“EXPLORING 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.

Title Page
Presented to:

Ms. Brenda Cantil

Contents
Title Page.....................................................................................................................................................1
Chapter 1....................................................................................................................................................3
THE PROBLEM...................................................................................................................................3
Introduction.......................................................................................................................................3
Theoretical Framework.....................................................................................................................6
Conceptual Framework.....................................................................................................................8
Statement of the problem..................................................................................................................9
Significance of the study..................................................................................................................10
Scope and Delimitations..................................................................................................................11
Definition of Terms..........................................................................................................................11
CHAPTER 2............................................................................................................................................12
RESEARCH METHODS....................................................................................................................12
Research Design...............................................................................................................................12
Research Environment....................................................................................................................12
Research Respondents.....................................................................................................................13
Research Instrument.......................................................................................................................13
Data Gathering Procedures.............................................................................................................13
Data Analysis....................................................................................................................................15
Ethical Consideration......................................................................................................................15
Chapter 3..................................................................................................................................................17
Presentation, Analysis, and Interpretation of Data...........................................................................17
Implications of the Study................................................................................................................26
Chapter 4..................................................................................................................................................28
Summary of Findings, Conclusions, and Recommendations............................................................28
References........................................................................................................................................31
Appendix C. Interview Guide Questions...............................................................................................36
 Chapter 1
THE 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). Stigma is a mark or sign of disgrace usually eliciting

negative attitudes to its bearer (Thornicraft et.al, 2018). 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). Stigma can therefore be seen as an overarching

term that contains three elements: problems of knowledge (ignorance), problems

of attitudes (prejudice), and problems of behaviour (discrimination) (Thornicroft

et.al, 2018). Mathematics is one of the most fundamental fields students face

along their educational life. However, it is one of the most disliked subjects

among students worldwide, many students see mathematics as a difficult and

boring subject they would prefer to avoid (Apostol, 2023).

Foreign students develop mathematical stigma due to language barrier.

Foreign students may face difficulties understanding mathematical concepts due

to language differences. Mathematical terminology and word problems can be

particularly challenging when English is not their first language (Cascella et.al,

2022). According to the study conducted in the country of Tanzania, students

has a positive attitude toward mathematics. Nonetheless, this begins altering as

students move into secondary education. Negative attitude may have a bigger

impact on pupil’s learning (Mazana et.al, 2019). Another study conducted in

Africa found out that mathematical anxiety affects mathematical thinking

negatively (Atoyebi, 2022). Both findings concluded that mathematical stigma

negatively affects student’s learning in mathematics.

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 complicated by

inadequate educational resources (Jaudinez, 2019). In addition, other studies in

the Philippines have explored the issue of math stigma. For instance, a study on

mathematics anxiety among junior high school students found that anxiety levels

were moderate and not significantly influenced by gender or socio-economic

status, suggesting that the anxiety is widespread among students regardless of

these factors (Timonera et.al, 2023). These studies indicate that math stigma is a

prevalent issue affecting Filipino students across different educational levels and

point to the need for interventions that address the psychological and educational

aspects of math learning. By incorporating findings from these related studies,

the need for a comprehensive approach to tackle math stigma becomes even

more evident, reinforcing the importance of the proposed study.

 Recent data on mathematical performance and achievement highlight

concerning trends in student performance. For instance, Filipino students’

performance in the 2018 Programme for International Student Assessment

(PISA) mathematics assessment was notably poor, with over 50% scoring below

the lowest proficiency level (Bernardo et.al, 2018). This trend was more

pronounced among students from public schools, who performed worse than

their private school counterparts1. Additionally, the mathematics score gap

between the lowest and highest performing students remained significant in

2022, with a 101-point difference, showing no measurable improvement from

previous years. These findings underscore the persistent challenges and

disparities in mathematics education, reflecting a need for targeted interventions

to support low-performing students (National Center for Education Statistics,

2023).

At Toribio Minor National High School, the researcher observed that

some students develop mathematical stigma particularly resulting to poor

performance and negative attitude towards mathematics subjects. Their research

will focus on exploring student’s perception and struggles in facing mathematics

which leads them in having mathematical stigma.

Theoretical Framework
This framework is anchored by four theories namely social cognitive

theory, cognitive dissonance theory, deficit theory, and debilitating anxiety

model theory.

Social cognitive theory posits that learning occurs through observation,

modeling, and reinforcement. 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.

