Chapter 1

THE PROBLEMS AND ITS BACKGROUND

This chapter presents the introduction, background of the study, scope and

limitations of the study, statement of the problem, hypotheses, theoretical framework,

conceptual framework, significance of the study, and definition of terms.

Introduction

Mathematics is a vital part of our life. Changes in our society and in the use of

new technology in this new millennium require that we have a strong background as

well as foundation in mathematics. The emphasis is not only on one branch of

mathematics, but on developing our mathematical power. This power pertains to the

capability of the students to solve problems within mathematics and other subject areas,

the ability to use mathematics in the world beyond the classroom, ability to reason and

think critically, and a virtue of understanding and appreciation of the nature and beauty

of mathematics.

The field of education is constantly evolving, with new challenges and

opportunities emerging for students and educators alike. One such challenge is the

perceived disconnect between academic disciplines, particularly in the case of

Humanities and Social Sciences (HUMSS) students facing General Mathematics. While

mathematics is often seen as a foundational subject for various fields, HUMSS students

may experience unique emotional struggles in their pursuit of mathematical

understanding.

1
 Moreover, Mathematics contributes to technology and scientific advancement

Algani ,(2022). It also provides students with an exceptionally potent ability to be able to

comprehend and transform the world. These abilities include the capacity for abstract

thought, logical reasoning, and problem-solving techniques.

However, a lot of students find this subject extremely challenging to study, and

numerous studies have shown that they still score poorly in it. Students’ performance is

regarded as an important parameter for many educators Andaya, (2016). She added

that the society have always been particularly interested in how well students succeed

in any academic endeavor. It has been established that teachers significantly impact

students' academic success. Achievement scores are a way to gauge students'

comprehension of various subject areas and emphasize their overall academic success

in exams, both domestically and internationally.

It is a known fact that the Philippines' school children have consistently

performed worse in mathematics. This was shown in the Philippines’ poor performance

in the Trends International Mathematics and Science Studies (TIMSS, 2019) where it

placed the lowest among 58 participating countries. They are inattentive, less interested

and restless in mathematics classes. Mathematics educators are challenged to

overcome some of these phenomena which rival mathematics learning in school. Thus,

it is the duty of the teacher to motivate the students and find ways to let them learn

mathematics because the subject is very important to prepare them for more thought-

provoking task in the future. This research aims to delve into these emotional struggles,

2
exploring the underlying factors that contribute to them and their impact on students'

learning experiences.

By understanding the emotional challenges faced by HUMSS students in their

General Mathematics subject, this study seeks to provide valuable insights for

educators, curriculum developers, and policymakers. The findings will shed light on the

need for tailored pedagogical approaches and support systems that cater to the specific

needs and anxieties of HUMSS students in their mathematics learning journey. This

research will contribute to a more holistic and empathetic understanding of the

educational landscape, ultimately fostering a more inclusive and supportive environment

for all learners.

Background of the Study

It is undeniable that Mathematics is an active part of the curriculum and is

helpful in daily life and studying other subjects, yet students consider this a complex

issue Gafoor & Kurukkan (2015). According to Guinocor et. al. (2020), this is a

significant concern about how it could be taught and understood in the education

system since students differ in study orientations.

As stated by Rameli & Kosnin in (2017), students need help learning

mathematical concepts, because students differ in their abilities to acquire mathematics,

one learns quicker than the other. Students are concerned and anxious about studying

mathematics. Students really struggle on mathematics academically and emotionally.

They make a lot of effort to accomplish the task in stressful world of mathematics. When

3
the mathematics content is being taught is unconnected to students’ ability level and/or

experiences, serious achievement gaps result. Gap exists, therefore, not only in the

curriculum but between the learner and perceived usefulness of the subject matter.

Without intervention strategies, students could remain “lost” for the duration of

their education. Students who are taught in a way that rely too heavy on rote

memorization isolated from meaning have difficulty in recognizing and retaining math

concepts and generalizations Sherman et. al., (2014).

While mathematics is widely recognized as a foundational subject for various

fields, including STEM, its relevance and application within the HUMSS curriculum can

be less apparent, leading to unique emotional struggles for students in this track.

The perceived lack of relevance and application of mathematics to their chosen

field can create a sense of disengagement and frustration among HUMSS students.

This can manifest in various ways, including anxiety, fear of failure, and a lack of

motivation to engage with the subject. Moreover, the traditional teaching methods often

employed in mathematics classrooms may not resonate with the learning styles and

preferences of HUMSS students, further exacerbating their emotional struggles.

