CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

Personal growth is crucial for success in any sphere of life (Montoya et al., 2008).

In this regard, every person must achieve a process of personal change that involves

identifying and resolving conflicts and experiencing optimal flow experiences (Riva,

2015). Students, particularly college students, strive for personal growth to shed a

brighter future for their chosen careers. College students are often regarded as the

backbone of the nation's development, and their well-being, including their mental health,

is a matter of great concern to themselves and their parents and educators (Yang & Ding,

2022).

College students face several challenges and responsibilities as they transition

from high school to college life (LaBelle, 2020). These challenges brought upon by

college life include majoring in a particular subject related to their chosen course, just

like majoring in mathematics. Many math major students need help with the demands of

their chosen course. Transitioning from lower-level math classes to advanced

mathematics can be challenging, as students must adjust to independent study and

learning from lectures (Alcock, 2012).

Mathematics is commonly regarded as a challenging topic to grasp due to its

abstract concepts and the need to master basic skills before progressing to higher levels of
 2

understanding (Heaney, 1998). Because of this, adapting to the new learning methods has

been a source of academic challenge and stress for math major students.

Academic challenge refers to difficulties or obstacles during students' academic

work (Hadwin et al., 2019). These challenges can influence math major students '

personal growth. Students who face challenges in their educational journey may

experience stress, impacting their personal development and overall satisfaction with life.

Adjusting to a new academic environment and dealing with coursework demands can

create pressures that affect students' growth, career aspirations, and goal orientations

(Wendell & Jesusa, 2022). Further, College students experience elevated rates of anxiety

and depression compared to the global general population (García et al., 2020). One of

the causes of this phenomenon is academic stress (Bhujade, 2017). Academic stress

among college students can be attributed to various factors (Tom, 2022). In this regard,

college students must aim for harmonious equilibrium, meeting the essential educational

demands while excelling in their academic and social endeavors. Academic stress

inevitably becomes a routine part of a student's daily life as they strive to fulfill these

objectives. However, how they manage and respond to this stress can lead to varied

outcomes regarding their well-being and personal characteristics.

Challenges can cause significant harm to students, but they can manage it through

coping strategies. Coping strategies are behavioral and thought responses to stress,

aiming to reduce or manage conflicts to improve individual lives. It involves feeling the

problem first and finding an alternative to deal with it. Coping strategies are seen as self-

regulatory skills, empowering individuals to regulate their behavior. Mathematics

 3

undergraduate students, being the future leaders of the nation, need to confront

contemporary challenges and cultivate coping mechanisms to effectively handle stress

and enhance their well-being (Hasanah et al., 2022).

Hence, this research aimed to examine and understand the challenges math major

students face. This involves identifying the key issues, obstacles, and stressors students

encounter in their educational journey. To identify and document the various coping

strategies mathematics major students use in response to challenges. This entailed

acknowledging the different methods, behaviors, and mechanisms that mathematics

major students employ to deal with the pressures and difficulties they encounter in their

academic pursuits. Analyzing and determining educational programs that may be crafted

from this study will provide insights to inform educational practices and support systems

to help mathematics majors succeed and navigate their academic challenges more

effectively.

Statement of the Problem

This study explored mathematics major students' challenges and coping strategies,

shedding light on their path to personal growth and success.

Within the context of mathematics majors, this research aims to address the

following specific questions:

1. How may the frequency of occurrence of challenges encountered by students with

specialization in Mathematics be described in terms of:

 4

1.1 academic-related;

1.2 psychosocial; and

1.3 health-related?

2. How frequently do students with specialization in Mathematics apply coping strategies

to address the challenges?

3. Is there a significant relationship between the frequency of occurrence of challenges

and the frequency of application of coping strategies of students with specialization in

Mathematics?

4. What intervention program may be crafted from the findings of the study?

Significance of the Study

The study aimed to provide substantial information on personal growth in the

context of challenges that math major students encounter and the coping strategies that

they effectively employ.

Institutions and Administrators. This study provided suggestive information

that can be use by the institutions to improve support for mathematics major students by

developing academic resources, counseling services, and mentorship programs,

addressing stressors and mental health concerns.

Students. This study provided coping strategies and insights into challenges. The

study enhances resilience and fosters personal development in mathematics majors. It

 5

contributes to mental health, creates a positive environment, and prepares graduates for

careers requiring problem-solving, critical thinking, and flexibility.

Educators. The study provided valuable insights for educators to improve

support systems for mathematics major students, including refining teaching

methodologies, designing intervention programs, and offering mentorship. It also helps

educators understand challenges and coping strategies, promoting student engagement

and motivation.

Future Researchers. This offered insights for future researchers to explore

challenges and coping strategies among mathematics major students. It suggests that

these factors can have a significant impact on personal growth and academic success. The

methodology can guide the development of research tools for other disciplines. The study

encourages further validation and expansion to better understand the dynamics between

these factors.

Scope and Delimitations

This study aimed to explore the different coping strategies and challenges faced

by the Bachelor of Secondary Education students major in Mathematics, including first-

year students, sophomores, juniors, and seniors at Bulacan State University-Main

Campus in Malolos City, Bulacan. The duration of the study was within the first and

second semesters of the university academic year 2023-2024. Further, the data-gathering

procedure was conducted in the second semester. This study was limited to mathematics

majors enrolled in the College of Education at Bulacan State University-Main Campus.

 6

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature

Challenges

In the book by Lara Alcock published in the year 2013 and is entitled “How to

Study for a Mathematics Degree” the author addresses various challenges that

mathematics major students might encounter during their university studies. One notable

challenge is the intellectual transition experienced by students upon entering university.

This shift often leads to a temporary crisis of confidence, reflecting the substantial change

in the academic environment from school to university. It was emphasized that this crisis

is a common aspect of the adjustment process. Another significant challenge highlighted

by the author is the increased difficulty and faster pace of undergraduate mathematics

compared to school-level studies. The author reassures students that finding this

transition challenging is entirely normal and does not imply a lack of aptitude. Rather, it

is seen as an inherent part of the learning process at the university level. Furthermore, the

author addresses practical challenges such as falling behind in studies due to various

reasons, including slacking, illnesses, or traumatic events. Alcock provides practical

advice for regaining confidence and getting back on track by systematically listing and

addressing necessary tasks.

The study conducted by Tempski et al. (2021) emphasized the present feeling of

overwhelm among students due to academic workload, which aligns with Weaver's

(2018) observation that excessive workload negatively impacts sleep quality. This
 7

suggests a potential cycle wherein academic demands not only intrude upon students'

waking hours but also disrupt their rest, intensifying the challenges they face.

The National Center for Education Statistics (2021) highlights the diversity of

college students' academic backgrounds, indicating variations in their reading abilities.

This variability in reading proficiency could compound the stress induced by heavy

workloads, as students may struggle to comprehend complex texts efficiently. Building

upon this, McNamara et al. (2020) demonstrate the interplay between students' existing

knowledge and the difficulty of the materials they engage with. In contexts where

students are already fighting with overwhelming workloads, the interaction between their

prior knowledge and the complexity of course materials could significantly impact their

ability to comprehend and retain information, further heightening their sense of academic

pressure.

The study conducted by Richardson & Watt (2013) highlights the significant

anxiety experienced by first-year students, which may stem from uncertainties regarding

their academic and professional futures. This anxiety can be rooted by concerns raised by

Crispell & Turner (2017) about the job market, as recent graduates may also hold worries

about securing employment post-graduation.

According to the study of Cooper et al. (2017) emphasize that social isolation can

be particularly challenging for freshmen, increasing feelings of rejection and loneliness as

they navigate a new environment. In addition to that, Moosa & Langford (2021) further

emphasize this sense of exclusion, noting that freshmen may feel left out as they struggle
 8

with the demands of college life and strive to find their place within the social fabric of

their peers and classmates.

Wegerich et al.'s (2019) study highlights the critical role sleep plays in immune

system maintenance, emphasizing how prolonged sleep deprivation impairs the body's

defenses against inflammation and infections. The Newport Institute (2023) expands on

this topic by addressing the negative effects sleep deprivation has on mental health,

especially for college students, and how it might raise stress levels. The relationship

between reduced immunity and increased stress provides information about the

relationship between immunity and mental health, highlighting the importance of getting

enough sleep for general health.

The State Hornet story emphasizes how difficult it is for college students to eat

regularly because of the responsibilities of their personal, professional, and scholastic

life. This challenge is reflected in the research conducted by Nishimoto et al. (2019),

which outlines a number of obstacles to college students eating healthfully, such as time

restraints and restricted availability to wholesome food options. Both sources highlight

the difficulties students have maintaining a balanced diet, emphasizing the necessity for

solutions that deal with the real-world limitations and societal factors influencing their

dietary decisions.

