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“THE EFFECTS OF HAVING A HARD TIME
IN DEALING WITH MATHEMATICS SUBJECT

AMONG GRADE 11 SENIOR HIGH SCHOOL
ABM STUDENTS OF ICCT COLLEGES
FOUNDATION INCORPORATED 1st
TRIMESTER ACADEMIC YEAR 2018-2019”
CHAPTER 1
The Problem and It’s Background
• INTRODUCTION
• THEORITICAL FRAMEWORK
• CONCEPTUAL FRAMEWORK
• STATEMENT OF THE PROBLEM
• NULL HYPOTHESIS
• SCOPE AND LIMITATION OF THE STUDY
• SIGNIFICANCE OF THE STUDY
• DEFINITION OF TERMS
CHAPTER 3
Research Methodology
• METHOD OF RESEARCH
• POPULATION, SAMPLE SIZE AND SAMPLING TECHNIQUE
• DESCRIPTION OF THE RESPONDENTS
• RESEARCH LOCALE
• RESEARCH INSTRUMENT
• DATA GATHERING PROCEDURE
CHAPTER 4
Presentation, Analysis and Interpretation of Data
This chapter presents, analysis and interprets the data gathered from the students of Grade 11
Senior High School ABM strand in ICCT Colleges Foundation Incorporated in determining the effects of
having a hard time in dealing with mathematics subject.
The following tables and figures shows the earned data according to their categories.
Table 4.1 Profile of the respondents in terms of Civil Status
Civil Status Frequency Percentage
Single 99 99%
Married 1 1%
Total 100 100%
Table 4.1. In this table, it show the distribution of civil status of the respondents. The researcher found
out that most of the respondents were single which have a frequency of 99 and a total of 99% while married
are only 1 and a total of 1% of the respondents’ population and these stated facts are clearly in the table
above.
Table 4.2 Profile of the respondents in terms of Age
Age Frequency Percentage
15 3 3%
16 39 39%
17 45 45%
18 9 9%
19 4 4%
Total 100 100%
Table 4.2. In this table, it show the distribution of respondents by their age. Those who are in the
age of 15 years old are 3% of the respondent’s population, in the age 16 years old are 39% of the
respondents population, the most of the respondents are within the age of 17 years old are 45% of the
total numbers next are 18 years old are 9% of the respondents, last are in 19 years old are 4% of the
respondents population.
Table 4.3 Profile of the respondents in terms of Economic Status
Economic Status Frequency Percentage
Below 5,000 35 35%
5,000 – 10,000 27 27%
10,000 – 15,000 22 22%
15,000 – 20,000 11 11%
20,000 – 25,000 4 4%
25,000 above 1 1%
Total 100 100%
Table 4.3. In this table, it show the economic status of the respondents. The researchers found out
that most of the 35% respondents have 5,000 below income per month, 27% of respondents have
5,000-10,000 per month, 22% of respondents have 10,000-15,000 per month, 11% of respondents have
15,000-20,000 per month, 4% of respondents have 20,000-25,000 income per month and for those
25,000 above income per month is only got 1% of respondent.
A. What are the effects of having a hard time in dealing with mathematics subject?
Table 4.4
Frequency Average of Question 1
Question 1 Scale Frequency Percentage
Having difficulties in Strongly Agree 21 21%
mathematics can
affect the academic Agree 40 40%
performance of the Neutral 30 30%
students.
7 7%
Disagree
Strongly Disagree 2 2%
Weighted Mean 3.71
Verbal Interpretation Agree
Table 4.4. In this question, it shows that most of the respondents answered agree which is 40% that having
difficulties in mathematics can affect the academic performance of the students, while 21% of the respondents strongly
agree, 30% are not sure, 7% are disagree and 2% are strongly disagree.
The researchers computed the percentage where:
n=
x 100
Table 4.5

Strongly Agree 12 12%
Students can poorly
developed number Agree 34 34%
sense in Neutral 39 39%
mathematics.
10 10%
Disagree
Weighted Mean 3.38
Table 4.5. In this question, it shows 12% respondents answered strongly agree, 44% agree, 28% neutral, 15% of the
respondents disagree and only 1% strongly disagree that students can be distracted during math tasks.

