REPUGNANCE TO MATHEMATICS OF A GRADE ELEVEN STUDENT: A CASE STUDY

A Term Paper Presented to

Dr. Porponio B. Lapa Jr.

University of the Philippines - Cebu

In Partial Fulfillment of the Course Requirements

in EDFD 201 - Psycho-Philosophical Foundation of Education

Cirilo C. Gastanes, Jr.

M.Ed. Physics

October 2018

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 TABLE OF CONTENTS

Chapter I – The Problem and Its Scope --------------------------------------- 3

Rationale --------------------------------------- 3
Theoretical Background --------------------------------------- 4
Statement of the Problem --------------------------------------- 5
Significance of the Study --------------------------------------- 5
Scope and Limitation --------------------------------------- 6
Related Literatures and Studies --------------------------------------- 7
Research Design --------------------------------------- 9
Research Respondent --------------------------------------- 9
Research Instrument --------------------------------------- 9
Research Procedure --------------------------------------- 10

Chapter II – Findings and Discussions --------------------------------------- 11

Data Presentation and Discussions --------------------------------------- 11
Data Interpretation and Analysis --------------------------------------- 14

Chapter III – Summary, Conclusions and Recommendations ------------------- 15

Summary --------------------------------------- 15
Conclusions --------------------------------------- 15
Recommendations --------------------------------------- 16

References --------------------------------------- 17

Appendices --------------------------------------- 18
Appendix A (Observation Guide) --------------------------------------- 18
Appendix B (Interview Guide) --------------------------------------- 19
Appendix C (Transcription) --------------------------------------- 20
Appendix D (Pictures) --------------------------------------- 21

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 Chapter I – THE PROBLEM AND ITS SCOPE

Rationale

Obviously, yet quite profound, education is important and enhancing its quality is critical

and urgent to an individual’s and the society’s success. This issue is aptly addressed by the

Enhanced K to 12 Basic Education Program of the Department of Education (Padre, 2010). An

additional two years is added to the 10-year basic education program and with it comes not

only the restructuring of teaching approaches but the addition of learning areas.

These new learning areas now brings with them new challenges for the learners. Each

subject presents unique problems, but for most students nothing compares to the challenges

brought about by Mathematics; majority of the students across the world dislike mathematics

(Scarpello, 2007). Mathematics is a fundamental subject as it is an instrument for the

development of all other sciences. Knowingly or unknowingly, we are using Mathematics in

every facets of life. And yet, the National Research Council (1989) reported that Mathematics

has often been termed as the “gatekeeper” of success or failure for high school graduation and

career success (as cited in Peria, 2015).

This term paper was conceived to investigate through a Case Study the reasons and

factors why students, even the ones who are academically performing better than most in

Mathematics, regard the subject with such aversion. This paper will also provide some

important information and contribute suggestions to curtail the repugnance of the students on

the concerned learning area. The results of this short study then will be beneficial to the

students, Mathematics teachers, the parents, the school community and other stake holders of

education.

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Theoretical Background

For learning to be conveyed permanently, students must understand what they are

learning. And one of the ways for learners to understand Mathematics is to engage in actual

physical experiences in learning the simple and complex concepts involved and make use of

them in and out of school institutions. However, there are students who are indifferent to these

experiences. Education experts and psychologists though provide theories and models to

address such concerns.

One such theory is the Social Cognitive Theory (SCT) where this case study is anchored

upon. As theorized by Bandura (1986), SCT states that that learning occurs in a social context

with a dynamic and reciprocal interaction of the person, environment, and behavior (as cited in

LaMorte, 2018). And so a person’s functioning therefore is a product of continuous interactions

between cognitive (self-aware and actual experience), behavioral and contextual (environment-

dependent) factors. It is with these factors that the respondent’s (of this case study) disliking of

Mathematics will be investigated upon and, hopefully, understood.