Coping Strategies

According to the book by Jenny Moon (2019), entitled “Achieving Success

Through Academic Assertiveness”, the strategies and techniques for students to excel

academically are through assertive behavior. Challenges such as procrastination, stress,

 9

and academic problems are common for students. The book offers strategies for

overcoming these challenges and staying strong in the face of difficulty. In addition, it

delves into making decisions assertively, whether choosing a course of study, selecting

extracurricular activities, or seeking support that can contribute to academic and personal

growth. Lastly, it provides tips and tools for organizing study schedules, prioritizing

tasks, and utilizing available resources effectively since time management and resource

allocation are crucial for academic success. Lastly, since effective management and

resource allocation are essential for academic success, it provides tips and materials for

setting up study plans, prioritizing tasks, and making effective use of resources.

The assertiveness within academic contexts, provides strategies and techniques

for students, including mathematics majors, to assert themselves effectively in their

academic pursuits. This includes seeking help when needed and maintaining their

boundaries to manage academic stressors. In addition, it discusses assertiveness as a

coping strategy for dealing with academic challenges. It can help students navigate

difficulties and make decisions, which aligns with our study’s focus on coping strategies

among mathematics major students. Furthermore, it discusses how assertiveness skills

contribute to personal growth and academic success. Exploring how to build confidence,

self-esteem, and resilience, which are the quality of our study identifies as important for

mathematics major students in overcoming challenges.

The book “Handbook of Coping” by Zeidner and Endler (1996) is a

comprehensive resource on the topic of coping strategies and mechanisms. It explores

different perspectives on stress, coping, and adaptation, drawing from various

psychological theories and research. In addition to that, it defines various coping

 10

strategies and mechanisms that individuals employ to manage stress, adversity, and

challenging situations. The book provides a great overview of various coping strategies

individuals use to manage stress and adversity, offering insights into the types of coping

mechanisms that are relevant to our study. In addition, understanding how coping

strategies are assessed and measured can help ensure the validity and reliability of our

research findings. The influence of various factors on students' coping responses, such as

personality traits, social support, and environmental stressors these factors are explored in

depth.

Related Studies

Personal Growth

According to the study by Giuseppe Riva (2014) on the "Phenomenology of

Positive Change: Personal Growth," challenges are defined within the context of lasting

personal change and the process of overcoming obstacles to achieve positive

transformation. The study explores the complex nature of personal change, emphasizing

its dependency on individual factors, specific issues, and situational contexts. By

integrating the Perceptual Control Theory and the TransTheoretical Model of Behavior

Change, the study proposes a process of personal change that encompasses the expression

of a desire for change and the recovery from inevitable relapses.

The study suggests that psychological change can occur without formal treatment,

proposing that our cognitive system is naturally inclined to identify and address

experiential conflicts that serve as primary motives for change. The cognitive process of
 11

"presence" is highlighted as a mechanism through which individuals control their

activity, drawing attention to the role of breakdowns in personal change by pushing

individuals to resolve conflicts between different goals.

Moreover, the study presents the concept of "optimal experiences" or "flow

experiences," which encourage individuals to reevaluate long-term personal goals and

explore new possibilities. These optimal experiences expand the range of thoughts and

actions, promoting generativity and flexibility in behavior. The evolution of flow

involves a person's ability to tap into these optimal experiences, utilizing them to access

fresh and unexpected psychological resources and avenues of engagement.

Challenges

According to the study by Bo Yang and Zhizhong Ding (2022) on the "Algorithm

for Evaluating the Intervention Effect of Physical Exercise on Stress Groups," challenges

are defined in the context of mental health concerns, particularly for students, who face

stress due to educational burdens and competition. College students, in particular, are

highlighted as a group of serious concern due to their crucial role in social and economic

development. The study emphasizes the lack of attention given to adverse effects on

mental health and effective mitigation strategies, despite the increasing competition for

professional learning and the resulting impact on students' well-being.

According to the study conducted by Aina and Wijayati (2019) on "Coping the

Academic Stress: The Way the Students Dealing with Stress," academic stress is a crucial

topic in the educational setting, and understanding the sources of stress and how students

cope with it is essential. The results of the study reveal that the main source of academic
 12

stress, acknowledged by 60% of students, is worries about examinations. In addition,

Kwaah and Essilfie (2017) also made a point that academic workload and high frequency

of examination are the challenges that students encounter.

The study that was conducted by Tom and George (2022) on the "Effect of

Perceived Academic Stress on College Students" states that challenges are defined as

significant issues affecting a large number of students globally. Academic stress is

identified as a serious problem caused by factors such as examination fear, fear of failure,

a discriminatory nature of teachers, and poor relationships between classmates. It is

described as a mental experience where students feel burdened by the demands of time

and effort required to achieve specific academic goals. The study highlighted that

academic stress arises from various factors, including academic, psychological, and

emotional elements.

Coping Strategies

The research conducted by Hasanah et al. (2022) revealed that there is a negative

correlation between academic stress and mental health, whereas coping strategies are

positively associated with mental health. This indicates that effective coping mechanisms

play a vital role in alleviating the adverse effects of academic stress on students' mental

well-being. In addition, according to the study of Aina and Wijayati (2019), 52.6% turned

to spiritual practices such as prayer or meditation to find comfort during stressful periods,

and an equal percentage of students reported coping by accepting the reality of their

situation and striving to live with it. Similarly, according to Kwaah and Essilfie (2017),

students utilize coping strategies such as prayer/meditation and participating in self-

distracting activities such as watching television and listening to music.

 13

Synthesis

This research delves into the life of mathematics majors, where equations and

challenges dominate daily life. Alcock's (2013) exploration highlights the challenging

transition from high school to college-level math, a journey that can leave even the most

self-assured students questioning their capabilities. Yang and Ding's (2022) emphasis on

the impact of school-related stress lays the groundwork for understanding the difficulties

confronted by mathematics majors.

It is essential to understand how mathematics majors perceive and navigate

academic challenges, along with the coping mechanisms they employ to achieve personal

growth. Riva's (2014) proposition that confronting challenges directly can result in

positive change and heightened resilience resonates with Aina & Wijayati's (2019)

findings, where students reported managing stress through acceptance and sustained

effort.

The central theme that challenges are not just obstacles but opportunities for

growth permeates this research. Moon's (2019) stress on self-advocacy aligns with

Hasanah et al.'s (2022) discovery that assertiveness can reduce school-related stress,

highlighting the potential of assertiveness as a valuable tool for mathematics majors

navigating their academic journeys.

To gain a deeper understanding of coping strategies, Zeidner & Endler's (1996)

comprehensive overview and the specific behaviors identified by Kwaah & Essilfie

(2017) serve as a guide. By incorporating these insights, the researchers aim to provide a

nuanced exploration of how mathematics majors not only face challenges but also adapt,

evolve, and persevere.

 14

This study goes beyond a simple depiction of challenges and coping strategies,

striving to unravel the thought processes and actions of mathematics students when

confronted with obstacles. Informed by the diverse information of related literature and

studies, the research aims to shed light not only on the inherent difficulties of being a

mathematics major but also on the remarkable ways in which these individuals grow and

strengthen themselves in the face of adversity.

Theoretical Framework

Transactional Model of Stress and Coping

Lazarus and Folkman's Transactional Model of Stress and Coping highlights the

ongoing interaction between individuals and their environment. Stress, according to this

model, results from cognitive appraisal, where individuals assess the significance of an

event for their well-being and determine if their coping resources match the demands

they face. This approach reframes stress as a dynamic process influenced by personal

appraisals rather than a uniform response to specific stimuli.

The model distinguishes between primary and secondary appraisal within

cognitive appraisal. Primary appraisal focuses on the personal relevance of an event and

its alignment with individual goals, while secondary appraisal involves evaluating coping

options. This dual-process system provides a nuanced understanding of how individuals

navigate stressors, considering both the perceived threat and the resources available for

managing demands. Stress is classified into harm, threat, and challenge, each associated

with distinct emotional responses. The model highlights the complexity and individual
 15

flexibility in stress experiences by emphasizing the interplay of thinking abilities and

coping strategies.

The model explains that coping is a key aspect of the model, encompassing

cognitive and behavioral efforts to master, tolerate, or reduce external and internal

demands. The coping process was organized into sequential episodes, reflecting the

multifaceted nature of individuals' responses to stressors. The model outlines two broad

categories of coping strategies: problem-focused and emotion-focused. This provides

individuals with diverse approaches to manage stress.

General Adaptation Syndrome (GAS)

Hans Selye's (1963) General Adaptation Syndrome (GAS) outlines the body's

phased response to stress. The initial alarm stage triggers the "fight or flight" reaction,

with stress hormones preparing the body for challenges. Next is the resistance stage,

where the body adapts to ongoing stress, but at the expense of depleting energy resources.

Without relief, the exhaustion stage follows, leading to physical and mental fatigue,

increased susceptibility to illness, and potential long-term damage. The General

Adaptation Syndrome highlights how the body copes with stress and emphasizes the need

for stress management to prevent prolonged depletion and health issues.