Social cognitive theory focuses of how students or individuals process,

acquire and use information of social context to learn new. It emphasizes role of

observational learning and reinforcement in shaping human behavior. The stages

of social cognitive theory include attention, motivation and retention.

The deficit theory claimed that a poor performance in mathematics leads

to mathematics anxiety. Some of the possible causes of the poor performance in

the deficit theory were the result of mathematical learning disabilities in early

childhood such as dyscalculia, self-regulation deficits when learning

mathematics such as attention deficit hyperactivity disorder (ADHD), and

decrease in mathematics performance from one year to the next due to the
students remembering their prior poor mathematics performance, particularly in

male students.

Another leading theory of mathematics anxiety was conceptualized as the

debilitating anxiety model which is based on the premise that mathematics

anxiety will reduce performance in mathematics. For example, if a teacher calls

on a student to respond to a mathematics question as part of the class lesson, a

student with mathematics anxiety may experience adverse physiological

symptoms (i.e., rapid heart rate, cognitive confusion, perspiration).

Exploring student’s mathematical stigma can be analyzed by using social

cognitive theory, cognitive dissonance theory, deficit theory, and debilitating

anxiety model theory. Specifically, this study will explore students’ perception of

their interest, abilities and knowledge towards mathematics subject, as well as

how mathematics provided identification 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 student’s stigma in mathematics subject.

 Conceptual Framework

Input Process

Output

Profile of the respondents

Intervention to address
Age Explore student’s ways Student’s Mathematical
Stigma.
Gender on solving their math stigma.

Grade Level Seek information by

Administrating interview

Guide-question.

Organization of student’s

response.

This framework uses IPO (input-process-output) format. The first frame presents

the input of the study that includes the demographic profile of the respondents such as

their age, gender, and their grade level. These demographic factors shape students’

attitudes, self-perceptions, and interactions with math-related challenges. Consequently,

understanding these profiles informs targeted interventions to mitigate mathematical

stigma, ensuring contextually relevant strategies that address students’ unique needs.
 The second frame presents the process of the study that involves assessment of the

“student’s mathematical stigma” through the process of data gathering, interview and

documentary analysis. Lastly, the third frame presents the output of the study which is a

possible intervention program for mathematical stigma. The arrows show the logical

connections from input to process to output

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 psychological 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 are the struggles and challenges students face that leads them in

developing their mathematical stigma?

3. What strategies do students employ to cope with their attitudes towards

mathematics?

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

Significance of the study

This study was designed for the benefits of the following stakeholders:

Students: This research is pivotal for students as it aims to identify and

understand the roots of mathematical stigma that can hinder 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.

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.

School administrators: This study offers school administrators valuable

insights into the psychological barrier that student’s face with mathematics. They

can utilize these findings to devise effective interventions, promote a positive

math culture and enhance teacher training, leading to better student engagement

and success in math-related subjects.

Parents: This 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.

Scope and Delimitations

The coverage of this research is about the mathematical stigmas encountered by

students here in Toribio Minor National High School. The respondents of our

study are only those selected students of Toribio Minor National High School

who acquire mathematical stigma. The interview will only take place inside the

school.

Definition of Terms

The researcher conceptually and operationally defined some terms that

were commonly used in the study to arrive at common understanding of the

word described:

Arithmetic Sequence. defined as a progression of numbers with a common

difference, identified through the students’ ability to recognize and generate such

sequences in their mathematical exercises.

Intervention. refers to the specific actions or educational strategies

implemented to address the mathematical stigma among students at Toribio

Minor National High School.

Mathematics. defined as the study of numbers, quantities, shapes, and the

relationships between them.

Mathematical Stigma. refers to the negative beliefs and attitudes towards

mathematics that students at Toribio Minor National High School may hold.
 Performance. – defined as the academic achievement of students in
mathematics, measured by their scores of standardized tests and classroom
assessments.
 CHAPTER 2
RESEARCH METHODS

This chapter presents the research design, research environment, research

participants, research instruments, data gathering procedures, sampling

techniques and the data analysis of the study.

Research Design

The study utilizes qualitative case study design. It is a long-time study of a

person, group, organization, or situation and an empirical inquiry that

investigates current phenomenon. The case study design is particularly

appropriate for the study because it allows for an in-depth exploration of the

complex factors contributing to mathematical stigma within a specific context.