This research endeavors to delve into the emotional complexities experienced by

HUMSS students in their General Mathematics subject, exploring the underlying factors

that contribute to these struggles and their impact on students' learning experiences. By

examining the emotional landscape of HUMSS students in their mathematics journey,

4
this study aims to provide valuable insights for educators, curriculum developers, and

policymakers.

Scope and Limitations

This study is focused on identifying the emotional struggles of the students in

their General Mathematics subject in terms of Low Self-Esteem and Emotional Pressure,

that are affecting students at Innovatech Skills & Resource Institute Inc. with respect to

their sex and age. The respondents are delimited to Grade 11 HUMMS students,

Academic Year 2024 – 2025.

Statement of the Problem

The main objective of this study is to determine the Emotional Struggles of Grade

11 HUMSS students in their General Mathematics Subject. Specifically, the research

aims to answer the following questions;

1. What is the profile of the students in terms of;

1.1 Sex

1.2 Age;

2. What are the different kinds of emotional struggles that the Grade 11 students facie

during the discussion of their General Mathematics subject in their in terms of:

2.1 Low Self- Esteem and;

2.2 Emotional Pressure;

5
3. Is there as significant difference between the variables and the profile of the

respondents?

Hypotheses

The study used the null hypothesis to test that there is no significant difference

in the struggles encountered by the Senior High Students in terms of their profile with

respect to the variables.

Theoretical Framework

Theoretical Framework (1) Behaviorism (John B. Watson) is the result of a

stimulus- response cycle. Later learning is dependent on earlier concepts being

understood. Behaviorism or the behavioral learning theory is popular concept that

focuses on how student learn. It focuses on the idea that all behaviors are learned from

the environment. A common example of behaviorism is positive reinforcement. Positive

reinforcement is the key in the behavioral learning theory, without positive reinforcement

student will quickly abandon their responses because they don’t appear to be working.

For example, if the students are supposed to get a sticker every time, they get an A on a

math test, and then suddenly the teacher stop giving that positive reinforcement this

situation can be the reason of the students to have the doubt to themselves that can

lead to anxiety towards the mathematics test.

6
Conceptual Framework

Frame 1 presents the input involving relevant data to the study composed of the

profile of the respondents regarding name (optional) and age.

Frame 2 presents the process of constructing the study as well as the

formulation and utilization of questionnaires pertinent to the study through the use of

checklists and surveys to gather the necessary data.

Frame 3 presents the output - which is the determined Emotional Struggles of

Grade 11 HUMSS Students in their General Mathematics subject at Innovatech Skills &

Resource Institute, S.Y. 2024 - 2025.

Feedback shows that the results of the study may be utilized in the future as a

reference and/or guide in projects regarding the struggles dealt with the fear of public

speaking of students in Antipolo, Rizal.

7
 Input Process Output

Profile of the Respondents Gathering of related

literature and studies
Sex
Formulation of
Age questionnaire, checklist
and surveys
Emotional Struggles of
Grade 11 HUMSS students Request Permission
in their General The Determined
Mathematics subject with Validation of Emotional Struggles of
respect to questionnaires Grade 11 HUMSS
students in their
Emotional Pressure Distribution of General Mathematics
questionnaires Subject
Pressure
Data Gathering/ retrieval

Tallying Tabulation,
Analysis and
Interpretation of data

Figure 1. Conceptual Framework showing the emotional struggles of grade 11 HUMSS

students in their General Mathematics subject in Antipolo, Rizal.

8
Significance of the study

The significance of this study is to determine the student's academic and

emotional struggle on mathematics. It is essential in developing students’ performance

and to lessen their struggles in Mathematics.

To the student. The result of the study helps them to change their strategies to

be able to absorb the lesson effectively. It is beneficial in a way that they can determine

their struggles and can help them lessen their struggles.

To the Teachers. This study will provide information on what strategies they can

use in order for the students to easily grasp the lesson. It helps them realizing that some

of the students is struggling.

To the Administrators. The findings of the students will be evidence that the

school should have an intervention and set goals to lessen the students’ academic and

emotional struggle on Mathematics. This study will be their basis for setting goals to

improve and develop students' performance and to reduce their struggles.

For Parents. This study will help parents understand the emotional difficulties

their children face in General Mathematics, especially those in the HUMSS track, who

may not be as focused on math. By learning about these struggles, parents can offer

better support, such as encouraging study habits and helping manage stress, making it

easier for their children to cope.