Mental health is a significant concern especially among students facing

heightened stress from academic pressures, competition, and external factors. College

students, vital for societal and economic development, are increasingly recognized for

their mental well-being challenges. The growing student population intensifies

competition for education, negatively impacting mental health. Despite these challenges,
 16

there's insufficient attention to understanding and addressing the negative effects on

mental health. The severity of the issue is evident, as student stress can lead to

depression, various illnesses, and even fatalities (Yang & Ding, 2022). Hence, it's crucial

for students to have effective coping strategies to mitigate the adverse consequences of

stress.

Sanford’s Theory of Challenge and Support

Stanford's Challenge and Support Theory (1962) suggests that people develop

best when they have a good balance between tasks that push their abilities without

causing too much stress and the support needed to navigate these challenges. Challenge

here means tasks that stretch cognitive and skill capacities without overwhelming stress,

while support involves providing essential resources and guidance.

The theory emphasizes the importance of maintaining a delicate balance; too

much challenge without enough support can lead to frustration, and too much support

without sufficient challenge can result in boredom. This theory is useful in educational

settings, guiding the creation of tasks that promote cognitive and personal growth while

ensuring the necessary support for academic and overall development success.

Challenges are viewed through the lens of lasting personal change and

overcoming obstacles (Riva, 2014). The Challenge and Support Theory suggests that

individuals, in this case, mathematics major students, thrive when faced with tasks that

stretch their cognitive and skill capacities without inducing overwhelming stress. This

resonates with the idea presented by Riva, where challenges are essential for achieving

positive transformation and personal growth.

 17

Conceptual Framework

The researchers will use the IPO (Input, Process, and Output) Model for this

study. For the input, the researchers will need the challenges encountered by Mathematics

major students and the coping strategies they employed to address these challenges. The

researchers will administer a survey questionnaire to gather the necessary data for the

study. The data gathered were used to address the challenges of mathematics major

students by the use of weighted mean, standard deviation, and thematic analysis to

conceptualize a proposed program framework. Based on the results, a program

framework can be created that responds to the challenges that mathematics majors are

exposed to and helps them achieve personal growth.

Figure 1

Conceptual Paradigm of the Study

 18

Hypotheses of the Study

Null Hypothesis: There is no significant relationship between the frequency of

occurrence of challenges and the frequency of application of coping strategies of

Mathematics major students.

Alternative Hypothesis: There is a significant relationship between the frequency

of occurrence of challenges and the frequency of application of coping strategies of

Mathematics major students.

Definition of Terms

The following are the terms used by the researchers in the study to provide a

portion of understanding for the readers about the research.

Personal Growth. It is the process of understanding and pushing yourself to

reach your greatest potential. It has several areas including mental, physical, and

emotional health. In these regards personal growth is essential for mathematics majors to

achieve to become successful in their field of specialization.

Mathematics Major Students. The students who are currently taking Bachelor

of Secondary Education major in Mathematics in Bulacan State University, Malolos,

Bulacan.

Challenges. It is anything that necessitates substantial intellectual or physical

exertion to achieve with accuracy and, as a result, evaluates an individual's proficiency.

Coping Strategies. It is a method employed to address challenging or undesirable

circumstances. It may also entail adjusting one's mindset to better handle the situation.
 19

Coping strategies usually involve actively and consciously tackling problems, unlike

defense mechanisms.

Psychosocial Challenges. The events, difficulties, and issues related to mental

and emotional well-being of an individual that may hinder various aspects of their lives.

These include financial matters, family status, and isolation, which could affect

someone’s behavior.

Academic Challenges. It pertains to the obstacles encountered by certain students

during their educational journey. This signifies that they encounter difficulties in

particular subjects or tasks more than other students. It seems that acquiring new

knowledge demands a heightened exertion from them.

Health-related Challenges. A difficulty or obstacle that affects a person's

physical, mental, or emotional well-being. This can encompass a wide range of issues,

from acute illnesses and chronic diseases to managing stress or maintaining a healthy

lifestyle. Health-related challenges can be temporary or long-term, and can significantly

impact a person's daily life.

 20

CHAPTER III

METHODOLOGY

This segment of the study presents the research design, sampling plan,

instrumentation, data-gathering procedures, and the data analysis plan that was used by

the researchers.

Research Design

This study used embedded mixed-method design to comprehensively identify the

challenges and effective coping strategies involved of math major students

simultaneously utilizing the quantitative and qualitative data collection. Mixed method

research highlighted the emergence and significance of a comprehensive approach

combining qualitative and quantitative research methodologies. It argues that integrating

diverse research methods offers a more holistic and nuanced understanding of complex

research questions or phenomena.

Using a mixed-methods approach, researchers can leverage the advantages of

both qualitative and quantitative data, ultimately augmenting the credibility and

dependability of the study's findings. This paradigm advocates for the simultaneous use

of qualitative and quantitative data collection and analysis techniques to enrich the depth

and breadth of research investigations, encouraging a more comprehensive exploration

and interpretation of research problems (Johnson & Onwuegbuzie, 2004). The researcher

chose this approach to examine and compare the relationship between the challenges and
 21

coping strategies gained from the respondents through survey questionnaires with an

open-ended question.

Research Locale

The research was conducted within the College of Education at Bulacan State

University's Main Campus, specifically targeting students enrolled in the Bachelor of

Secondary Education degree program majoring in Mathematics across all class levels.

The primary research environment was the classrooms of students majoring in Secondary

Education Mathematics located within the Roxas Hall building. Surveys are conducted

in-person, primarily during breaks or times when students are not in class. To ensure

ethical considerations and participant anonymity, researchers have clearly explained the

purpose of the study, guaranteed confidentiality, and obtained informed consent before

any data collection begun. The chosen location provides focused access to relevant

individuals and a controlled environment for collecting reliable data, contributing to a

successful and meaningful study.

Sample and Sampling Design

The researchers employed a Convenience Sampling Plan for conducting the

survey questionnaires and open-ended question. The target population for this study

consists of 167 Bachelor in Secondary Education majoring in Mathematics students

enrolled at Bulacan State University-Main Campus.

 22

Given the relatively small and manageable population size, a Convenience

Sampling Plan was adopted to gather data for the survey questionnaire. The sample size

was calculated using the Slovin’s Formula and would be 118 respondents with a 5%

margin of error. This means that the researchers choose respondents solely on the

availability of the respondents and collect data within the defined population, ensuring

that every individual in every year level was given a chance to participate. This approach

made the gathering data procedure with speed and efficiency for the researchers and

provided good accessibility to reach out with the busy schedule of the target population.

Instrument and Validation

For the purpose of this study, challenges and coping strategies will be identified

using a survey questionnaire.

For the first part of the questionnaire, the study “Examining Stress and Coping

Mechanisms Among Distance Education Students at the University of Cape Coast,

Ghana” by Christopher, Y., Kwaah, & Essilfie, G. (2017) was adapted and modified for

the questionnaire. It consists of 15 items that deals with challenges of math major

students, systematically categorized by academic-related, psychosocial, and health

related. For the second part, the study “Coping the Academic Stress: The Way the

Students Dealing with Stress” was also adapted and modified for the coping strategies

applied by mathematics major students which consist of 10 items. Using survey

questionnaire as an instrument of the study, the researchers was able to collect concise

and accurate information that was used to answer the research questions. Demographic
 23

information such as age, gender, and year level was also be obtained. Students are asked

to respond to the questionnaire items on a five-point Likert scale as always, often,

sometimes, rarely, and never for every question to save participants' time while acquiring

the necessary data.

For the last part of the questionnaire, the researchers employed open-ended

questions among target respondents summarizing the two necessary variables of the

study, which are the coping strategies and challenges of math major students. The

researchers made some adjustments to the items based on their conduct and subjected

them to additional validation.

Data Gathering Procedure

The researchers employed a combination of quantitative and qualitative data

collection methods to gather comprehensive information about the challenges faced by

BSED Math students at Bulacan State University and the coping strategies they employ.

The method was applied by utilizing the survey questionnaire.

The collection process was composed of four session, one session for each year

level of the participants. The researchers contacted one representative for each year level

to set a time and date when to collect data from the respondents. The respondents are not

forced to attend the assigned day of the data gathering, only the available students of the

target population are surveyed. The assigned date per year level was conducted in the

first week of March, 2024.

 24

Data Analysis

After data collection, the data was analysed and interpreted to meet the research

objectives and questions. While processing the data, the gathered survey questionnaires

exceeded the sample size, so the researchers utilized complete-case analysis. Applying

the complete-case analysis, the researchers read the responses and eliminated those

incomplete surveys to garner the target sample size (n=118) which then are left with

complete data to be processed (Field, 2013).

The researchers analysed the quantitative data gathered from the first and the

second part of the survey questionnaire using descriptive statistics like frequency

distributions, means, and standard deviations. This analysis aims to identify prevalent

challenges among students and detect any emerging patterns or trends.

Qualitative data from the last part of the survey questionnaire was analysed

utilizing thematic analysis, a method of distinguishing repeating topics and patterns

inside literary information. Each answer from the respondents will be considered as a

whole, and also coded the transcripts to specifically explore the obstacles BSED math

students encounter and the coping mechanisms they use. The coded information will then

be analysed to recognize patterns and relationships between the themes.