n= x 100
Table 4.6

Answering problems
without careful Agree 40 40%
thoughts in Neutral 25 25%
mathematics.
18 18%
Disagree
Weighted Mean 3.36
Table 4.6. In this question, there are 12% of the respondents that strongly agree that students cannot answer
mathematics without careful thought, while 40% of them agree, 39% are not sure, 18% are disagree and 5% are
strongly disagree.
n= x 100
Table 4.7
Students will be very
slow to recall Agree 36 36%
formulas in solving a Neutral 28 28%
problem in
mathematics. 17 17%
Disagree
Weighted Mean 3.49
Table 4.7. In this question, shows that most of the respondents answered agree which is 36% that students
will be very slow in recalling formulas while 28% are not sure, 17% are strongly agree same as the disagree and only
2% strongly disagree.

n= x 100
Table 4.8
Students can be
distracted during Agree 44 44%
math tasks. Neutral 28 28%
15 15%
Disagree
Weighted Mean 3.51
Table 4.8. In this question, it shows 12% respondents answered strongly agree, 44% agree, 28% neutral,
15% are disagree and 1% are strongly disagree that students can be distracted during math tasks.

n= x 100
Table 4.9
Having a hard time in
mathematics can Agree 38 38%
affect the other Neutral 23 23%
subjects.
14 14%
Disagree
Weighted Mean 2.62
Verbal Interpretation Neutral
Table 4.9. In this question, it shows 38% of the respondents agreed that having a hard time in mathematics can
affect the other subject, while 23% are not sure, 22% of the respondents strongly agree, 14% are disagree and only 3%
strongly disagree.

n= x 100
Table 4.10
Studying in
affect the students by Neutral 24 24%
having a lack of
confidence. 15 15%
Disagree
Weighted Mean 3.29
Table 4.10. In this question, there are 36% respondents agreed that studying mathematics can affect the students
confidence while 24% are not sure, 15% strongly agree same as disagree and 10% are strongly disagree.


n= x 100
Table 4.11
Students cannot
manage all the Agree 30 30%
demands task in Neutral 31 31%
mathematics.
21 21%
Disagree
Weighted Mean 2.99
Verbal Interpretation Neutral
Table 4.11. In this question, it shows that most of the respondents are not sure which is 31% that students cannot
manage all the demands task in mathematics, 30% of the respondents are agree, 21% are disagree, 18% are strongly
agree and 0% is strongly disagree.

n= x 100
Table 4.12
Having difficulties in Strongly Agree 25 25%
mathematics can
make the students be Agree 45 45%
insecure to other Neutral 16 16%
students who are
good in that subject. 12 12%
Disagree
Weighted Mean 3.79
Table 4.12. In this question, it shows that most of the respondents agreed which is 45% that difficulties in
mathematics can make the students be insecure to other, 25% are strongly agree, 16% are not sure, 12% are disagree
and only 2% are strongly disagree.

n= x 100
Table 4.13
Students will not be
able to provide Agree 42 42%
enough attention in Neutral 29 29%
mathematics.
16 16%
Disagree
Weighted Mean 3.48
Table 4.13. In this question, there is 42% respondents agreed that students will not be able to provide enough
attention in mathematics, 29% answered neutral, 16% disagree, 12% are strongly agree while only 1% answered strongly
disagree.

n= x 100
B. How does difficulties in mathematics affects the students in terms of:
• Academic Performance
• Prior Knowledge of Students
• Socialization
Table 4.14
Mathematics
measures student’s Agree 46 46%
intelligence and skills Neutral 16 16%
in solving problem.
3 3%
Disagree
Weighted Mean 4.05
Verbal Interpretation Strongly Agree
Table 4.14. In this question, most of the respondent 46% answer agree that mathematics subject is measuring the
intelligence of the student and skills in solving problem while 33% answer strongly agree , 16% neutral, 3% answered
disagree and only 2% strongly disagree.
The researchers computed the percentage where: n= x 100

Table 4.15
Students are having a
hard time in solving Agree 43 43%
problems in Neutral 28 28%
mathematics.
5 5%
Disagree
Weighted Mean 3.86
Table 4.15. In this question, most of the respondent 43% answer Agree that student are having a hard time in
solving problem in mathematics while 28% Neutral, 24% are strongly agree, 5% disagree and 0% strongly disagree.

n= x 100
Table 4.16
Having prior Strongly Agree 34 34%
knowledge in
mathematics help Agree 44 44%
students to improve Neutral 18 18%
the ability in problem
solving. 4 4%
Disagree
Weighted Mean 4.08
Table 4.16. In this question, most of the respondent 44% answered that having prior knowledge in mathematics it
can help the student to improve the ability in problem solving while 34% answered strongly agree, 18% neutral, 4%
answered disagree and 0% strongly disagree.