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 For Future Researchers. This study provides useful information for future

researchers interested in how emotions affect learning math, especially for students

outside of math-focused programs like the HUMSS students. Other researchers can

build on this study to explore ways to help students deal with their struggles in math.

This research can serve as a guide for future work on improving learning and support

for students in challenging subjects.

10
Definition of Terms

The following are the words that appear throughout the study that is defined

operationally and/or conceptually.

Age. This is the length of time that a person has lived or a thing has existed.

Curriculum. A course of study or program of learning. It outlines the subjects, topics,

and skills that students are expected to learn within a specific educational setting.

Disengagement. The act of withdrawing or separating oneself from something. It often

happens when someone feels unmotivated, bored, or overwhelmed.

General Mathematics. A school subject that encompasses the fundamental concepts

and skills of mathematics used in everyday life.

HUMSS. A senior high school strand that focuses on the study of human behavior,

societal changes, and the analysis of arts, culture, literature, and politics. It stands for

Humanities and Social Sciences.

Pressure. The feeling of stress, anxiety, or responsibility.

Self-Esteem. How an individual values and appreciate themselves.

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 Chapter 2

RESEARCH METHODOLOGY AND SOURCES OF DATA

This chapter presents the research method, setting of the study, subject of the

study, source of data, procedure of the study, and statistical treatment.

Research Design

The researcher's used a descriptive research design, Calderon (2010) defined

descriptive research as a purposive process of gathering, analyzing, classifying, and

tabulating data about prevailing conditions, practices, processes, trends, and cause-

effect relationships and then making adequate and accurate interpretation about such

data with or without or sometimes minimal aid of statistical methods.

The descriptive research method is used in Understanding the Emotional

Struggles of Grade 11 HUMSS student in their General Mathematics Subject at

Innovatech Skills Resource Institute Inc.

Descriptive Research methods gives a better and deeper understanding of a

phenomenon on the basis of and in depth study of this research. The open- ended

survey was developed by the researchers as the tool in gathering the data needed in

the study.

The researchers used the descriptive research method in the study because it is

the best way to describe the data and characteristics about the population or

phenomenon currently being studied.

12
Setting of the Study

This research was conducted in the municipality of Antipolo, Rizal, during the

school year 2024-2025. Specifically, at the Innovatech Skills and Resource Institute

located at 238 San Jose Street. Brgy. San Isidro, Antipolo City.

The Innovatech Skills and Resource Institute Inc. was formerly recognized as

"Antipolo Dela Virgen School Inc.” established on December 11, 2012. According to the

history of the town, Innovatech Skills and Resource Institute is currently recognized as a

new school in the entire division of Antipolo for it was established as a Senior High

School only last year, 2022.

We are able to collect the necessary data as the school has sufficient number of

students to be research respondents. With the abundance of students who study here,

Innovatech found its way to come up with a quality education provided for the young

learners of the city.

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Figure 2 location map of Innovatech Skills and Resource Institute Inc.

14
Subject of the Study

This study solely focused on Grade 11 learners of the HUMSS strand as its

primary respondents for S.Y. 2024-2025. Each individual had a chance to answer the

check-list questionnaire to meet the sample size recommended by the research

statistician. In total, Innovatech skills & resource Institute Inc. has 75 students enrolled

in Grade 11 and 27 grade 11 HUMSS identifiable respondents were gathered from this

population. They were chosen because they could best supply the information required

to complete the study.

Sources of Data

The research made use of validated questionnaire – checklist as the instrument

in getting the required data for the study. The questionnaire is composed of two main

parts. The first part is dedicated to the profile of the respondents in terms of their age,

sex & strand.

The second part is a Likert Scale checklist to measure the possible challenges

encountered by the respondents, with an option provided should there be other

methods they use that may not be included within the items given. Responses to each

item will be rated based on the provided scale as follows:

15
Scale Range Verbal Interpretation

5 4.20 - 5.00 Strongly Agree

4 3.40 - 4.19 Agree

3 2.60 - 3.39 Neutral

2 1.80 - 2.59 Disagree

1 1.00 - 1.79 Strongly Disagree

The researchers also used data that has been already collected by and

readily available from other sources such as books, internet sources, and other

materials which are significantly related to the study's subject matter.

Procedure of the Study

The researchers began the study by following the steps in conducting a

research study. Identifying an issue and formulating a good research question is the first

step. After formulating a well-defined research problem, the best title for the research

problem was chosen by the researchers, who then submitted it to the critique reader for

criticism. Next was the choosing of the title and collecting of the literature, study and

other thesis related to the research, with the consultation and guidance from the experts.