The coding of the themes was conducted by the five researchers of this paper,

each researcher had created their own thematic analysis of the academic challenges and

coping strategies of the respondents. After that, all the thematic analysis was compared

and compiled to provide a single analysis which then interpreted.

The relationship between the frequency of occurrence of challenges and the

frequency of application of coping strategies of students with specialization in

 25

mathematics was analysed using the Chi-Squared Test to see if there was a significant

relationship between the two variables. There are three test that was performed using

Excel Program to see if the frequency of those variables in the quantitative data had

significant relationship, namely the frequencies of: Academic-Related Challenges and

Coping Strategies, Psychosocial Challenges and Coping Strategies, and Health-Related

Challenges and Coping Strategies.

Results from both quantitative and qualitative data are integrated to provide a

comprehensive understanding of the challenges BSED math students face and the

strategies they use to tackle them. This insight was then used to craft practical program

proposal that address these challenges and equip students with effective coping

mechanisms. Each proposal has clearly defined goals, objectives, and activities, along

with an evaluation plan to measure its success.

Descriptive Statistics. Descriptive statistics serve as a foundational tool for

summarizing and creating a clear picture of the data’s key characteristics. As noted by

Scribbr (2023), they encompass "quantitative summaries that describe or summarize

features from a collection of information." These summaries sometimes emphasize

central tendency metrics like mean, median, and mode, as well as variability measures

such as range and standard deviation, along with distribution representations like

histograms and boxplots. They offer a brief summary of the key aspects of the data,

including its central points, spread, and shape.

Chi-square Test for Association. A non-parametric statistical test for

determining the association between two categorical variables is the Chi-Square test (χ²).

It assists in determining whether there is a significant difference between the observed

 26

distribution of frequencies for these categories and the null hypothesis, which is what

would be predicted by chance if there were no link between the variables (Field, 2013).

Complete-Case Analysis. Complete-case analysis is a technique used in certain

studies to address missing data. As a result, they only contain data from participants who

fully supplied all variables or who responded to every question. Although this method is

simple to apply, it may reduce the number of study participants, which could have an

impact on how broadly the results can be applied (Hair et al., 2019)

Frequency Distribution. Frequency distributions emerge as crucial tools for

comprehending the patterns within categorical or numerical data. As noted by

Investopedia (2023), they function as "representations, either in a graphical or tabular

format, that display the number of observations within a given interval." Essentially, they

paint a picture of how frequently each value or category appears within your dataset. This

visualization can be achieved through frequency tables, which list the distinct

values/categories and their corresponding counts, or through various graphical

representations like histograms or bar charts.

Mean. As Gupta (2012) characterizes mean, it acts as the support of central

tendency, speaking to the average value where all information focuses appear to balance.

This "typical" esteem offers a brief rundown, supporting comparisons, interpretations,

and shaping the foundation for further analysis.

Standard Deviation. The standard deviation, as Bhattacharjee (2014) explains,

measures how spread out they are from the center (mean). This "variability gauge"

reveals data clumping, potential outliers, and group differences. While powerful, it can be

swayed by extremes.
 27

Thematic Analysis. Braun and Clarke (2006) state that thematic analysis

involves sifting through textual data to uncover common themes that connect participants'

experiences and viewpoints. This adaptable method enables researchers to identify and

interpret such themes. In doing so, it helps researchers derive significance and facilitate

communication of intricate qualitative results. Ultimately, thematic analysis equips

researchers to gain useful understandings from the intricate texture of qualitative

information.

The scale below shows the actual ratings for the data collection that will be based

on the 15-items survey questionnaire for challenges encountered by Mathematics major

students. The researcher used a 5-point Likert Scale that was interpreted by “Rarely

Encountered”, “Occasionally Encountered”, “Sometimes Encountered”, “Frequently

Encountered”, and “Always Encountered”.

Rating Verbal Interpretation Verbal Description

1.00 – 1.80 Rarely Encountered The indicator shows that it has a very low

occurrence.

1.81 – 2.60 Occasionally Encountered The indicator shows that it has a low occurrence.

2.61 – 3.40 Sometimes Encountered The indicator shows that it has a moderate

occurrence.

3.41 – 4.20 Frequently Encountered The indicator shows that it has a high

occurrence.

4.21 – 5.00 Always Encountered The indicator shows that it has a very high

occurrence.
 28

The scale below shows the actual ratings for the data collection that will be based

on the 7-items survey questionnaire for coping strategies applied by mathematics major

students. The researcher used a 5-point Likert Scale that was interpreted by “Rarely

Applied”, “Occasionally Applied”, “Sometimes Applied”, “Frequently Applied”, and

“Always Applied”.

Rating Verbal Interpretation Verbal Description

1.00 – 1.80 Rarely Applied The indicator shows that it was rarely

used.

1.81 – 2.60 Occasionally Applied The indicator shows that it was

occasionally used.

2.61 – 3.40 Sometimes Applied The indicator shows that it was

sometimes used.

3.41 – 4.20 Frequently Applied The indicator shows that it was

frequently used.

4.21 – 5.00 Always Applied The indicator shows that it was always

used.
 29

CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter explores the results of the study, along with its interpretation and

analysis of the database that forms the basis of the problem statement. The data gathered

was used to identify the challenges and coping strategies of mathematics major students

to be used as a basis for an intervention program. In particular, the researchers explored

the following questions:

1. How may the frequency of occurrence of challenges encountered by students with

specialization in mathematics be described in terms of:

1.1 academic-related

Table 1

Academic-related Challenges of the Respondents

Statements Mean Standard Verbal

(Challenges that are Academic Related) Deviation Interpretation
I experience high academic workload as a 4.25 0.69 Always Encountered
mathematics major student.
I encounter difficulties in accessing learning 3.38 0.97 Sometimes
materials/resources. Encountered
I struggle to manage my time on schoolwork 3.55 1.06 Frequently
effectively. Encountered
I get low scores during my examinations. 3.13 0.83 Sometimes
Encountered
 30

Statements Mean Standard Verbal

(Challenges that are Academic Related) Deviation Interpretation
I encounter difficulties in reading and 2.83 0.85 Sometimes
understanding learning materials. Encountered
I struggle to maintain focus during class. 3.03 0.95 Sometimes
Encountered
I experience difficulties in keeping up with my 3.25 1.06 Sometimes
financial stability as a mathematics major Encountered
student.
Overall 3.35 1.02 Sometimes
Encountered

Table 1 shows the Academic Related challenges of the respondents. The table

shows that most of the respondents experience high academic workload as it was shown

with a mean score of 4.25 with a standard deviation of 0.69. Additionally, there are

respondents who sometimes find difficulties in accessing learning materials and

resources, however there are also respondents who find it difficult to access learning

materials and resources. Depicted by a mean score of 3.38 together with a standard

deviation of 0.97. Furthermore, having a standard deviation of 1.06 and a mean score of

3.55 shows that the respondents struggle or sometimes struggle to manage their time

effectively. Also, sometimes, the respondents get poor results during their examinations

as proven by a mean score of 3.13 and a standard deviation of 0.83. Moreover, A

standard deviation of 0.85 and a mean score of 2.83 shows that the respondents face

difficulties in understanding learning materials. Additionally, the respondents sometimes

experience the struggle of maintaining their focus during class as illustrated by a mean

score of 3.03 and a standard deviation of 0.95. Lastly, the respondents sometimes also
 31

encounter difficulties in keeping up with their financial stability as a mathematic major

student, this was illustrated by a mean score of 3.25 along with a standard deviation of

1.06. The data from the table shows that respondents often experience challenges

academically, such as heavy workloads, trouble accessing study materials and challenges

with managing their time effectively. They also come across problems like receiving poor

scores in exams, finding it hard to grasp course materials and staying attentive in classes.

Moreover, some respondents express their worries about their financial situation in

studying mathematics as their major. These academic-related challenges can impact the

respondents’ experiences during their studies.

The table also shows that experiencing high academic workload has the highest

frequency out of all the academic challenges since the constant pressure to perform well

academically can take a toll on mental and physical health. According to Tempski et al.,

(2021) students felt overwhelmed by the amount of work and worried that their studies

were taking over their lives. To further this case, as stated by Weaver (2018) when

students are overloaded with work, they tend to sleep worse. This lack of sleep can then

make it harder for them to focus, remember things, and do well in school. On the other

hand, the table shows that encountering difficulties in reading and understanding learning

materials has the lowest frequency out of all the challenges. In Higher Education, the

required level of reading comprehension in comparison to high school is significantly

higher. Textbooks are seemingly more technical and require deeper vocabulary from

students. As reported by the National Center for Education Statistics (2021), college

students come from diverse academic backgrounds, their reading abilities can differ.

While some students may be proficient readers, others might need extra help
 32

understanding complex academic texts. Moreover, based on the study of McNamara et al.