In support to the SCT and in which this study is also anchored on is the Theory of

Cognitive Development (TCD) by Jean Piaget. TCD states that a person acquires, constructs, and

makes use of knowledge through a progressive reorganization of mental processes resulting

from biological maturation and environmental processes (Mc Leod, 2018). This totally holds up

the cognitive, behavioral, and contextual factors of the learning process.

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Statement of the Problem

This case study aimed to describe a Grade 11 Senior High School student’s repugnance

towards Mathematic in Lawaan National High School for the month of October of the school

year 2018-2019.

Particularly, it sought answers to the following questions:

1) What are the factors that influence the student-respondent’s repugnance towards

Mathematics?
2) How is the repugnance towards Mathematics manifested by the student-

respondent’s during class interaction and discussion?

3) How does the student-respondent deal with these factors in order to maintain a

good performance in Mathematics?

Significance of the Study

The results of this case study would benefit to the following:

Students. This study can greatly help students who dislike Mathematics and related subjects

such that they will be informed and appropriately guided on the proper course of

action to address their aversion and perform well on the concerned subject/s.

Mathematics Teachers as well as Other Teachers. Through the suggested solutions, this

study will help teachers to accordingly address issues on negative proclivity of

students in their corresponding subjects.

Mathematics Department and School Administration. Like the help that the result of this

study can provide for the teachers, the same thing is true for the Department Areas

and the School Administration as a whole in the formulation and implementations of

programs that would address issues on academic performance of students brought

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 about by the repugnance of students to different learning areas in addition to

Mathematics.

Parents and Other Stakeholders. This study will be of great help for parents and other

stakeholders, for the factors determined and the suggested solutions, as a better

guide in motivating and helping students to do well academically.

Scope and Limitation

This study intended to describe in detail the reasons of a Grade 11 student’s repugnance

in Mathematics, despite her academically high performance in the concerned subject, for the

first semester of the school year 2018-2019. The case study is to be conducted in Lawaan

National High School, Lawaan I, Talisay City, Cebu. The student-respondent was purposively

chosen out of 105 grade 11 students of the said school. The study was conducted for the first

two weeks of October 2018will be conducted through the whole month of September 2018.

Related Literatures and Studies

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 A student’s proclivity of a learning area or subject depends on a lot of things; such

inclination can be affected by multiple factors or causes. However, one of the most disliked of

these subjects is Mathematics. Repugnance to Mathematics and the fear of numbers (not the

disorder) has been a subject of numerous research studies and research literatures. Hence, the

researcher has decided to further seek problems related with the concepts of these literatures.

Students’ dislike for some subject could be due to a continuing state of despondency

because of their fear of being victims of the disapproval of their teachers and classmates – this

is quite evident in Mathematics. Mc Leod (2011) argued that a child will behave in a way in

which he/she believes will earn approval because he/she desires so (approval). Moreover, the

dislike of Mathematics may as well “stream out” of the students negative preconception of

themselves with regards to Mathematics which could be inert in nature or due to bad

experiences on the subject early on. As Anderson (2007) pointed out that the students’

disinclination to Mathematics is because they are keeping the belief that they are never good at

the subject. The students’ behavior then is a critical factor in their attitude towards

Mathematics.

In addition, students’ enmity on some subjects, including Mathematics could be due to

the external or environmental factors affecting the delivery of the lessons. According to Mann

and Robinson (2009), 60% of learners found at least half of their lectures boring and about 30%

of them claiming to find most of their lectures boring and this is mostly due to the teaching

approach and the setting were the lectures are conducted. Mann and Robinson, added, that

such conditions rarely promote interaction and active learning that more hands-on and practical

applications can facilitate. Henningsen and Stein (1997) further added that classrooms must

7
become environments in which students are able to engage actively in rich, worthwhile

Mathematics activity, to develop student’s capacity to “do Mathematics.” These studies support

the idea of contextual factors in disliking Mathematics.