This qualitative approach facilitates a detailed examination of individual student

experiences and the effectiveness of interventions in a real-life setting. By

focusing on a particular school, the case study can provide rich, contextual

insights that can inform targeted strategies to reduce stigma and improve

mathematical learning outcomes.

Research Environment

The research study will take place in one of the public high schools in

Margosatubig at Toribio Minor National High School located at Purok Sitio,

Gabay, Poblacion, Margosatubig, Z.D.S, specifically within the classroom of

Grade 10 Aragones section. Toribio Minor National High School has a total
enrolment of 1425 learners from Grade 7 to Grade 12 for School Year 2023-2024

according to the data requested from the School Head.

Research Respondents

The research respondents consisted of selected group of junior high school

students from Toribio Minor National High School. Specifically, the study will

focus on Grade 10 students in Aragones, Mondalis, and Cantarona section who

experience anxiety or stigma related to mathematics. The age profile of these

student-respondents ranged from 14 to 16 years old. The study employed

purposive sampling due to the limited number of respondents. These selected

groups were expected to offer in-depth and detailed insights into the

phenomenon under investigation. The respondents were named student

participant 1 up to 10. This sampling design position each study in relation to

data collection and analysis reliability. The chosen purposive sampling approach

aligns with the research methodology, goals, and rigor requirements

(Campbell,2020).

Research Instrument

The primary instrument in this study are the researchers with the help of

interview guide questionnaire. The interview guide questionnaire will be an

open-ended question, so that the respondent can explain their idea in answering

the interview, to have an important data that is needed for this study.
Data Gathering Procedures

The purpose of this study is to explore and develop interventions to address

Student’s stigma around mathematics. Securing the necessary permissions that

the researcher obtains approval from the school research team and the school

principal so this involves drafting a formal request outlining the purpose of study

that the data collection methods, and how will be the collected data to be used.

The researchers selects appropriate data collection techniques so in this case they

opt for validated questionnaire that have a designing a questionnaire that has

been validated to ensure its reliability and validity in measuring attitudes and

perceptions towards mathematics stigma among the students and after that the

interview style the conducting interviews with a select group of students or

stakeholders to gather more in-depth insights into their experiences, perceptions,

and attitudes towards in a mathematics the third is

The researchers used thematic coding to be analyze the data gathered from

both the questionnaire responses and interviews it involves identifying recurring

themes, patterns, and elements related to the mathematics stigma of students.

Prepared our questionnaire that should be clear, concise, and aligned with the

study focus on mathematics stigma. The researcher may ask open-ended

questions to encourage participants to share their experiences, perceptions, and

opinions related to mathematics stigma to administrate the questionnaire to a

sample of students and conducting interview with a subset of participants by

ensuring a confidentiality and anonymity to encourage honest responses. It

analyzes by reviewing the questionnaire responses and interview transcripts and

identifying recurring themes, patterns, and elements related to mathematics

stigma and the next by coding the data according to these themes to facilitate

analysis and interpretation. The researcher interprets the findings to gain insights

into the nature and be extent of mathematics stigma among the students and to

inform that the development of interventions.

Data Analysis

Investigating student’s stigma around math and creating treatments are the

goals of this data analysis framework. Gathering data, interacting with it

categorizing, organizing, conceiving, combining, placing, and completing

themes are all part of it in addition to aiding in the analysis and categorization of

data obtained through interviews also aids in understanding the larger context of

mathematics education and student experiences. The results of this process can

be utilized to develop focused interventions aimed at addressing mathematical

stigma and lessening its detrimental effects.

Ethical Consideration

The researcher adhered to ethical principles in line with the Republic Act 10173,

also known as the Data Privacy Act of 2012, throughout the study. The result of

the study is dependent on the research respondents.

Informed consent. Researchers should inform consent to research respondents

which involves providing them with all the necessary information about the.

Anonymity ensures that the identities of participants are not disclosed,

precluding any association between the individuals and the data collected.

Confidentiality pertains to the stringent management of participant information,

 assuring that access to sensitive data is restricted to authorized researchers and

used exclusively for the research objectives stipulated.

Participants in the study were assured that they would not be subjected to any

harm. Prior to their participation, full consent was obtained, ensuring that the

confidentiality of each research participant was rigorously protected. Anonymity was

guaranteed for all individuals and organizations involved. The research was conducted

with integrity, with all efforts directed towards presenting the goals and objectives

without deception or exaggeration. Complete transparency was maintained about

affiliations, funding sources, and any potential conflicts of interest. All communications

were handled with utmost honesty, and any possibility of misleading information or

biased representation of the primary data findings was meticulously avoided.