(2020) student's existing knowledge and the difficulty of the text they were reading

influenced each other. College students who knew less about the topic beforehand had a

harder time understanding challenging texts. This reveals a gap in how prepared students

are for college reading, where some may be at a disadvantage.

1.2 psychosocial

Table 2

Psychosocial Challenges of the Respondents

Statements Mean Standard Verbal

(Challenges that are Psychosocial Related) Deviation Interpretation
I feel anxious about my performance in exams. 3.75 1.06 Frequently
Encountered
I worry about my future. 3.99 1.14 Frequently
Encountered
I experience instances of being left out by my peers 2.82 1.15 Sometimes
or classmates. Encountered
I experience family-related issues. 3.08 1.24 Sometimes
Encountered
I lack time for relaxation 3.67 1.11 Frequently
Encountered
Overall 3.46 1.22 Frequently
Encountered

Table 2 shows the respondents' psychosocial challenges. The table demonstrates

that most respondents frequently experience being concerned about their future, with a
 33

mean score of 3.99 and a standard deviation of 1.14. Furthermore, the table above shows

a mean score of 3.75 and a standard deviation of 1.06 for respondents who are concerned

about their exam performance, as well as a mean score of 3.67 and a standard deviation

of 1.11 for respondents who do not have time to relax. Moreover, respondents who

sometimes experience family issues have an average mean score of 3.08 with a standard

deviation of 1.24, whereas respondents who have been left out by peers have an average

mean score of 2.82 with a standard deviation of 1.24. In summary, in terms of

psychosocial challenges, the findings indicate that feeling anxious about their

performance in the exam, worrying about their future, and lacking time for relaxation are

major challenges faced by the respondents. While the instances of being left out and

family issues are minor challenges faced by the respondents, these psychosocial-related

challenges can influence the students’ experiences during their studies.

Table 2 also shows that the highest frequency of psychosocial related challenges

is how they worry about their future. College students may experience heightened levels

of anxiety due to uncertainty surrounding their academic and career path, potentially

leading to negative impacts on their academic performance. As mentioned by Richardson

& Watt (2013) first-year students experienced significant anxiety due to the uncertainty

surrounding their academic and professional futures. In addition, as said by Crispell &

Turner (2017) Considering the uncertainty of the job market, recent graduates might feel

anxious about finding a good job. Additionally, instances of being left out by their peers

and classmates is the least frequent challenge. The reason why this challenge has the

lowest frequency is because freshmen are the ones who usually experience this certain

problem. As stated by Cooper et al. (2017) social isolation can be an issue for freshmen
 34

college students. Freshman year can be a challenge for everyone as they navigate a new

environment and build friendships. It's common to feel isolated when others appear to

have formed close bonds already.

In addition, as said by Moosa & Langford (2021) Freshmen sometimes feel

excluded because they're still learning the ropes of college. They might not be familiar

with all the important ideas, processes, or how things are organized at the school. This

can make them feel lost in conversations or when trying to join study groups.

1.3 health-related

Table 3

Health-related Challenges of the Respondents

Statements Mean Standard Verbal

(Challenges that are Health Related) Deviation Interpretation
I struggle to maintain a proper and healthy diet. 3.73 1.08 Frequently
Encountered
I experience sleep deprivation. 3.83 1.07 Frequently
Encountered
I encounter health problems such as headaches, 3.75 1.00 Frequently
changes in appetite, and nausea. Encountered
Overall 3.77 1.05 Frequently
Encountered

Table 3 shows the challenges of the respondents that are related to Health,

indicating a frequent experience in the said challenges. The table shows that most of the

participants struggle in maintaining a healthy and proper diet as was shown by a mean
 35

score of 3.73 together with a standard deviation of 1.08. Additionally, the data also shows

that the students frequently experience sleep deprivation as reflected by a mean score of

3.83 with a standard deviation of 1.07. Lastly, the respondents also encounter health

problems such as headaches, changes in appetite and nausea frequently as evidenced by a

mean score of 3.75 and a standard deviation of 1.00. In summary, the findings indicate

that diet, sleep deprivation, and health problems such as headaches and changes in

appetite are major challenges faced by the respondents These health-related challenges

can also contribute to the overall stress that students experience during their studies. Poor

eating habits, lack of sleep, and health problems can all negatively impact cognitive

function, concentration, and overall well-being.

Table 3 also shows that experiencing sleep deprivation has the highest frequency

among the three Health related challenges since college students may prioritize studying

oversleep, believing it leads to better results, but this approach can have adverse effects

on their health due to sleep deprivation. According to the findings of Wegerich et al.,

(2019) chronic sleep deprivation negatively impacts the immune system's capacity to

combat infections and inflammation, underscoring the significance of sleep in

maintaining overall health. In support of this, as stated by Newport Institute (2023) sleep

deprivation can lead to a vicious cycle that is harmful to students' mental health. Students

who don't get enough sleep have higher levels of stress. This higher level of stress has the

potential to worsen anxiety symptoms, such as heightened anxiety, difficulties with

concentration, and physical tension. The cycle might then be continued by these nervous

sensations making it more difficult to fall asleep. However, the table shows that the

lowest frequency is struggling to maintain a proper and healthy diet. Balancing academic
 36

responsibilities, involvement in extracurricular activities, and maintaining an active social

life may result in limited availability for meal planning and cooking, as reported in The

State Hornet (2015) college students face challenges in maintaining a regular schedule for

consuming three daily meals due to the demands of academic responsibilities, work

commitments, and personal obligations. Consequently, many students eat irregularly,

prioritizing mealtime only when feasible amidst their hectic schedules. In addition to that,

Nishimoto et al (2019) also stated that college students identified a few barriers to eating

properly, such as time constraints brought on by hectic schedules, a lack of reasonably

priced and nutritious food selections, and negative social norms surrounding eating habits

on campus.

The interpretation and analysis of challenges encountered by Mathematics major

students from Table 1, 2, and 3 was further supported using thematic analysis, discussing

the additional challenges that have encountered as Mathematics major students aside

from the questionnaire they have answered or the challenges that they have encountered

throughout their coursework.

Table 4

Main Themes Distribution of Challenges Encountered by Mathematics Major Students

Main Themes f %
Academic-related Challenges 88 74.58
Psychosocial Challenges 40 33.9
Health-related Challenges 6 5.08
 37

Table 4 shows the main themes distribution of challenges encountered by

mathematics major students. It is evident that 88 (74.58%) of the total respondents are

categorized under the main theme of academic-related challenges, 40 (33.9%) are

categorized under psychological challenges, and 6 (5.08%) are categorized under health-

related challenges.

It can be observed that the academic-related challenges were the top main theme

in the distribution in Table 4. This suggests that academic-related challenges were the

most common challenge that they encountered during their coursework as mathematics

major students. On the other hand, the main theme in the distribution with the lowest

frequency is health-related challenges.

Table 5

Subthemes Distribution of Challenges Encountered by Mathematics Major Students

Main Themes Subthemes f %

Struggling with Time Management 31 35.23
Academic-related Overcoming High Academic Workloads 14 15.91
Challenges Facing Difficulty in Specific Subjects 39 44.32
Dealing with Financial Constraints 4 4.55
Managing Stress Levels 5 12.5
Psychosocial Navigating Social Pressures 10 25
Challenges Establishing Positive Relationships 7 17.5
Developing Personal Resilience 18 45
Health-related Sustaining a Healthy Diet 2 33.33
Challenges Experiencing sleep deprivation 4 66.67
 38

Table 5 shows the subthemes distribution of the challenges encountered by

mathematics major students. Under the main theme, academic-related challenges, there

are four subthemes: struggling with time management (35.23%), overcoming high

academic workloads (15.91%), facing difficulty in specific subjects (44.32%), and

dealing with financial constraints (4.55%). Under the main theme, psychological

challenges, there are four subthemes: managing stress levels (12.5%), navigating social

pressures (25%), establishing positive relationships (17.5%), and developing personal

resilience (45%). And under the main theme, health-related challenges, there are two

subthemes: sustaining a healthy diet (33.33%) and experiencing sleep deprivation

(66.67%).

For the main theme, academic-related challenges, the subtheme with the top

frequency is facing difficulty in specific subjects. For the main theme, psychological

challenges, the subtheme with the top frequency is developing personal resilience. For

the main theme, health-related challenges, the subtheme with the highest frequency is

experiencing sleep deprivation. This implies that the most common concerns of

mathematics major students are the difficulties they experienced in some of their

subjects, struggling to develop personal resilience, and experiencing lack of sleep.

Facing difficulty in specific subjects poses a significant challenge for math major

students, impacting their academic performance and overall confidence. Certain

mathematical concepts may prove particularly challenging to grasp, requiring additional

time and effort to comprehend. Moreover, the fear of failure or falling behind in these

subjects can intensify academic pressure and contribute to stress and anxiety. For some

students, being labeled as slow learners strengthens these challenges. They may find
 39

themselves struggling to keep up with the fast pace at which professors cover material in

lectures. Often, professors may only provide a few examples before moving on to the

next topic or quiz, leaving these students feeling lost and overwhelmed.