n= x 100
Table 4.17
Students who are
having difficulties in Agree 33 33%
mathematics can be Neutral 29 29%
problematic in social
situation. 17 17%
Disagree
Weighted Mean 3.5
Table 4.17. In this question, most of the respondent 33% answer agree that student who are having difficulties in
mathematics can be problem in social situation while 29% answered Neutral, 19% strongly agree 17% are disagree and
2% are strongly disagree.

n= x 100
Table 4.18
Difficulties in
affect the emotions Neutral 30 30%
of the students.
16 16%
Disagree
Weighted Mean 3.4
Table 4.18. In this question, most of the respondent 40% answered Agree that difficulties in mathematics can affect
the emotions of the student while 30% answered Neutral, 16% are disagree, 11% are strongly agree and 3% are strongly
disagree.

n= x 100
Table 4.19
The student’s
relationship between Agree 45 45%
teachers affect the Neutral 20 20%
students’ academic
performance. 15 15%
Disagree
Weighted Mean 3.54
Table 4.19. In this question, most of the respondent 45% answer agree that the relationship of student and teacher
affect the student academic performance while 20% answered Neutral, 16% are strongly agree, 15% are disagree and 4%
are strongly disagree.
n= x 100
Table 4.20
Encountering
mathematics can give Agree 47 47%
the students pressure Neutral 28 28%
to pass it.
8 8%
Disagree
Weighted Mean 3.73
Table 4.20. In this question, most of the respondent 47% answer agree that student encountering mathematics can
give pressure to past it while 28% answered Neutral , 17% are strongly agree , 8% are disagree and 0% are strongly
disagree.

n= x 100
Table 4.21
Difficulties in
mathematics affect Agree 45 45%
student’s ability in Neutral 23 23%
logical reasoning.
8 8%
Disagree
Weighted Mean 3.81
Table 4.21. In this question, most of the respondent 45% answer agree that having difficulties in mathematics affect
student ability in logical reasoning while 23% answered Neutral, 23% are strongly agree , 8% are disagree and 1% are
strongly disagree.

n= x 100
Table 4.22
Having a hard time in
affect the time of the Neutral 22 22%
students for the
other subject. 13 13%
Disagree
Weighted Mean 3.72
Table 4.22. In this question, most of the respondent 43% answer agree that having hard time in mathematics can
affect the time of student for the other subject while 22% answered Neutral , 21% are strongly agree , 13% are disagree
and 1% are strongly disagree.


n= x 100
Table 4.23
Difficulties in
affect the personality Neutral 32 32%
of the students.
14 14%
Disagree
Weighted Mean 3.47
Table 4.23. In this question, most of the respondent 35 % answer agree that difficulties in mathematics can affect
the personality of the student while 32% answered Neutral, 16% are strongly agree, 14% are disagree and 3% are
strongly disagree.
n= x 100
C. What are the suggested ways to cope up the difficulties in mathematics based on the findings of the study?
Table 4.24
Rely to the legit
information about Agree 34 34%
mathematics rather Neutral 27 27%
than hearsay.
6 6%
Disagree
Weighted Mean 3.9
Table 4.24. In this question, it shows that most of the 32% of the respondents answered strongly agree that relying
on the legit information about mathematics is one of the efficient way to cope up the difficulties in math same with the
34% of respondents that answered agree, 27% of respondents are not sure, 6% of respondents disagree same as well
in strongly disagree who has 1% of respondent that it is not reliable

n= x 100
Table 4.25
Have a good time
reading in same Agree 47 47%
notes and formulas Neutral 14 14%
before sleeping.
4 4%
Disagree
Weighted Mean 4.14
Table 4.25. In this question, it shows that most of the 47% of respondents agree that having a good reading in
some notes and formulas before sleeping are good for helping the students in math, same for those 35% of respondents
that answered strongly agree, 16% of respondents are not sure, 4% of respondents disagree that reading some note
before sleeping is not efficient to cope difficulties in math, 0% of respondents answered strongly disagree in this
statement.

n= x 100
Table 4.26
Get down necessary
information while Agree 46 46%
discussion. Neutral 16 16%
2 2%
Disagree
Weighted Mean 4.13
Table 4.26. In this question, it shows that most of the 46% respondents agree that taking down necessary
information is efficient way to cope up the difficulties in math, 35% of respondents are strongly agree, 16% of
respondents answered neutral which mean is not sure, 2% of respondents are disagree that this is not efficient to the
students same in the 1% of respondents answered strongly disagree.