Closely connected to the contextual factors are the cognitive factors where learners

must be fully aware of the objects in their surrounding environment and engage themselves in

manipulating or experimenting with these objects. As Larbi and Mavis (2016) emphasized in

their study, students who made use of objects or manipulatives (algebra tiles) performed

significantly better than those that did not. Larbi and Mavis added that the use of the algebra

tiles improved students’ thinking process as they solve problems in algebra. Another cognitive

issue of students on the concerned learning area is mathematics anxiety which is described by

Richardson and Woolfolk (1980) as a condition in which students experience negative reactions

to mathematical concepts and evaluation procedure (as cited in Cates and Rhymer, 2003). Cates

and Rhymer argued that the higher mathematics anxiety the more significantly lower is the

fluency level across all mathematical operations. They added though that mathematics anxiety

is more related to higher levels of learning than to the initial acquisition stage of learning. By

virtue of these studies, it is evident that cognitive aspects are vital factors in the students’ dislike

of Mathematics.

To sum up, these literatures that linked a connection between the existing problems

have assisted the researcher to furthermore continue the present study. And in line with these

studies, the researcher believed that the cited factors may have contributed to the student’s

aversion towards the subject (Mathematics).

Research Design

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 This case study is qualitative in nature and will make use of a thematic approach in

treating each data that will be gathered. The method required the researcher to identify and

describe the different reasons of the student-respondent’s dislike of Mathematics despite her

above average performance in the subject. The researcher used an observation sheet and

interview guide as research instruments to acquire and evaluate data to consequently identify

and describe the factors of the student-respondent’s aversion towards Mathematics.

Research Respondent

This case study used the purposive sampling technique; the respondent is selected using

the following criteria:

Grade level: a grade 11 senior high school student

Age bracket: 16 – 18 years old

Gender: female; and

Academic Performance: with a midterm grade in Mathematics of 88 and above

Research Instrument

To acquire the necessary data needed in describing the student-respondent’s

repugnance towards Mathematics, the following instruments were used; (a) an observation

sheet, in which the researcher put into writing the data during the non-participative

observation on the respondent (see Appendix A) and (b) an unstructured interview guide, which

serves as the researcher’s guide questionnaire during the interview with the respondent (see

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Appendix B). The interview will not be bounded by the questions in the interview guide; it can

be freely adjusted or even not followed depending on how the interview will span out.

Research Procedure

The researcher of this case study made use of: (1) observation, and (2) interview as the

main procedure in gathering and analyzing the data.

Observation. The subject of the study was observed for a week or in duration of a

unit/chapter coverage for the final term of grade 11 Mathematics without the act of personal

interaction. This time frame of the observation was designed to monitor all possible behavior of

the respondent at different parts of the delivery of the unit/chapter. (The student-respondent at

this time was not yet aware that she is the subject of a case study so she would continue to act

normally in class discussions and exercises; the student-respondent will only be informed of her

participation during the Interview phase.

Interview. The subject was then interviewed after the Observation phase through the

use of an unstructured interview guide questionnaire. During the interview, the researcher

asked questions from the guide questionnaire and follow up questions based on the answers of

the respondent. The data that was gathered during the one-on-one interview with the

respondent served as the basis in making the conclusions and recommendations.

After the data gathering process, thematic content analysis was be used as a tool in

treatment of the data. Thematic analysis involved categorizing strategy which will enables the

researcher to analyze and interpret the data gathered in accordance to the specific objectives of

the case study.

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 Chapter II – FINDINGS AND DISCUSSIONS

Data Presentation and Discussion ( see Appendix C for the transcription )

1. Factors and its contribution to the respondent’s repugnance towards Mathematics

1.1 Cognitive Factor - Unfamiliar terms, and symbols

“I could hardly understand the class discussion because there are terms and

symbols that I am not familiar with. Because of these unfamiliar terms and symbols I

found listening to our class discussion useless for I cannot gain any understanding that is

why I could hardly learn Math resulting me to dislike the subject.”

According to Bardini and Pierce (2015), symbols form the foundation of

mathematical communication. They dconjectured that the increase in symbol load due

to unfamiliarity and increased density may cause students to lose confidence and

subsequently choose study path minimizes their need for Mathematics. In connection

with the above presented data it shows that due to the unfamiliar terms and symbols

contained by Math subject, the respondent could hardly understand their Math

discussion.