Also, the researchers constructed the first two chapters of the research which are the

problem and background of the study and the research methodology and source of data.

16
 The panel members will be presented with the final draft of the research's first

two chapters to the research adviser for checking. The final two chapters, 3 and 4, will

then be conducted by the researchers. Following the completion of the final chapters

and follow up checking by the research adviser. The researchers must then edit their

thesis before binding it.

Statistical Treatment

The statistical treatment used on the study was based on the statement of the

study:

1. To determine the emotional struggles of the Grade 11 HUMSS students at Innovatech

on their General Mathematics subject in respect of low self-esteem and emotional

pressure, rank distribution and mean was used;

2. To determine the performance of the Grade 11 students at Innovatech as revealed by

their grades in Mathematics Subject, frequency was used.

3. To determine the significant relationship between the emotional struggles of Grade 11

HUMSS students in their General Mathematics subject and their profile, correlation was

used.

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 Chapter 3

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the presentation, analysis, and interpretation of data

acquired from the questionnaire checklist distributed to the Grade 11 students. The

responses of twenty-seven (27) respondents serves as the basis for the analysis and

understanding of the study.

Emotional Struggles of Grade 11 HUMSS in their General Mathematics Subject

Table 1 on the next page has presented the mean, rank and verbal interpretation

of the verbal interpretation of respondents in terms of Emotional Struggle.

It was shown in the table that the in the variable Emotional Struggle, item 4, “I

feel pressured in taking math class” obtained the highest rank of mean 3.37, verbally

interpreted as “Neutral”. While item 1, “It’s hard to focus in mathematics class because

it’s complicated to understand” obtained the lowest rank of mean 1.46, verbally

interpreted as “Strongly Disagree’. Overall, the variable Emotional Struggle obtained a

mean of 2.31, verbally interpreted as Disagree.

This implied that the Grade 11 HUMSS respondents “disagreed” that the

emotional struggle can affect their academic performance in their General Mathematics

subject.

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 Table 1

Computed Mean, Rank Distribution and Verbal Interpretation in Emotional

Struggles of Respondents

A. Emotional Struggle Mean Verbal Interpretation Rank

1.) It’s hard to focus in mathematics class 3.48 Neutral 4

because it’s complicated to understand

2.) I get sinking feeling whenever I’m answering 4.50 Agree 9

math
3.) Mathematics makes me feel confused 3.46 Neutral 3

4.) I feel pressured in taking math class 3.30 Neutral 1

5.) I worry that I will not able to do well in 4.15 Agree 6
mathematics class

6.) Solving Mathematics problems stresses me 3.32 Neutral 2

7.) Mathematics makes me feel anxious about 4.10 Agree 5

my academic performance

8.) I feel overwhelmed when the teacher picks 5 Strongly Agree 10

me to recite in math class

9.) I feel judged by my classmates when my

answers are wrong during math class it makes
me stressed 4.45 Agree 8

10.) I panic when I have to solve math problems 4.40 Agree 7

in front of the class

Overall 4. 01 Agree

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 Mental health problems can affect student’s energy level, concentration,

dependability, mental ability, and optimism, hindering performance. According to Shields

et al. (2016), Emotional Struggle such as anxiety, stress, and depression often impair

EFS, and EFS also act as strong predictors of academic performance. EFS are seen as

a core component of brain function and comprise the cognitive processes responsible

for goal-oriented and purposeful behaviors. For example, when students experience

high levels of anxiety before an exam, their ability to focus and retain information may

be compromised, ultimately impacting their academic performance. Additionally, stress

from personal issues can lead to emotional struggle, making it difficult for students to

concentrate on their studies effectively.

Mental health problems can affect many areas of students' lives, reducing their

quality of life, academic achievement, physical health, and satisfaction with the college

experience, and negatively impacting relationships with friends and family members.

For instance, a student dealing with depression may struggle to attend classes regularly,

complete assignments on time, or engage in social activities, which can create a cycle

of isolation and poor academic performance. These issues can also have long-term

consequences for students, affecting their future employment, earning potential, and

overall health.