Additionally, communication barriers can further hinder understanding. Some

students may feel too shy or intimidated to ask questions or seek clarification from their

professors. This lack of interaction can create a disconnect between students and

educators, making it even harder for struggling students to keep up with the course

material. This lack of support can perpetuate feelings of academic inadequacy and self-

doubt, further hindering their ability to succeed in their coursework. Balancing these

academic responsibilities causes them to be sleep-deprived, adding to the challenges they

are experiencing. Furthermore, developing personal resilience is crucial for math major

students due to the setbacks and failures they often encounter.

The rigorous nature of mathematics programs can test students' resilience, leading

to feelings of frustration, self-doubt, and burnout. Additionally, noisy learning

environments disrupt concentration, hindering students' ability to grasp concepts

effectively. Confidence, both academically and personally, is challenged, impacting

students' belief in their abilities to succeed. Moreover, the self-imposed pressure to excel

exacerbates anxiety and undermines performance, adding to the overall challenges faced

by math majors.
 40

The examples provided in the lesson are not sufficient. – R105

There were days that I couldn’t understand the lesson due to the speed/duration of discussion of

the prof. – R47

When I can't understand the lesson and I'm too scared and shy to ask my professor. – R75

As a mathematic major student, I struggle to focus on my subjects due to noise and distractions

caused by my classmates. – R94

I have problems sleeping because I can't sleep comfortably when the task is not finished. – R49

In contrast, for the main theme, health-related challenges, sustaining a healthy

diet is the subtheme with the smaller frequency. This suggests that mathematics major

students, given that they experienced many challenges, may not perceive maintaining a

healthy diet as a significant threat or challenge in their academic journey.

I completely struggle to maintain a proper and healthy diet due to a lot of schoolwork loads. - R33
 41

2. How frequently do students with specialization in mathematics apply coping

strategies to address the challenges?

Table 6

Coping Strategies of the Respondents According to Their Challenges

Questions (Coping Strategies) Mean Standard Verbal

Deviation Interpretation
I do something about a certain situation, (like 3.75 0.77 Frequently
taking action to negate a stressor). Applied
I see something good in what is happening, (like 4.06 0.72 Frequently
learning from experience). Applied
I take and accomplish tasks one at a time. 3.89 0.91 Frequently
Applied
I do something else to take my mind off the 4.37 0.79 Always
situation (such as watching TV, movies, shopping, Applied
listening to music).
I get emotional support or advice from family and 3.64 1.01 Frequently
friends. Applied
I confide my thoughts and problems to someone. 3.29 1.11 Sometimes
Applied
I have been saying to myself "this isn't real." 2.83 1.05 Sometimes
Applied
I cry to let my feelings out. 3.66 1.26 Frequently
Applied
I try to relax or calm down. 4.18 0.75 Frequently
Applied
I seek comfort through prayer and meditation 4.19 1.00 Frequently
Applied
Overall 3.79 1.05 Frequently
Applied

Table 6 shows Coping strategies of the respondents according to their challenges,

indicating a frequent experience in the said coping strategies being applied. The table

shows that most of the participants always apply the coping strategy " I do something else

to take their mind off the situation (such as watching TV, movies, shopping, listening to
 42

music)" as shown by a mean score of 4.37 together with a standard deviation of 0.79. On

the other hand, the participants frequently apply the following coping strategies, "I seek

comfort through prayers and meditation" with the mean score of 4.19 and standard

deviation of 1.00, "I see something good in what is happening (like learning from

experience)" evident with the mean score of 4.06 and 0.72 as standard deviation, they

also "try to relax or calm down" with 4.18 as mean and 0.75 as standard deviation,

"taking and accomplishing thing one at a time" is also being applied sometimes with its

mean score of 3.89 and standard deviation 0.91, and "I frequently do something about a

certain situation (taking action to negate stressors)" with 3.77 and 0.77, as mean score

and standard deviation respectively, "I get emotional support or advice from family and

friends" with 3.64 as mean and 1.01 as standard deviation, and " I find crying as coping

strategies to let out their emotions", with the mean 3.66 and standard deviation 1.26. In

addition, the participants sometimes applied the following coping strategies; confiding

their thoughts and problem to someone which as 3.29 mean score and 1.11 standard

deviation, they also tell themselves that "this isn't real' having the mean score of 2.83 and

standard deviation of 1.05. In summary, Table 6 details how people deal with challenges

by utilizing coping strategies. The top strategies often involve engaging in activities, like

watching TV or listening to music, seeking solace through prayers and meditation and

focusing on the aspects of situations. Additionally, respondents commonly attempt to

unwind, tackle issues gradually and take steps to manage stressors. Strategies used

include seeking emotional support from loved ones, sharing their concerns with someone

they trust and trying to convince themselves that the situation is not as dire as it seems.
 43

These coping strategies shed light on how the respondents manage difficulties and

challenges as mathematics major students.

Table 6 also shows that the highest frequency in coping strategies is doing

something else to take their mind off the situation (such as watching TV, movies,

shopping, listening to music). To relieve stress, students engage in a range of leisure

activities such as watching movies, playing video games, and spending time on social

media. These activities offer a welcome break, letting students relax and temporarily

detach from academic pressures.

As stated by Junco & Mastrodicarlo (2012) doing things you enjoy can be a great

way to manage academic stress. It lets you take a break from studying and come back

feeling refreshed and ready to learn again. In addition, as mentioned by O'Sullivan et al.,

(2018) to manage academic stress, engaging with media that evokes positive emotions

appears to be a helpful strategy for managing academic stress. Additionally, prayer and

meditation are increasingly popular coping strategies for colleges students seeking solace

and managing stress as it has the second highest frequency in coping strategies. These

practices offer a range of benefits, from reducing stress to fostering a sense of purpose.

According to Allen & Astin (2016) college students can fight stress and boost

their emotional health by turning to religious practices and mindfulness techniques. These

approaches offer comfort, inner resilience, and a wider lens for navigating life's

difficulties. In line with the study of Edwards & Smith (2014) For many college students,

prayer acts as a powerful tool to navigate challenges. It offers emotional support, fosters a

sense of direction, and connects students to a supportive community. On the other hand,

being optimistic is the least frequent coping strategy employed by mathematics major
 44

students. Positive thinking seems to play an important role in the stress process. Positive

thinking can be a psychological resource for coping and can help students adjust better to

school. However, positive thinking alone doesn't solve the problem directly. This is

further proved by Moussavi et al., (2017) college students facing challenges may find

positive thinking alone to be an unrealistic optimism that hinders effective problem-

solving.

Moreover, supporting this by the study of Jawed (2020) positive thinking can be a

powerful tool, but it should not be the only tool in your toolbox. When faced with a

challenge, it's important to not only maintain a positive attitude but also to develop a plan

to address the root cause of the problem. Aside from being optimistic, confiding their

thoughts to someone is also the least frequent coping strategy that is being employed by

the students. While having strong social connections are essential for student well-being

and navigating difficulties, some students might need additional support systems beyond

their social circles and not just social support itself. Friends might not have the

experience or knowledge to adequately address your specific problems. Reliance on

social support alone might not equip you with the necessary skills to manage challenges

independently. A study by Huang & Zhang (2019) stated that although social support

offers encouragement and motivation, it may not equip students with the requisite

knowledge and specific strategies to effectively address academic challenges.

The interpreted data reflect the Transactional Model of Stress and Coping,

showing the ongoing interaction between mathematics majors (individuals) and their

academic, psychosocial, and health-related challenges (environmental stressors). The

high workload, difficulties in particular subjects, concerns about what awaits them, and
 45

sleeplessness all are seen as stressors that students weigh (primary appraisal) before

coming up with coping options for them to consider (secondary appraisal). Seeking

assistance and involving oneself in leisure activities are some of the strategies employed

by students that correspond to the model’s perception of coping as cognitive and

behavioral efforts made by an individual to manage stress. As per the General Adaptation

Syndrome (GAS), student reports of a heavy workload, worries about the future, and lack

of enough sleep can be grouped into GAS Model stages: alarm reaction, resistance phase,

and exhaustion stage respectively. The way students cope can be perceived as being

adaptive mechanisms geared towards managing continuous stress to prevent reaching a

point where they will not manage it anymore.

Moreover, Sanford’s Theory of Challenge and Support applies to the findings,

calling attention to the necessity of balancing challenges with support. When academic,

psychosocial, and health-related aspects are among areas where students face challenges

in life, it is essential for them to have challenge and support. Consequently, trying to

handle these problems becomes their coping mechanism; seeking help from teachers,

classmates, and relaxing can be taken as a way of looking for support in dealing with

these challenging times.

The interpretation and analysis of coping strategies applied by Mathematics major

students from Table 6 was further supported using thematic analysis, discussing the

additional coping strategies that have been effective to Mathematics major students and

how often they use it to overcome challenges.