n= x 100
Table 4.27
Borrowing some
notes in some of your Agree 51 51%
relatives or friend. Neutral 11 11%
2 2%
Disagree
Weighted Mean 4.17
Table 4.27. In this question, it shows that most of the 51% respondents agree that borrowing some notes in someone
you know is one of the efficient way of coping up the difficulties in math, same for those 35% of respondents that answered
strongly agree, 11% of respondents are not sure, 2% of respondents disagree that borrowing some notes is not efficient to
the students, while 1% of respondents answered strongly disagree in this statement.

n= x 100
Table 4.28
Try to read in
advance before the Agree 41 41%
1 1%
Disagree
Weighted Mean 4.36
Table 4.28. In this question, it shows that most of the 49% respondents that reading in advance before the
discussion are good for helping the students in math, 41% of respondents answered agree, 8% of respondents answered
neutral which mean is not sure, 1% of respondents is disagree that this is not efficient to the students, 1% of respondents
answered strongly disagree.

n= x 100
Table 4.29
Go to the library in
advance before the Agree 45 45%
1 1%
Disagree
Weighted Mean 4.36
Table 4.29. In this question, it shows that most of the 46% respondents are strongly agree to go the library to read
some lesson before the discussion, same for those 45% of respondents that answered agree, 8% of respondents are not
sure, 1% of respondents disagree that going to the library to read some lesson before the discussion, 0% of the
respondent is strongly disagree.

n= x 100
Table 4.30
Make a list of some
formulas and try to Agree 42 42%
memorize it. Neutral 10 10%
1 1%
Disagree
Weighted Mean 4.35
Table 4.30. In this question, it shows that most of the 47% respondents are agree that making a list of some
formulas and trying to memorize it is one of the efficient way to cope up the difficulties in math, same for those 42% of
respondents that answered agree, 10% of respondents answered neutral which mean is not sure, 1% of respondents
disagree that this is not efficient to the students, 0% of respondents answered strongly disagree in this statement.

n= x 100
Table 4.31
Familiarize the topics
given and look for Agree 42 42%
possible sources. Neutral 10 10%
1 1%
Disagree
Weighted Mean 4.35
Table 4.31. In this question, it shows that most of the 47% respondents are agree to familiarize the given topics
and look for possible sources to know it more, 42% of respondents answered agree, 10% of respondents answered
neutral are not sure, 1% of respondents disagree to familiarize the given topics, 0% of respondents is strongly disagree.

n= x 100
Table 4.32
Ask question after Agree 41 41%

the lesson. Neutral 13 13%
1 1%
Disagree
Weighted Mean 4.26
Table 4.32. In this question, it shows that most of the 44% respondents are agree in asking questions to the teachers
after the lesson, same for those 41% of respondents that answered strongly agree, 13% of respondents answered neutral
which mean is not sure, 1% of respondents is disagree, 1% of respondents is strongly disagree to try asking some questions
after the teacher discussed.

n= x 100
Table 4.33
Make a time
management plan Agree 35 35%
regards with the Neutral 7 7%
reviewing of your
notes. 1 1%
Disagree
Weighted Mean 4.48
Table 4.33. In this question, it shows that most of the 57% respondents are strongly agree to make a management
plan that regards with the reviewing of notes, 35% of respondents answered agree, 7% of respondents are not sure, 1%
of the respondent is disagree, 0% of respondent is strongly disagree to make a time management plan regards with the
reviewing of the notes.

n= x 100
CHAPTER 5
Summary, Conclusions, and Recommendations
• Summary of Findings
• Conclusions
• Recommendations

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“THE EFFECTS OF HAVING A HARD TIME

IN DEALING WITH MATHEMATICS SUBJECT

The researchers computed the percentage where:

Question 2 Scale Frequency Percentage

Question 3 Scale Frequency Percentage

The researchers computed the percentage where:

The researchers computed the percentage where:

The researchers computed the percentage where:

The researchers computed the percentage where: n= x 100

The researchers computed the percentage where:

The researchers computed the percentage where:

The researchers computed the percentage where:

The researchers computed the percentage where:

The researchers computed the percentage where:

The researchers computed the percentage where:

Ask question after Agree 41 41%

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