Moreover, emotional struggle can manifest in various aspects of a student's

academic performance, leading to a lack of focus and motivation in their studies. When

students are overwhelmed by negative emotions, their ability to concentrate in class,

participate in discussions, and perform well on assessments may be significantly

20
hindered. Therefore, addressing emotional struggles and promoting mental well-being

among students is crucial for enhancing their overall academic success and personal

development. By providing adequate support and resources for students facing mental

health challenges, educational institutions can create a more conducive learning

environment that nurtures students' holistic growth and well-being. Shields et al. (2016)

Moreover, According to Barbara Pieronkiewicz (2022), his study revealed that a

majority of children showed a low level of math anxiety. Interestingly, some children

displayed no signs of anxiety towards math, while others experienced a moderate level

of anxiety. However, high percentage of children were classified as highly math anxious.

The primary reasons cited by students for their math anxiety included concerns about

failing, finding the tasks too challenging, feeling pressured by time constraints, and a

fear of receiving poor grades.

To delve deeper into the issue, it is important to consider specific examples that

highlight these reasons. For instance, a student who fears failure may avoid challenging

math problems altogether, limiting their learning opportunities. Similarly, a student who

perceives math tasks as too difficult may feel overwhelmed and struggle to engage with

the material effectively. Furthermore, time pressure can lead to increased stress and

hinder a student's ability to think critically and solve problems accurately.

In light of these findings, it is crucial to explore strategies aimed at enhancing

students' mathematical achievement. By addressing the underlying factors contributing

to math anxiety, such as fear of failure and task difficulty, educators can create a

supportive learning environment that promotes confidence and resilience. Implementing

21
interventions that focus on building students' problem-solving skills and fostering a

positive attitude towards math can help mitigate anxiety and improve overall academic

performance. By acknowledging and addressing students' concerns, we can empower

them to overcome challenges and succeed in their mathematical pursuits

22
 Table 2

Computed Mean, Rank Distribution and Verbal Interpretation in Emotional

Struggles of Respondents in terms of Pressure

B. Pressure Mean Verbal Interpretation Rank

1.) I’m shy to speak up and solve in front during 3 Neutral 1

math classes

2.) I’m nervous to raise my hands in math 4.01 Agree 5

recitations because I’m not confident enough with
my answers

3.) Whenever I lost my focus in math I feel like I’m 3.50 Neutral 2
a failure
4.) I rarely stand for math because I’m afraid to 3. 55 Neutral 3
be judged
5.) I lost my confidence when I have difficulties in 4.25 Agree 8
answering math

6.) I’m afraid to ask for help in math because of the 4.50 Agree 9
criticism
7.) I rarely speak and stood up in math because I 5.01 Strongly Agree 10
feel like I cannot answer what is asked correctly

8.) I feel like I’m not good in math compared to my 3.57 Neutral 4
classmates

9.) When my answers are wrong, I feel discourage 4.10 Agree 6

and stupid
10.) I don’t feel confident in my ability to solve 4.20 Agree 7
math problems

Overall 4 Agree

23
 Table 2 has presented the mean, rank and verbal interpretation of the verbal

interpretation of respondents in terms of Pressure.

It was shown in the table that the in the variable Pressure, item 7 “I rarely speak

and stood up in math because I feel like I cannot answer what is asked correctly”

obtained the highest rank of mean 5.01, verbally interpreted as “Strongly Agree”. While

item 1, “I’m shy to speak up and solve in front during math classes” obtained the lowest

rank of mean 3, verbally interpreted as “Neutral. Overall, the variable Pressure obtained

a mean of 4, verbally interpreted as Agree.

This implied that the Grade 11 HUMSS respondents “agreed” that Pressure can

affect their academic performance in their general mathematics subject.

According to Statish (2013), pressure plays a significant role in the failure of

students in their mathematics subjects. This pressure stems from various factors,

including the influence of a poor socio-economic background and the dearth of qualified

mathematics teachers. For instance, students coming from disadvantaged backgrounds

may face additional challenges in understanding complex mathematical concepts due to

limited resources and support systems. Furthermore, the shortage of proficient

mathematics educators can hinder students' ability to grasp fundamental principles

effectively, leading to a decline in academic performance.

In his study, Statish (2013) also highlighted the prevalent perception that

mathematics is inherently difficult, contributing to students' struggles in the subject. This

perception can create a mental barrier for learners, making them feel intimidated by

24
mathematical problems even before attempting to solve them. To illustrate, students

may approach math exercises with a defeatist attitude, assuming they are bound to fail

due to the subject's perceived complexity. Consequently, this negative mindset can

impede their learning progress and erode their confidence in tackling mathematical

challenges.