 46

Table 7

Main Themes Distribution of Coping Strategies Applied by Mathematics Major Students

Main Themes f %
Resource Management 26 22.41
Study Techniques 41 35.34
Self-Care 26 22.41
Social Support 34 29.31
Positive Mindset 20 17.24

Table 7 shows the main themes distribution of coping strategies applied by

mathematics major students. It is evident that 26 (22.41%) of the total respondents are
categorized under the main theme of resource management, likewise, 26 (22.41%) are
categorized under self-care, 41 (35.34%) are categorized under study techniques, 34
(29.31%) are categorized under social support, and 20 (17.24%) are categorized under
positive mindset.

It can be observed that the four (4) topmost main themes in the distribution in
Table 1 were study techniques, social support, resource management, and self-care. This
suggests that having study techniques, social support, resource management, and self-
care have been effective as a coping strategy for mathematics major to overcome
challenges. On the other hand, the main theme in the distribution with the lowest
frequency is positive mindset.
 47

Table 8
Subthemes Distribution of Coping Strategies Applied by Mathematics Major Students
Main Themes Subthemes f %
Allocating time for tasks 16 61.54
Resource Setting deadlines 3 11.54
Management Creating schedules or planners 4 15.38
Spending money wisely 3 11.54
Watching tutorial videos 10 24.39
Study Techniques Self-study 21 51.22
Taking tasks one at a time 10 24.39
Engaging in activities for relaxation 11 42.31
Meditation 9 34.62
Self-Care Maintaining proper diet 3 11.54
Treating oneself with comfort food or 3 11.54
items
Seeking support from friends and family 10 29.41
Social Support Seeking help from instructors or 24 70.59
classmates
Staying calm and relaxed 6 30
Maintaining focus 4 20
Positive Mindset Self-motivation 10 50

Table 8 shows the subthemes distribution of the coping strategies applied by

mathematics major students. Under the main theme, resource management, there are four

subthemes: allocating time for tasks (61.54%), setting deadlines (11.54%), spending

money wisely (11.54%), and creating schedules or planners (15.38%). Under the main

theme, study techniques, there are four subthemes: watching tutorial videos (24.39%),

likewise, self-study (51.22%), and taking tasks one at a time (24.39%). Under the main
 48

theme, self-care, there are four subthemes: engaging in activities for relaxation (42.31%),

meditation (34.62%), maintaining proper diet (11.54%), and treating oneself with

comfort food or items (11.54%). Under the main theme, social support, there are two

subthemes: seeking support from friends and family (29.41%) and seeking help from

instructors or classmates (70.59%). And under the main theme, positive mindset, there

are three subthemes: staying calm and relaxed (30%), maintaining focus (20%), and self-

motivation (50%).

For the main theme, resource management, the subtheme with the top frequency

is allocating time for tasks. For the main theme, study techniques, the subtheme with the

top frequency is self-study. For the main theme, self-care, the subtheme with the highest

frequency is engaging in activities for relaxation. For the main theme, social support, the

subtheme with the top frequency is seeking help from instructors or classmates. This

indicates that being able to provide specific time for schoolwork and studying alone has

been effective for mathematics major as a coping strategy, as well as being able to do

other things according to our likings to relax and communicating with instructors and

classmates for academic intentions.

Having a specific time to do schoolwork helps mathematics major students to

accommodate each of their task with ease and will be given enough attention to avoid

stress. Likewise, studying alone helps them to study thoroughly, giving them more focus.

Although studying alone is limited in terms of the information between what they know

and do not know, it still contributes to their academic intention to improve their study

habit and simultaneously improve them as a better individual.

 49

Moreover, engaging in activities for relaxation such as watching video

entertainment, listening to music, and playing games help mathematics major students to

have some time for themselves other than schoolwork, relieving stress occasionally,

making them more productive in doing task.

Furthermore, seeking help from instructors or classmates helps to lessen the

burdens of schoolwork of mathematics major students. Having someone to talk to makes

it easier to grasp difficult topics, reducing academic stress. This supportive environment

encourages open discussions and helps build confidence in understanding the material.

I divide/distribute my time and I tend to do schoolwork which is more difficult than the others.

That way, my time will be more allotted to those challenging ones. – R93

I learned to study and understand on my own without asking someone. – R75

That's why I search for additional examples to better understand the lesson. – R105

I read some drama on webtoon then after I go back to study on schoolwork. – R89

I ask my fast learner classmates to help me understand the lesson being taught. – R34

In contrast, for the main theme, positive mindset, maintaining focus is the

subtheme with the smaller frequency. This suggests that, given that students have the

convenience of deciding when to study and doing it alone, only a few students see the

effectiveness of maintaining focus as a coping strategy sufficient to handle the challenges

they are facing.

Telling myself that I should just focus on what's important. – RNO.13

 50

3. Is there a significant relationship between the frequency of occurrence of

challenges and the frequency of application of coping strategies of students with

specialization in mathematics?

Table 9

Chi-square Test for Association Between the Frequency of Occurrence of Challenges and
Frequency of Application of Coping Strategies

Category Chi- Degrees of p-value Interpretation

Square Freedom (df)
(χ²)
Non-significant association.
Coping Strategies 7.748 16 0.956 Due to insufficient evidence,
x Academic- the frequency of the
Related application of coping
Challenges strategy may not be strongly
linked to the frequency of
occurrence of the academic-
related challenges in this
study.
Non-significant association.
Coping Strategies 12.750 16 0.691 Due to insufficient evidence,
x Psychosocial the frequency of the
Challenges application of coping
strategy may not be strongly
linked to the frequency of
occurrence of the
psychosocial challenges in
this study.
Non-significant association.
Coping 7.849 16 0.953 Due to insufficient evidence,
Strategies x the frequency of the
Health-Related application of coping
Challenges strategy may not be strongly
linked to the frequency of
occurrence of the health-
related challenges in this
study.
 51

This table presents the Chi-Square test results examining the relationship between

how frequent the students' applied coping strategies and how often they encountered

challenges. The Chi-Square statistic (χ²), degrees of freedom (df), and p-value are

reported for each challenge category (academic-related, psychosocial, health-related).

The results indicate that the frequency of applying coping strategies may not be strongly

linked to the type of challenge faced by students in this sample (all p-values > 0.05).

Coping strategies and challenges faced by the respondents are not related to each

other, according to a study of Folkman & Lazarus (1980), they imply that the problem

faced determines how effective coping solutions are. Research may indicate that some

coping methods are ineffective for circumstances and that there is no meaningful

correlation between the application and frequency of occurrence.

Students’ usage of coping strategies depends on their individual differences,

based on Compas et al., (2001) when faced with problems, students who possess

personality traits or are inherently resilient may not use coping methods as frequently,

which could result in no statistically meaningful correlation.

 52

4. What program may be crafted from the findings of the study?

Program Drawn from the Study

The results of the study show that mathematics major students face significant

challenges across academic, psychosocial, and health-related domains. Academically,

they consistently encounter a high workload, with nearly half of the respondent

expressing difficulty in specific subjects. Psychologically, worries about the future are

prevalent, while a considerable portion of students are actively developing personal

resilience. Health-wise, sleep deprivation is a common issue among mathematics majors.

Given these findings, a program could be crafted to support mathematics major

students in addressing these challenges. This program might include initiatives to help

students manage their workload more effectively, provide resources for coping with

psychological stressors, and promote healthy habits to combat sleep deprivation.

Additionally, incorporating strategies for developing personal resilience and fostering a

supportive academic environment could be beneficial.

The study also highlights the coping strategies utilized by mathematics major

students, such as engaging in leisure activities, seeking support from instructors or

classmates, and allocating time for tasks. Integrating these effective coping mechanisms

into the program could further enhance its impact.

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Table 10

“EmpowerMath: Challenges and Coping Strategies of Mathematics Major Students

Intervention Program”

Problem/Issue College students who are studying math face a tough

transition from basic to advanced math, alongside adapting
to a new academic environment and handling social
pressures as they prepare for their future careers. This can
take a toll on their overall well-being. The study
investigates how these challenges impact them and what
strategies they use to cope with stress and thrive
academically and professionally.
Goals • To promote good study habits.
• To promote self-care practices.
• To improve time management skills.
• To foster supportive community among
Mathematics major students
Persons Involved • Mathematics Faculty Members
• Mentors/Guest Speaker
• Mathematics Major Students
• Researchers

Intervention Strategy • Conduct a time management workshop with

practical tips and tools for effective scheduling.
• Provide subject-specific study guides and practice
materials to reinforce learning.
• Facilitate a stress management session focusing on
relaxation techniques and self-care strategies.
• Organize a peer support activity encouraging open
discussion and mutual support among participants.
Skills Targeted • Time management
• Subject proficiency
• Stress management
• Social support network
Activities Week 1: Orientation & Time Management
Orientation:
 54

Faculty member welcomes students and introduce the

program goals and activities. Briefly discuss the
importance of effective time management for academic
success.
Interactive Time Management Workshop:
Guest speaker or faculty member leads the workshop with
a presentation on:
Time Management Techniques: The Pomodoro Technique
(focused work sessions with short breaks), Eisenhower
Matrix (prioritizing tasks), creating calendars and to-do
lists.
Students participate in interactive exercises:
Time Audit: Analyze their current time usage patterns to
identify areas for improvement.
Creating Personalized Schedules: Students practice
building weekly schedules using time management
techniques and incorporating class times, study periods,
extracurricular activities, sleep, and self-care.