 Chapter 3
Presentation, Analysis, and Interpretation of Data

This chapter presents the analysis and interpretation of data on the mathematical stigma

of selected grade 10 students in Toribio Minor National High School.

In this research, the researcher used thematic analysis in interpreting the data of the

emerging themes. The researchers named the respondents student participant 1 up to 10 not to

disclosed their identities.

Student’s Description in Mathematics

Mathematics is the science that deals with the logic of shape, quantity and arrangement).

It simply means to learn or to study or gain knowledge. Based on the transcripts, two (2)

emerging themes came out: difficult and time consuming.

Theme 1: Difficult
Mathematics is one of the most fundamental fields students face along their educational

life. However, it is one of the most disliked subjects among students worldwide, many

students see mathematics as a difficult and boring subject they would prefer to avoid

(Apostol, 2023).

This theme is supported by the following narratives of the students:

“Lisod kaayu uy kay di parehas sauna ba nga sa elementary pa ta sayun
kaayu, karon nalibog na ko sa plus lang ug minus.” [“It’s so difficult
because it’s not like before when we were in elementary school. Now I’m
confused with just addition and subtraction.”] SP2
 “Lisod kaayu. Sa amoa lisod kaayu pero tudluon ra mi hinay hinay lang.”
[“It’s too difficult. In our class, it’s quite difficult, but they teach us
slowly.”] SP4
“Lisod, dili ko kasabot sa math kay kuan man oh inig discuss sa maestro
kay dili ko kasabot inig pangutana. Usahay di man gud kaayo tarong ang
explain ni sir.” [ “Difficult, I don’t understand math. During discussions
with the teacher, I can’t comprehend when they ask question. Sometimes the
explanation of sir is not very clear”] SP5
“Lisod lisod man gud sya, medyo lisud. Usahay di nako sya masabtan sap
ag solve ug usahay di man gud kaayo tarong ang explain ni sir.” [“It’s quite
difficult, somewhat hard. Sometimes I can’t understand it when solving, and
sometimes the explanation of sir is not very clear.”] SP6.

“Ang math is a very difficult na subject ug lisod kaayu ma understand

samot nag sa mga bag-o pang nagtuon ani tungod sa mga solving ug
equation.” [“Math is a very difficult subject, especially for those who are
just starting to learn because of solving equations.”] SP8

“… Lisod sya kay naay mga letters na di ko kabalo sa math ug mga

triangles ug circles.” [“It is difficult because there are letters involved that I
don’t understand, like in math problems with triangles and circles.”] SP10

Based on the narratives provided, it is evident that mathematics is a difficult

subject for some students. A study reveals that students describe mathematics as difficult

subject due to instructors and instructional materials (Waswa & Al-kassab, 2023).

Another study found out that students find mathematics difficult, especially when they do

not understand the teachers’ discussion which support the narrative of SP6 (Foncesca,

2015). In addition, a study found out that mathematics is perceived difficult than all other

subjects and one of the most recognizable reasons for felt difficulty is prominence of

problem solving as it requires lot of equations (Sarabi & Gafoor, 2015). These findings
 conclude that mathematics describe as difficult as it requires problem solving skills and

poor teaching instructions.

Theme 2: Time – consuming.

Time-consuming refers to tasks or activities that use or take up a great deal of time.

Students find math as time-consuming as it involves lot of steps to be able to solve

problems.

This theme is supported by the narrative of the student:

“Lisod kay dugay kayo sya ma solve.” [It’s difficult because it takes a long
time to solve.”] SP3
Based on the narrative, student finds mathematics as time-consuming due to

various factors such as it involves systematic steps and uses of critical thinking and

analyzing. This problem has shown positive correlation with the study "Teaching and

Learning Mathematics: An Investigation on Educational Practice” conducted in Brazil

founds out that Mathematics is perceived as time-consuming due to students' difficulties

in assimilating content, lack of context, and insufficient prior knowledge (Silva & Santos,

2020). Another study entitled “True Grit in Learning Math: The Math Anxiety-

Achievement Link Is Mediated by Math-Specific Grit” which conducted in Dali, China

founds out that math can be time-consuming due to the need for sustained effort in the

face of adversity, as shown by the mediating role of math-specific grit in the math

anxiety-achievement link (Yu et.al 2021). This means that math requires persistent effort

because in order to succeed in math, students need to persistently engage with the subject

matter and overcoming difficulties and maintaining effort are essential.