1.2 Behavioral Factor - Lack of Interest with the subject

“I am not really interested to listen with our discussion in Mathematics most

especially when the discussion is very serious. Even though how much I strived to learn

the topics introduced to us if the discussion really is serious I would really lost the

interest to listen to our teacher aside if the our teacher would involved funny interactions

with us I will really be interested to listen.”

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 Anderson (2007), suggested that to increase student’s interest, instructions

should involve more active and a student centered-activities, with that, teachers are

encourage to reinforce the idea that Math is an interesting subject, that Math can be

used in other disciplines and is an admission ticket for colleges and careers. Based on

Anderson’s suggestion the data above revealed that due to the serious topic anchored

by Math subject the respondent could not see the subject interesting, added by the fact

that Mathematics has serious activities. The attitude shown by the respondent affects

her perceptions towards Mathematics; she could not manage to love the subject

because she finds it less interesting.

1.3 Contextual Factors - Math class schedule

“I am used to have our Math class during morning from my junior high school but

in senior high school our Math schedule was transferred to first period in the afternoon.

During this period, the atmosphere inside the classroom is very sleepy, causing my eyes

to be slowly covered and unable to be attentive in the class interaction.”

This response truly depicts that students’ enmity to Mathematics could be due to

the external or environmental factors. As Mann and Robinson (2009) put it, that boring

settings were the lectures are conducted rarely promotes interaction and active learning.

The above data in connection with Mann and Robinson’s idea showed that the

respondent cannot manage to absorb their class discussion due to the environment’s

atmosphere which bring forth sleepiness to the student. Because of this the student said

that she was unable to be attentive in their class interaction.

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2. How the aversion towards Math is manifested by the respondent.

During the respondent’s class in Mathematics she was observed feeling sleepy

and less motivated in their class. Along with their class discussion, it was observed that

she was already sleeping unnoticeably by their teacher. She will just cover her face and

had her head facing down on her notes. In addition the respondent’s mobilization was

observed to be inactive and do not have any plan to partake in their group activity.

Whenever their teacher would give activity to the class, the respondent was murmuring

in her seat and keep on complaining with the tasks given to them. However, when their

teacher called her to answer the problem assigned to her, she was able to give the

correct answer. This observation was repetitively observed of off the respondent all

throughout their Math class.

3. How the respondent dealt with the factors to maintain a good performance in the subject

“Even though I hate Math, I never lose hope that someday I may learn to love

Math. That’s why despite those numerous factors that leads me to hate Math, I strived

hard to overcome it. First, those terms and symbols that I newly encounter I studied and

memorize those symbols and I searched for the meaning of those terms, which were

unfamiliar to me. Second, I struggled to motivate myself in attending Math classes while

having a positive outlook towards the subject. Regarding that problem solving, I really

strived hard to answer it properly as well as the other activities, and I should be patient

enough in solving those problem. For our Math schedule since it cannot be change

anymore, what I did is, I let my hand be pinched so that I can feel pain and will not be

sleepy. I also tried to be more participative to keep myself busy.“

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 The above stated data reveals that the respondent was willing to learn Math

through overcoming the factors that lead her to dislike the subject. First, she will study

and memorize the symbols and searched for the meaning of those terms which were

unfamiliar to her. Second, she will encourage herself to have a positive outlook towards

Mathematics. Third, the respondent strived hard to answer the solving activities with

patience while using the many formulas. Fourth, the respondent sacrificed to be hurt

physically in order to cease the feeling of sleepiness and be more participative and busy

to stay awake and motivated.

Data Interpretation and Analysis

Based on the gathered data, it is shown that the factors which causes the respondent to

dislike Math are: (a) the unfamiliar terms and symbols in Mathematics, causes the respondent

to hardly understand the discussion; (b) solving activities on the other hand, causes the

respondent to be tired in attending the class added by the many formulas used, which confuses

her which among those is to be used in a certain math problem; (c) the respondent was less

motivated to attend their class in Math due to the fact that the subject contains serious topics;

(d) the math schedule of the respondent has this sleepy atmosphere which leads her to feel

sleepy and be inactive in the class. However, despite the factors mentioned, the respondent was

still willing to learn mathematics so as to love the subject in return. This was made visible when

the respondent revealed the ways that she had done in order to overcome the factors that

causes her to dislike the subject.