Week 2: Subject Proficiency & Self-Care

Distribution of Study Guides:
Faculty members distribute pre-developed or
collaboratively created study guides for key Math subjects.
Guides include:
Overviews of essential concepts
Practice problems with varying difficulty levels
Recommended learning resources (textbooks, online
resources, past exams)
Interactive Self-Care Discussion:
Faculty member or guest counselor leads a discussion on:
The connection between self-care and academic success.
Strategies for managing stress (deep breathing exercises,
mindfulness meditation, maintaining a healthy sleep
schedule, regular exercise).
Time management for incorporating self-care activities into
students' routines.
Students participate in interactive activities:
Self-Care Planning: Students create personalized self-care
plans outlining specific strategies for stress management
and maintaining healthy habits.
 55

Week 3: Stress Management & Peer Support

Guided Relaxation Techniques:
Faculty member or guest counselor leads students through
guided relaxation exercises (deep breathing, progressive
muscle relaxation, guided imagery).
Students practice these techniques to learn how to manage
stress during challenging study periods.
Peer Support Groups:
Divide the class into small groups (4-5 students) with a
peer mentor in each group.
Peer mentors use discussion prompts to facilitate
conversations about:
Common academic challenges faced by Math majors.
Strategies for overcoming exam anxiety and tackling
difficult coursework.
Sharing experiences and offering support to peers.

Week 4: Program Evaluation

Students complete post-program surveys, designed by
researchers, to gauge the program's effectiveness on
targeted skills (time management, subject proficiency,
stress management, and peer support network).
Resources • Week 1: Whiteboard/Projector, markers, handouts
with time management tips and templates, online
scheduling tool demonstration (optional)
• Week 2: Whiteboard/Projector, markers, handouts
on self-care strategies and stress management
techniques (with instructions for guided exercises),
list of campus resources for mental and physical
health support.
• Week 3: Whiteboard/Projector if needed for visuals,
discussion prompts for peer mentors.
Timeline • To ensure participants fully grasp the program's
content and maximize its impact, it will be deliver
over four dedicated weeks. The program will begin
early in the first semester's second quarter. During
this four-week period, we'll allocate one day per
week for each of the three core activities.
 56

Additionally, there will be a separate day for

completing surveys. This timeframe allows for
thorough execution of each activity and sufficient
time for participants to absorb the information.
Success Indicator • Improved student performance on quizzes, exams,
and assignments.
• Increased student engagement and participation in
class discussions.
• Positive feedback from students on program
activities and resources.
• A decrease in reported stress levels among
participants.
• Increased sense of community and support among
Mathematics majors.
Empirical Support • The study of Nadinloyi et al., (2013) found that
time management skills can be trained and that
students who participated in the time management
training program showed improvement in their time
management skills compared to the control group.
• According to the study of Ruff & Boes (2014)
providing students with targeted study guides and
practice problems in their specific subjects can lead
to better academic performance.
• The study of Fulambarkar et al. (2022b) reveals a
positive overall effect, indicating that
incorporating relaxation techniques similar to those
used in your stress management session can be
beneficial for college students' well-being.
• According to the study of Lyons et al., (2021) peer
support groups have been demonstrated to be
effective in reducing symptoms of depression and
anxiety, improving social support, self-esteem, and
coping skills, and promoting help-seeking
behaviors among college students.
 57

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter provides an overview of the study's results, conclusions, and

suggestions. The study aimed to identify the difficulties faced by Mathematics major

students and how they handle them. The researcher employed a mixed method approach,

specifically embedded method, to address the following research questions provided in

Chapter 1.

Summary of Findings

Utilizing the gathered quantitative data and qualitative data from the sample of the

population of BSED Math major students at Bulacan State University where the

quantitative data was analyzed using the Excel program while the qualitative data was

analyzed using Thematic Analysis.

1. The research findings reveal that mathematics major students encounter

significant challenges across academic, psychosocial, and health-related domains.

Academically, the respondents consistently reported facing a high workload, with a mean

score of 4.25 indicating that they "always encountered" this challenge. Moreover, 44.32%

of the respondents from the academic-related theme expressed difficulty in specific

subjects. Psychologically, worries about the future were prevalent, with a mean score of

3.99 indicating that they "frequently encountered" this concern, while 45% of the

respondents from the psychosocial theme were actively developing personal resilience.
 58

In terms of health, sleep deprivation emerged as a prevalent issue, with 66.67% of the

respondents from the health-related theme reporting that they "frequently encountered"

this challenge, reflecting a mean score of 3.83.

2. The study revealed that leisure activities, seeking help from instructors or

classmates, allocating time for tasks, self-studying, seeking comfort through prayer and

meditation, and trying to relax or calm down are the most common coping strategies

utilized by Mathematics major students. These strategies likely serve as effective ways

for them to navigate not only the academic pressures but also the social and health

challenges they encountered. In contrast, denying the reality and significance of

challenges faced, as well as maintaining focus, emerged as the least common coping

strategies among Mathematics major students. This could be attributed to the

multifaceted nature of the challenges they encounter, where acknowledging and

addressing social and health issues alongside academic demands are essential for

effective coping, yet often neglected aspects in their coping mechanisms.

3. The researchers cannot conclude on the significance between the frequency of

occurrence of challenges and the frequency of application of coping strategies of students

due to lack of evidence after processing the data using Chi-squared Test (all p-values of

the tests > 0.05).

4. Based on the findings above, the researchers came up with an intervention

program that will include workshops on time management, subject-specific study guides,

stress management sessions, and peer support activities. These activities aim to target

crucial skills such as time management, subject proficiency, stress management, and

building a supportive community among Mathematics major students. The program seeks
 59

to foster increased confidence, improved academic performance, better stress

management, and a sense of belonging among Mathematics major students enhancing

their overall well-being and success throughout their academic journey.

Conclusions

Based on the findings of the study, the following conclusions were drawn.

1. Mathematics majors face a lot of obstacles. They confront heavy schoolwork as

well as subjects that they struggle to comprehend. They also face psychological and

social problems such as future-related anxiety and sleep deprivation.

2. Mathematics major students handle challenges using different strategies which

include engaging in leisure activities, consulting their lecturers or fellow students,

making good use of time schedules, self-studying, praying and meditating and relaxing.

However, denying problems and maintaining strict focus were rarely used strategies. This

finding highlights a potential need for students to develop awareness of the various

difficulties they encounter.

3. As per the Chi-squared Test outcomes, this study did not experience adequate

proof to ascertain a positive relationship that exists between how often students face

challenges and how many times they rely on coping mechanisms.

4. Based on the findings, a comprehensive intervention program was created to

address all the challenges faced by mathematics majors. This program aims to improve

students' well-being and success throughout their academic careers.

 60

Recommendations

Based on the summary of findings and the conclusions of the study, the following

recommendations were formulated.

1. The researchers suggest adopting flexible assessment practices that

accommodate the diverse learning needs and circumstances of mathematics major

students. Consider alternatives to traditional exams, such as project-based assessments,

portfolio evaluations, and peer-reviewed assignments, to assess student learning more

holistically and reduce stress associated with high-stakes testing.

2. The researcher suggests for future study to explore the underlying factors

contributing to future-related anxiety among mathematics major students. By conducting

qualitative interviews or surveys, researchers could gain insights into students' concerns

about the future and develop targeted interventions to support their mental health and

resilience.

3. Further investigation into the causes and consequences of sleep deprivation

among mathematics major students is justified. Researchers could conduct correlational

studies to track students' sleep patterns and academic performance over time, as well as

explore potential interventions to promote healthy sleep habits and overall well-being.

4. The researcher suggests investigating the specific barriers hindering

Mathematics major students from adopting less common coping strategies, such as

denying reality or maintaining focus, to develop targeted interventions.

5. Future researcher could implement the program provided in the study and

explore the effectivity of an intervention program with regards to the challenges of

 61

Mathematics major students and the intended skills to be achieve such as stress and time

management, subject proficiency, and social network support that will strengthen the

students coping strategies.

 62

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APPENDICES

Appendix A. Request Letter for Research Instrument Content Validator

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Appendix B. Request Letter for Research Instrument Statistician

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Appendix C. Request Letter for Research Instrument Grammarian

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Appendix D. Request Letter to Conduct the Study for the College Dean
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Appendix E. Certification of Statistician

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Appendix F. Certification of Grammarian

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Appendix G. Certification of Content Validator

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Appendix H. Disclosure of Information

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Appendix I. Informed Consent Form

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Appendix J. Descriptive Questionnaire

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Appendix K. Plagiarism Certification

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Appendix L. Open Access Permission Form

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Appendix M. Confidentiality Agreement for Theses and Dissertation Form

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CURRICULUM VITAE
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