Struggles of Students when Solving Math Problem

 Struggles are an essential part of mathematics education. Students have difficulty getting

started with mathematics, performing processes, expressing misconceptions and mistakes, and

have "uncertainty in explaining or making sense of it. Struggling with math is a common issue.

There are many reasons why a student might struggle with math, ranging from math anxiety

through to a range of special education needs. Based on the transcripts, 5 emerging themes came

out: Lack of time to study, Difficulty in multiplication, Difficulty in Division, Difficulty in

Arithmetic Sequence, and Difficulty in Geometry.

Theme 1: Lack of time to study.

One of the struggles that students encounter when solving math problem is the lack of
time to study.
This theme is supported by the narrative of student:
“Kulang jud akong time sa pag study kay daghan kog trabaho. Daghang huna-
hunaon dayon mawala akong focus sa math.” ["I really do not have enough time
to study because i have a lot of work. I have so much of my mind then i lose my
focus on math.”] SP4

Based on the narrative, one of the struggles student encounters when solving math

problem is the lack of time to study due to heavy workload causing the student to lose

focus on solving math problem. This problem somehow shows correlation on the study

entitled “Effects of Student Workload and Academic Procrastination on Attitude to

Plagiarize: A Partial Least Squares Application” conducted in Walisongo State Islamic

University Semarang in Walisongo, Semarang, Indonesia and reveals that student

workload can lead to academic procrastination and impacting study time for subjects like
 math among high school students (Ismael et.al, 2014). Another study entitled “Students’

Time Management, Academic Procrastination, and Performance during Online Science

and Mathematics Classes” conducted in some science and mathematics secondary

schools in Central Luzon area of the Philippines and founds out that high school students

who procrastinate due to lack of time to study tends to be less fare better in mathematics

because of heavy workload (Santos et.al, 2022). These studies support the theme that

students struggle in solving due to lack of time.

Theme 2: Difficulty in Mathematical Concept.

Students struggled in learning mathematical concept. Based on the transcripts, some of

the mathematical concepts that students found difficult such as multiplication, division,

arithmetic sequence and geometry. This theme is supported by the narrative of the following

students:

“Sa multiply, kay daghan kaayog number I multiply. Ninggamay ang akong
grado.” [“In multiplication, because there are so many numbers I multiply,
my grade decreased.”] SP5
“Ang nalisuran nako kay ang pag solve sa coefficient ug divide. Ang pinakalisod jud
kay ang pag divide. Niubos jud akong grado kay di man pud kayo kabalo sa math.”
[“What I found difficult was solving for coefficients and division. The most difficult
part was division. My grade dropped because I’m not very good at math.”] SP8
“Sa arithmetic sequence, kanang sa pag arrange sa mga number sa sequence. Di kayo
sya nakaapekto sa akong grado, sakto lang.” [“In arithmetic sequences, like arranging
the numbers in sequence. It didn’t affect my grade too much, it was just okay.”] SP10
“Sa arithmetic sequence ug circles pero nalisod jud ko sa circles kanang mga radius.
Kanang nay ipasolve tas murag lisod sako.” [“Arithmetic sequences and circles, I
really struggled with circles, especially their radii. They would ask me to solve
problems, and it seemed difficult for me.”]
 Based on the narratives, students face difficulties in different mathematical concepts such

as multiplication, division, arithmetic sequence, and geometry. These challenges are not isolated

incidents but are reflective of broader educational concerns. Research indicates that difficulties in

learning mathematics can stem from a variety of sources, including learners innate cognitive

abilities, problem-solving processes, and external factors such as classroom environment and

instructional materials (Waswa & Al-kassab, 2023). Moreover, misconceptions and

misunderstandings in mathematical concepts can lead to a fear of mathematics, which further

hinders students’ learning and performance (Uegatani,et.al, 2023). The narratives from the

students at Toribio Minor National High School resonate with these findings. The struggle with

multiplication and division, as expressed by SP5 and SP8, could be linked to the cognitive load

associated with processing multiple numbers and operations simultaneously. Similarly, the issues

with arithmetic sequences and geometry, particularly circles and radii mentioned by SP10, align

with the difficulties in conceptual understanding that are common in mathematics education

(Uegatani,et.al, 2023). These insights underscore the need for interventions that are cognizant of

the cognitive and emotional aspects of learning mathematics, aiming to build a solid foundation

and confidence in students to overcome their mathematical stigma.