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 Chapter III – SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary of Findings

As far as the respondent is concerned, the reasons in disliking Mathematics are

as followed: (a) the unfamiliar terms, symbols contained by Math topics which is under

cognitive factor; (b) the many solving activities using various formulas (c) the lack of

interest in attending their Math class which is under behavioral factors; (d) the schedule of

their math class. The respondent’s performance during their Math class on the other

hand, was observed to be inactive and feels sleepy during their Math class. However, the

respondent was willing to learn Mathematics through overcoming the factors that causes

her to dislike Mathematics, and after all, being able to love the subject.

Conclusions

Based on the findings, the following conclusions were then presented:

1. The respondent finds difficulty with the skills she has not mastered. Her greatest

common deficiency lays in the unfamiliarity of the terms and symbols contained by

the subject.

2. The many solving activities using varied formulas makes the student tired in attending

the class.

3. The respondent lacks a mathematical interest she is hopefully strongly driven by her

interest in Mathematics. If mathematics is studied in an environment independent

15
 of the student’s interest then mathematics often never finds meaning and remains

abstract, dull and difficult.

4. The math class schedule of the respondent contributed to the inactive participation

shown during class discussion and interaction.

Recommendations

In the light of the identified reasons in disliking Mathematics, the following factors must be

closely considered to gain a better understanding of the student’s perspective:

1. Before the class’ formal discussion, all unfamiliar terms shall be unlocked and the

symbols shall be introduced and be given with their corresponding meaning.

2. The formulas must be given clear specifications as to what certain Math problem is it

applicable.

3. The student must do something to motivate herself in attending the class and not be

affected with her interest towards the subject.

4. During class discussion, in order for it to be active, the teacher may integrate games or

any active activities that would let the students participate and forget the sleepiness

they felt in the environment.

5. For a fruitful class in mathematics, the student may have her time fully dedicated to

the subject in a certain period. And the flow of the class shall be given organization

before having it presented.

6. The respondent may have a positive outlook on the subject so as not to be affected by

the factors in her repugnance towards mathematics.

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 REFERENCES ( Online Sources )

Anderson, R. (2007). Being a Mathematics Learner: Four Faces of Identity. The Mathematics
Educator. Retrieved: https://bit.ly/2orbC1E, September 2018.

Bardini C., Pierce, R. (2015). Contemplating Symbolic Literacy of First Year Mathematics
Students. The University of Melbourne. Retrieved: http://bit.ly/2OPWRB3 September
2018.

Cates, G., Rhymer, K. (2003). Examining the Relationship Between Mathematics Anxiety and
Mathematics Performance: An Instructional Hierarchy Perspective. Journal of
Behavioral Education . Retrieved: https://bit.ly/2PUHBUz, September 2018.

Henningsen, M., Stein, M. (1997). Mathematical Tasks and Student Cognition: Classroom-Based
Factors That Support and Inhibit High-Level Mathematical Thinking and Reasoning.
Journal for Research in Mathematics, National Council of Teachers of Mathematics.
Retrieved: https://bit.ly/2LOcgj4, September 2018.

LaMorte, W. (2018). Behavioral Change Model: The Social Cognitive Theory. Boston University
School of Public Health. Retrieved: https://bit.ly/2LdY2vA, September 2018.

Larbi, E., Mavis, O. (2016). The Use of Manipulatives in Mathematics Education. Journal of
Education and Practice. Retrieved: https://bit.ly/2ov1WmU, September 2018.

Mann, S., Robinson, A. (2009). Why do 60% of students find their lectures boring? The Guardian.
Retrieved: https://bit.ly/2LMk2Kj, September 2018.

