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to monitor and regulate their learning, especially while
learning and getting involved with Science, Technology,
Engineering, and Mathematics content. In this study, we looked
at the motivational, emotional, and cognitive aspects involved
in self-regulated learning, as well as their impact on
mathematics learning. We specifically examined the impact of
mathematics difficulty and learning that is self-regulated on
mathematical literacy using the Australian subset of the
Programme for International Student Assessment
2012.Mathematics difficulty is a barrier to mathematical
learning, thought to impair pupils’ involvement and
metacognitive processes. Using structural equation modelling,
we discovered that instrumental motivation and self-concept
influence mathematics difficulty, which in turn has a
detrimental impact on mathematical literacy by affecting
perseverance and self-efficacy. We examine the practical
consequences of our findings, including how interventions to
alleviate students’ mathematical difficulty will enable the
development and/or enhancement of self-regulated learning
skills in mathematics.
Math difficulty is characterized as a sensation of stress
and apprehension that interferes with mathematical
performance, number manipulation, and problem solving in a
wide range of everyday and academic contexts. Our goal was to
determine the
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facilitators and barriers to math difficulty among university
students.
The authors present a brief overview of math difficulty’s
history and assessment, its relationship to psychological and
educational repercussions, and its significant impact on
performance measurements. Overall, arithmetic difficulty
generates a “affective drop,” or a decrease in performance
when math is conducted under timed, high-stakes conditions,
both in laboratory exams and in educational settings. This
suggests that arithmetic achievement and proficiency scores
for math-anxious people are an underestimation of their
genuine abilities. Arithmetic difficulty has the most
significant cognitive impact on working memory, which is
especially problematic considering the importance of working
memory in arithmetic performance. The authors end by
discussing risk factors for arithmetic difficulty and some
considerations for working with math-anxious students.
Math difficulty impairs performance on simple arithmetic
tasks. difficulty limits working memory capacity, as well as
the central executive’s attentional tasks. The experiment
presented here investigated how interactivity reduced the
impact of math difficulty on elementary school pupils’
performance with simple additions. It manipulated two
variables that were independent.

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The first was the length of the additions, which included either
7 or 11 number tokens (with values ranging from 1 to 20). The
other factor was the level of involvement: in the low
interactivity condition, participants could not touch or point
to the number tokens that configured the sums, but in the high
interactivity condition, participants could manipulate the
tokens as they saw fit in determining their answer. The length
of the addition has an effect on accuracy, with longer sums
producing poorer results. However, in terms of accuracy,
absolute calculation error, and efficiency, performance in the
high interactivity condition outperformed that of the low
interactivity condition. Mathematics difficulty predicted
performance in the low interactivity condition but not the
high interaction condition. These findings show that
engagement with the physical issue presentation increases
working memory resources, reducing the impact of difficulty on
performance.
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CHAPTER III
Methods and Procedure
This chapter presents the proposed methodology of the
study. It includes the discussion of the following. Research
design, locale of the study, data gathering procedure, data
collection instrument to be used in the analysis of the data.
Research Design
The study used descriptive research methods. It is the
most appropriate method for this study since it focuses on the
lived experiences of Grade 10 students suffering from
arithmetic difficulty at Mallig National High School.
According to Best Kahn (2006), descriptive research uses
quantitative approaches to explain what is, including describing,
recording, evaluating, and interpreting existing conditions. It
entails some sort of comparison or contrast and seeks to uncover
correlations between existing non-manipulated data. The
descriptive research methodology is to ascertain the "what" of a
phenomenon. In this approach , data are quantitatively
gathered and examined. Survey, interview, correlation research
are just a few of the techniques used to gather data.
Additionally, the observer does not interfere with this
observation process or affect any of the study's variables
(Lambert and Lambert, 2012).

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Respondents of the Study
The respondents of the study were the Grade 10
Students in Mallig National High School.
Table 1 shows the allocation of respondents for the year
2023-2024. Out of the population size of 147 Grade 10
students, a total of 143 Grade 10 students were taken as
respondents. The respondents were chosen by the researcher
because they are suitable and applicable to the study.
The allocation of respondents was as follows: Einstein,
36 (25.17) respondents out of 37, Archimedes, 37 (25.87)
respondents out of 38, Newton, 33 (23.08), respondents out
of 34, Aristotle, 37 (25.87) respondents out of 38.
Populatio Sample Percent