Student’s Strategies towards Mathematics

Strategies are methods or plans used to accomplish a goal. The students employ different

strategies in coping up towards their mathematics problem. Based on the transcript, 4 emerging

themes came out: By listening, asking for help, by solving and by understanding.

Theme 1: By listening
One of the strategies that students employ to cope up with mathematical stigma is by listening.
Listening is an act of receiving oral language. It is the ability to understand what others speak or
say (Dave, 2019). This theme is supported by the following narratives of the students.

“Maminaw lang jud sa teacher.” [“Just listen to the teacher”] SP 1

“Maminaw lang sa maestro. Mao lang ni ang effective pero gamay gihapon
ang akong grado.” [“Just listen to the teacher. This is the effective way, but
my grade is still low.”] SP 2
“Maminaw lang jud ug patudlo sa classmate. Effective ang duha kay ok ok na akong
math.” [“Just listen and ask for help to classmates. Both are effective because my math is
good.] SP 5
“Maminaw sa maestro tapos review gamay sa gipasulat. Ang effective kay ang pag
review sa gipasulat kay nakatabang ni sa akoa ug ning taas gamay ang akong grado sa
math.” [“Listen to teacher and slightly review the notes. The effective is when you review
the notes because it helps to me and my grades to slightly increases in math.”] SP 9

Based on the narratives provided, the strategy used by these students to cope up with

mathematics is by listening to the teacher. This strategy is common but effective for them as it

increases their math grade and performance. Similar studies have found shows correlation with

this strategy. A study entitled “Teaching strategies related to listening and hearing in two

secondary classrooms” found out that high school math students can benefit from transformative

listening strategies in class, leading to asking their own questions and engaging actively (Coles,

2022). This means that listening to teacher in math discussion is one of the working strategy of

students and it also effective for them. Another study entitled “I am part of the group, the others

listen to me”: theorizing productive listening in mathematical group work” which conducted in

upper secondary mathematics classroom in Sweden found out that high school math students

utilize "productive listening" strategies, focusing on willingness to listen, requesting listening,

and respecting contributions, enhancing problem-solving in group work (Sjöblom and Meany,

2021).
Theme 2: Asking for help
Students also ask for help with their companions/classmates who can understand math when they

struggle. This is also one of the strategies that they used to handle mathematical problems.

Asking for help means you need help with something specific for a time. This theme is supported

by the narrative of the following students:

“Magpatudlo ko sa akong mga classmate na kabalo sa math. Ning taas na

gamay.” [I will ask for help to my classmates who knows math. This time my
grade slightly increases.] SP 3
“Mag study hinay hinay while nay trabaho ug patudlo sa classmate. Effective sila
kay ningtaas gamay akong grado.” [“Study slowly while working and ask for
help to classmates. They are effective because my grade went up a little.] SP 4
“Maminaw lang jud ug patudlo sa classmate. Effective ang duha kay ok ok na
akong math.” [“Just listen and ask for help to classmates. Both are effective
because my math is good.] SP 5
“Nag ask lang ko sa akong kauban o katapad ug maiminaw pero usahay di man
gud kaayo tarong ang explain ni sir..” []SP 6

Based on the narratives provided, the strategy used by these students to manage their

mathematical problem is to ask for help to their companion who finds math easy. This strategy is

also effective for them as it increases their math grade and performance. Similar studies have

been found a correlation on this strategy. A study entitled “Interactions with Peers on the Path to

Math Success” conducted in and found out that high school students who seek help for their peer

and classmates who knows math has slightly improved their math performance (Lobczowski

et.al, 2021). Another study entitled “Student help-seeking behaviors and teacher instructional

practices: examining their relationship with US student mathematics achievement” conducted in

USA reveals that Student help-seeking behaviors, including asking classmates for help in high

school math, positively impact student’s mathematic achievement (Osborne, 2020).