Mc Leod, S. (2011). Bandura – Social Learning Theory. Cram. Retrieved: https://bit.ly/2NCmHIf,

September 2018.

Mc Leod, S. (2018). Jean Piaget’s Theory of Cognitive Development. SimplyPsychology.

Retrieved: https://bit.ly/2oNa9jY, September 2018

Padre, J. (2010). The Enhanced K + 12 Basic Education Program Rationale. Philippine Education
Research Journal. Retrieved: https://bit.ly/2FlfjjG, August 2018.

Peria, E. (2015). Why Do Many Students Find Math a Difficult one?. Pressreader. Retrieved:
https://bit.ly/2Pqq7hB, August 2018.

Scarpello, G. (2007). Helping Students Get Past Math Anxiety. Association for Career and
Technical Education. Retrieved: https://bit.ly/2oq3Bdc, August 2018.

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 APPENDICES

Appendix A: Observation Guide

Day 1 :
Date: _________________
Time : ________________
Observation:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Day 2 :
Date: _________________
Time : ________________
Observation:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Day 3 :
Date: _________________
Time : ________________
Observation:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Day 4 :
Date: _________________
Time : ________________
Observation:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Day 5 :
Date: _________________
Time : ________________
Observation:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

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Appendix B: Interview Guide

1. What can you say about Mathematics?

(Unsa imong ikasulti sa subject nga Mathematics?)

2. When have you started disliking Mathematics?

(Kanus-a man ka nagsugod nga din a ganahan sa Mathematics?)

3. What are your reasons for disliking Mathematics?

(Unsa may mga rason nimo nga dili ka ganahan sa Mathematics?)

4. What are your thought and reactions upon knowing your grades in Mathematics during the
time that you started hating the subject? (Unsa may naa sa imong huna-huna ug mga
reaksiyon pagkahibalo nimo sa imong grado sa Mathematics sa kadtong panahon nga
nagsugod ka nga dili na ganahan sa subject?)

5. What did you do to increase your grade in Mathematics as can be seen in senior high school?
(Unsa may imong gibuhat adto para modako imong grado sa Mathematics base sa
makita karon nga senior high school naka?)

6. What would you do if you were given activities in Mathematics?

(Unsa man ang imong mga buhaton kung tagaan ka ug mga activities sa Mathematics?)

7. What had you experienced during class discussion in Mathematics?

(Unsa man ang imong mga nasinati kung mag-discussion mo sa Mathematics?)

8. If Mathematics is your next subject to attend, how would you react?

(Unsay imong mga reaksiyon kung Mathematics na ang sunod subject?)

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Appendix C: Transcription of the Interview (in vernacular)

1. Unsa imong masulti sa subject nga Math?

“Para sa akoa ang Math nga subject kay haska jung lisura, kapoy pa jud kaayo sabton!”

2. Kanus-a nimo namatikdan nga dili ka ganahan og Math?

“Grade ten (10), kay dira man gung tungora nag sugod ug discuss sa Logarithm, naglagut jud ko
adto kay naglibog ko unsa-on pag solve haska man gung taasa sa process.”