Grade 10 Curriculum n in Size (n)
Size Allocation
(N)
Einstein 37 36 25.17
Archimedes 38 37 25.87
Newton 34 33 23.08
Aristotle 38 37 25.87
GRAND TOTAL 147 143 99.99

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Locale of the Study
The researchers’ study will be conducted at Mallig
National High School year 2023-2024. It is a public school
located at Olango, Mallig Isabela. It consists of Junior High
School and Senior High School students with a total of 1,013
students coming from different barangays of Mallig Isabela.
Data Gathering Procedure
The researchers first constructed a letter to request the
research to conduct the study and to allow the researchers to
collect data. The researchers use survey techniques in
collecting data and used semi-structured questionnaires as
instrument to gather data from the respondents to answer
honestly, freely, and fairly to make the findings valid and
useful.
Data Collection and Instrument
The instruments used in this study are a system of
ratings of 5,4,3,2,1 and an adjectival assessment of SA
(strongly agree), A (agree), U (undecided), D (disagree), and
SD (strongly disagree). It is known as the Likert scale.
Adopted the questionnaire of Steph Stephanie. This allows us
to assess the lived experiences of students with mathematical
difficulty of Grade 10student in Mallig National High School.

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Statistical Tool and Treatment
1. Frequency and Percentage count will be used to
describe the profile of the respondents.
2. Weighted mean will be used to determine the prevalent,
reasons, level and, affect that can be taken to address
the problem of mathematical difficulty among the Grade
10students of Mallig National High School.
3. F-test was used to determine the difference of
the attitude towards research of the respondents
when according to their Gender, Age, and Grade
level.
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Lived Experiences of students with Mathematical

Difficulty of Grade 10 Curriculum in Mallig National

Frankie Jean Lacambra

Earl Raheem Patricio

John Harlem Quilang

Inquiries, Investigation & Immersion

MALLIG NATIONAL HIGH

MALLIG NATIONAL HIGH SCHOOL SENIOR HIGH SCHOOL

THE PROBLEM AND ITS BACKGROUND

Background of the Study

Mathematical difficulty is a serious problem that affects

many students, potentially impairing their academic

performance and overall well-being. It is a psychological

condition marked by feelings of fear, apprehension, or unease

when faced with mathematical tasks or situations. It can

manifest as physical discomfort, nervousness, or avoidance of

math related activities. Mathematical difficulty is often

rooted in past negative experiences, fear of failure, and

societal pressure related to mathematical competence.

Individuals experiencing mathematical difficulty may find

it challenging to perform well in math related tasks, leading

to lower math achievement. This difficulty can have a profound

impact on their overall self-esteem and confidence,

particularly in their mathematical abilities. As a result,

they may avoid pursuing math-intensive courses or careers,

limiting their academic and professional opportunities.

According to (Tobias & Weissbrod,1980) mathematical

difficulty has been described as experiencing a feeling of

MALLIG NATIONAL HIGH SCHOOL SENIOR HIGH SCHOOL

helplessness when asked to solve mathematical tasks or

problems. Math anxious individuals tend to show psychological

symptoms such as tension, negative thinking and avoiding

themselves from any mathematical circumstances (Chang &

As indicated by (Ashcraft and Moore,2009) Mathematical

difficulty can be caused by several different factors for

instance, unpleasant teaching and assessment strategies for

students like the testing and assigning mathematics as

punishment (Oberlin,1982) that are still widely in use in all

school level may influence the spread of mathematics

difficulty. Although mathematical difficulty may have been

appearing relatively early in life, it has been shown that

there are possibilities to reduce mathematics difficulty in

all levels specially to junior high schools (Hembrace,1990)

The primary goal of this study, “Lived Experiences of

students with mathematical difficulty in Grade 10 Curriculum

at Mallig National High School” is to gain a comprehensive

understanding of the emotional, cognitive, and behavioral

aspects of mathematical difficulty as experienced by these

specific students. Researchers hope to identify the specific

triggers and stressors that contribute to mathematical

difficulty in this demographic by delving into their

MALLIG NATIONAL HIGH SCHOOL SENIOR HIGH SCHOOL

experiences. This knowledge can be used to develop targeted

interventions and support systems to assist the students in

overcoming their anxieties and succeeding academically.

Furthermore, the purpose of this study is to provide a

localized perspective on mathematical difficulty within the

context of Mallig National High School. Researchers focused on

this specific school and its Grade 10 Students.

This comprehensive study dives into the complex web of

settings Grade 10 students who struggle with the effecting

issue of difficulty related to mathematics. This study intends

to provide insights on the varied nature of math difficulty