Theme 3: Practice Solving

Students manage mathematical problem by practicing solving mathematics exercises and
problems. This is also one of the strategies they used. Solving means to find an answer to,
explanation for, or means of effectively dealing with a problem. This theme supported by the
narrative of the student:

… Mag solving jud kag ayo … [… Just keep on solving…] SP 7

“Mag buhat kog problem tas akong I try ug solve. Karon ningtaas gamay ang
akong grado. Effective sobra ang strategy, kay kug wa man gud ko nag study, di
ko ka answer.” [“I will create a problem and I try to solve it. Now my grade is
higher. The strategy is very effective, because if I did not study at all, I would not
answer,”] SP 10

Based on the narratives provided, the strategy used by these students to handle their

mathematical stigma is by practicing solving math exercises and problems. This strategy is also

effective because it will help the student to answer math problem in class discussion. Similar

studies have shown positive correlation with the strategy above. A study entitled “Learning

Mathematics Problem Solving through Test Practice: a Randomized Field Experiment on a

Global Scale” found out that high school students improved math problem-solving skills through

test practice, with more math problems showing a small positive effect on subsequent

performance (Avvisati,& Borgonovi, 2020). Another study entitled “PROBLEM-SOLVING: A

PRACTICE PERFORMED BY MATH TEACHERS WITH HIGH SCHOOL STUDENTS”

reveals that High school students improve math skills through problem-solving practice guided

by teachers, fostering innovative strategies and logical thinking (Klieman & Dulius,2020).
Implications of the Study

The study’s findings underscore the refined perceptions of mathematics among learners, shaped

significantly by the quality of instruction and individual coping mechanisms. The challenges of

transitioning between educational levels and understanding complex mathematical concepts are

substantial, yet they are effectively counterbalanced by educators who demonstrate both skillful

teaching and a positive behavior. Although mathematics is often viewed as a time-intensive

subject due to its systematic nature and the depth of thought it requires, this perception is

mitigated when students actively engage in listening, seek assistance, and diligently practice.

These strategies not only strengthen academic performance but also play a pivotal role in

eliminating the stigma associated with mathematics. This suggests that a nurturing educational

environment, coupled with students’ proactive efforts, is instrumental in cultivating a

constructive relationship with mathematics. Recognizing the subject’s inherent challenges, it

becomes essential to provide specialized support tailored to students’ needs, particularly during

critical educational transitions. By fostering efficient problem-solving skills and encouraging

active participation, educators can significantly enhance students’ mathematical journeys.

Consequently, this study advocates for a comprehensive approach that encompasses both

academic and emotional support to empower learners in overcoming mathematical stigma and

achieving success.
 Chapter 4
Summary of Findings, Conclusions, and Recommendations

This chapter presents the summary of findings, conclusions, and

recommendations offered.

Summary of Findings

From a thorough analysis of the data collected and results obtained, the following

significant findings are summarized.

1. Student’s Description in Mathematics

Based on the narratives, 2 emerging themes arise. Students describe mathematics as difficult due

to many problems such as transition challenges from elementary to secondary and involves lot of

equations and shapes. Some finds it as time-consuming, as due to various factors such as it

involves systematic steps and uses of critical thinking and analyzing.

2. Struggles of students when solving math problem

Based on the narratives, 2 emerging themes arises. First, students struggled in solving math

problem due to lack of time to study math, which negatively affect their mathematical

performance which would cause them in having mathematical stigma. Second, students

encountered difficulty in learning mathematical concept such as multiplication, division,

arithmetic sequence, and geometry, which hindered their ability to solve math problem and

possibly develop their mathematical stigma.

3. Student’s strategies in coping up towards mathematics

Based on the transcript, 3 emerging themes came out: By listening, asking for help and through

practice solving. One of the working strategies used by the students to cope up with mathematics

is by listening to the teacher. This strategy is common but effective for them as it increases their

math grade and performance. In addition, another strategy also used by some students to manage

their mathematical problem is to ask for help to their companion who finds math easy. This

strategy is also effective for them as it increases their math grade and performance. Lastly, one of

the strategies used by some students to handle their mathematical stigma is by practicing solving

math exercises and problems. This strategy is also effective because it will help the student to

answer math problem in class discussion.

Conclusions

Based on the findings of the study, the following conclusions are drawn.
 The study reveals that students’ attitudes towards mathematics are shaped by their

experiences and the teaching they receive. The transition from elementary to secondary

education presents significant challenges, with complex equations and concepts often perceived

as difficult. Time constraints further exacerbate these difficulties, leading to a negative impact on

performance and the development of a mathematical stigma. However, effective teaching

methods and a positive approach from educators can make mathematics more accessible.