3. Para nimo unsa kaayo ang nakaapekto sa imong dili pagkagusto sa Math?
“Di jud naku masabtan ang discussion sa among teacher kay naa may mga terms ug symbols nga
bag-o pa naku na hinagbuan ug dili jud ko familiar ana. Tungod aning mga unfamiliar terms ug
symbols makaingon ko nga walay pulos ang akong pag paminaw sa klase kay wala man gihapon ko’y
masabtan maunang maglisud sad ko’g kat-on ug Math dayon dili na dayon ko ganahan sa subject.”
“Kapuyan jud ko mag answer sa daghan kaayong mga activities nga gihatag sa among teacher.
Ang mga solving activities pa jud kay pang higher level jud ba dili jud siya sama ka sayon sa akong gi
hunahuna, nanginahanglan jud siyag mastery. Kauban anang mga daghang activities kay ang mga
daghag pong formula’ng gamiton nga maoy nagpalibug nako ug samot kung asa ani o ana nga
solving problem gamiton ni o kana nga formula. Tungod sa akong kalibog mawad-an na dayon ko’g
paglaum nga makakuha ko sa sakto nga answer, kay sa sinugdanan pa lang wala man ko’y
kasiguraduhan kung sakto ba ang akong gigamit nga fiormula. Gikan niini mawad-an na dayon kog
kadasig nga mo answer sa mga solving problems nga kung buot huna huna-on mao man jud na ang
nature sa Math – ang mag solve sa mga daghang Math problems.”
“Dili man jud ko interested nga maminaw sa mga discussion sa Math labina kung serious kayo
ang discussion. Bisan pa’g maningkamot ko nga makabalo maminaw, basta gali mag sunod sunod na
nang mga seryoso kaayo nga butang na ambot nalang ma wad an jud kog interest nga maminaw sa
teacher gawas nalang kong pun an ug kataw-anan nga istorya aw na nindot jud kayo ipaminaw
dayon”
“Naanad na jud ko nga ang among Math kay naa sa morning session sa kadtong junior high
school pa ko, pero sadihang nahimo nakong grade eleven (11), ang among Math naa na sa First
period sa udto. Kani ra ba nga period kay naghatag ug duka sa klase hinungdan nga ang akong mga
mata makapiyong jud, mao nang dili jud ko attentive sa among klase”

4. Kontento na baka sa imong grado nga nadawat sa Math?

“ Ganahan pa jud ko nga mutaas akong grado.”

5. Unsa imong gibuhat para mutaas pa ang imong grado?

“Bisag dili ko ganahan ug Math, wala jud ko nawad-an ug paglaum nga ako pa gihapong makat-
unan sa paghigugma ang subject nga Math, mao na nga sa kadaghan sa mga factors nga nahimong
hinungdan sa akong dili pagkaganahan sa Math, naningkamot ko nga ako ning malabangan. Una, sa
mga terms ug symbols nga bag-o pa naku nahinagbu-an ako ning tun-an, akong gipangsag-ulo ang
mga symbols dayon akong pangitaag meaning ang mga dili familiar nga terms. Ikaduha, akong
gipanongkamutan nga ma motivate ko nga mo attend ug klase pinaagi sa pag huna huna ug positibo
dayon, para sa mga problem solving kay nagnaning ko nga mo answer ug tarong sa mga activity,
dayon dili ko dapat dali mawad – an ug pasensya nga mag solve. Bahin sa among Math schedule, dili
na man jud na mabag-o ang akong buhaton kay magpakusi ko sa akong kamot arog masakitan ko,
dayo’g dili ko duka-on. Unya, maningkamot ko ug apil sa mga activities para ma.”busy sad ba,
makawala-wala man sad sa duka.”

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6. Unsa man ang imong buhaton kung tagaan kag mga activities sa Math?
“Ay kung lisud siya I solve mutan-aw ko sa handout kung gi-unsa pag solve. At first jud kanang
mag answer ko’g activity motivated jud ko nga mo answer pero pag sauna palang ganing pangutana
kay maglisud ko or dili naku makuha ang answer mawad-an kog gana nga mopadayon ug answer.

7. Unsa man kaayo ang imong mga nasinati kung magdiscussion mo sa Math?
“Naa ju’y mga times nga di ko kasabot sa gi discuss sa among teacher bisag unsa-on pa nakug
pagpaminaw wa jud koy masabtan mao nang moingon nalan ko nga – Unsa may pulos sa
pagpaminaw kung wala gihapon ko’y masabtan may pag mag buhat ko’g laing trabahu-on sa ubang
subject, hinungda nga ma divert nalang pud akong attention.”

8. Unsay imong masulti kung padulong namo magklase og Math?

“Usual nakong iingon kay – Na math na sad daghan napong i-solve. Mura ba’g kadasulod sa
Math sa akong huna huna kalisud dayon ang akong unang i-react.”

Appendix D: Pictures

Lawaan NHS – locale of the study Mathematics class of Lawaan NHS

Interview of
the respondent

21