Students employ strategies such as attentive listening, seeking help, and consistent practice to

improve their understanding and performance in mathematics. These findings point to the need

for interventions that support students through educational transitions, enhance teaching quality,

and encourage effective learning strategies to address and reduce mathematical stigma. This

study provides a foundation for developing such interventions, aiming to transform students’

relationship with mathematics into a positive and successful experience.

Recommendations

Based on the results and conclusions of the study, the following recommendations are

offered.

 Mathematics Teacher Coordinator may suggest to our School Principal to create and held

an activity such as Math Camp that is filled with more exciting fun math related activities

so that students may enjoy while learning to battle out their mathematical stigma.

 The teachers may use Deliberate Practice Strategies to enhance student’s performance on

mathematics. Deliberate Practice Strategies is a highly structured activity, the explicit

goal of which is to improve performance specially, in mathematics.

  The teacher may provide One on One tutoring or assign Peer Tutoring to some available

students who are good in math to teach their classmates who struggled in learning

mathematics.

References

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students’ disadvantage in mathematics: A mixed method analysis to identify
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Informed Consent Form

 Republic of the Philippines
Department of Education
Region IX, Zamboanga Peninsula
Division of Zamboanga del Sur
Margosatubig District
TORIBIO MINOR NATIONAL HIGH SCHOOL

INFORMED CONSENT FORM

Dear Participants,
The undersigned students are asking for your permission to participate in a survey that will be
administered herein. Selected students in the area are being invited to participate. The purpose of the
study is to determine the Toribio Minor National High School Student’s Mathematical Stigma: Basis of
Intervention
Results obtain herein can be beneficial for the students in order for them to assess and help
improve their mathematical performance. The interview is entirely anonymous. Your participation in the
survey is completely voluntary. There will be no cost or risk to you as a respondent.
During the course of the study, this will be conducted by Lloyd Gabriel P. Poligrates, April Joy
C. Bantilan, Julie Ann L. Golbin, and Jhonrey T. Golbin who are student-researchers who are currently
enrolled in Science, Technology, Engineering, and Mathematics (STEM) 11 at Toribio Minor National
High School, Gabay, Poblacion, Margosatubig, Zamboanga del Sur.

Please check the box below if you want/do not want to participate in the study

I DO NOT want to participate in the study.

I want to participate in the study. (If check, please proceed and read the statement below).

I have read this consent form and I understand what is being requested of me as a participant in
this study. I freely consent to participate.

1. Confidentiality: I understand that the information I provided in this study may be utilized for
research purposes. I also understand that the personal information I gave may be coded of which
in unavoidable circumstance may eventually reveal my personal identity.
2. Voluntary participation: I have read this consent form and I understand what is being
requested of me as a participant in this study. I freely consent to participate. I understand the
nature and purpose of the study. My participation in this study is entirely voluntary. Should I
choose to withdraw at any time, there will be no penalty/consequences of any kind that will be
charged against me.
3. Termination of participation: My participation in this study may also be terminated if I do
not conform to the etiquette of this study and if in any part my involvement may lead to
unjustified risks.
4. Consent to participation: I have read this consent form and I understand what is being
requested of me as a participant in this study. I freely consent to participate.

________________________ _____________________
Respondent’s Signature Date

Appendix C. Interview Guide Questions

 Prefatory Statement
We would like to express our sincere gratitude for your participation I this

study. We would like to inform you that the primary purpose of this research is to

gather valuable information about mathematical stigma encountered by students

in Toribio Minor National High School during the school year 2023 – 2024. You

have nothing to worry about because there is no wrong answer here. You may

withdraw your participation in this research if you have any doubts about it or

should you feel your privacy is invaded.

This interview may take 30 – 45 minutes. You can be assured that all

information you will share will remain confidential.

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 psychological 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 are the struggles you experience in solving math problems?

3. What strategies do students employ to cope up in solving mathematics?

Engaging Questions
1. As a student, how do you define mathematics?
 2. What are the struggles you experience in solving math problems?
3. Did you have some strategies to solve math?

A. Exploratory Questions

SUB DESCRI PROB

QUES PTIVE ING
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ONS TIONS
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How do
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 challenges
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performance
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mathematics?

3. What Can you How

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es do some of apply
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s strategies strategi
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matics? these
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