Moreover, Eze (2015) conducted research that shed light on another crucial

factor influencing students' aversion to mathematics: the teaching methods employed by

educators. Eze (2015) discovered that the general disdain for mathematics among

students is often a result of inappropriate teaching strategies rather than the innate

difficulty of the subject itself. For example, unqualified teachers may resort to outdated

or ineffective teaching techniques that fail to engage students or make math concepts

relatable. As a consequence, students may develop a dislike for mathematics due to the

uninspiring and confusing instruction they receive in the classroom.

In conclusion, the failure of students in mathematics can be attributed to a

combination of external pressures, perceived difficulty, and inadequate teaching

methods. By addressing these issues through targeted interventions and support

systems, educators can help students overcome their challenges and foster a positive

attitude towards mathematics learning.

25
 Table 3

Composite Computed Mean, Rank Distribution and Verbal Interpretation in

Emotional Struggle of Grade 11 HUMSS student

Variables Overall Rank Verbal Interpretation

A. Emotional Struggle 4.01 1 Agree

B. Pressure 4 2 Agree

Grand Mean 8.01 Strongly Agree

As shown in the table that the variable Pressure obtained the highest rank with

an overall mean of 4.01 and interpreted as “Agree”. On the other hand, Emotional

Struggle ranked second with the overall mean of 4 and interpreted as “Agree”. Based on

the result, the grand mean of 8.01 and was verbally interpreted as “Strongly Agree”.

This implies that the grade 11 HUMSS respondents “Agree” that “Emotional

Struggle, Pressure, are variables that influence their struggles in their Mathematics

Subject. In line with the study of Curtis (2023), emotions such as shyness, fear, and

shame play a significant role in influencing individuals' behavior. For instance, a student

who is prone to feeling shame may have certain expectations regarding how they will

emotionally handle academic challenges. These struggles with negative emotions can

have a detrimental impact on a student's academic performance, potentially leading to a

decline in their overall academic achievement.

26
 Chapter 4

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter presents the summary of the findings of the study, the conclusions

based on the obtained results, as well as the recommendations forwarded in the

conclusions arrived at.

Summary of Findings

Based on the analysis and interpretation of data, the following are hereby

summarized according to the statement of the problems stated in Chapter 1.

1. The profile of the Grade 11 HUMSS students in terms of

1.1 In terms of Age, majority of the Grade 11 HUMSS students are 16 year old.

2. The Emotional Struggles of Grade 11 HUMSS students in their General

Mathematics subject at Innovatech Skills & Resource Institute Inc. on with

respect to the two variables

2.1 With respect to Low Self-esteem, majority of the respondents strongly agree that

they feel overwhelmed when the teacher picks them to participate in Mathematics class.

2.2 With respect to Emotional Pressure, majority of the respondents strongly agree that

they rarely speak and stood up in math because they feel like they cannot answer what

is asked correctly.

27
Conclusions

Based on the findings, the following conclusions were drawn:

1. Majority of Grade 11 HUMSS students are 16 years old, suggesting that they are in

their mid-teen years, a period typically associated with self-discovery and heightened

emotional sensitivity. Majority of Grade 11 HUMSS students are 16 years old,

suggesting that they are in their middle adolescence years, a period typically associated

with self-discovery and heightened emotional sensitivity. According to the Adolescence

theory, this could contribute to the unique struggles and experiences the students face

in challenging subjects like General Mathematics (Sanders, R. A., 2013).

2. The study reveals that many students experience feelings of inadequacy in their

General Mathematics class. This lack of confidence significantly impacts their problems

in front of their peers. Students also experience considerable emotional pressure, often

avoiding to actively participate in class discussions due to a fear of incorrect answers.

This highlights a sense of self-doubt, where students are concerned about judgment

from both teachers and classmates, further hindering their ability to engage effectively in

the subject.

28
Recommendations

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

recommendations are hereby suggested:

1. Teachers could implement a positive approach in calling students to participate.

Emphasizing effort over accuracy and creating a safe space for mistakes may help

alleviate students’ fear of reciting in Math class.

2. Schools should consider offering workshops or counseling sessions to help students

build self-esteem and resilience in challenging subjects like Mathematics and to

establish peer mentoring or study groups could provide students with a supportive

network, reducing the pressure of individual performance in front of the class and

helping them feel more comfortable engaging with difficult lessons.

29
 REFERENCES

A. Internet Resources

American College Health Association. (2015). National College Health Assessment II:

Spring 2015 reference group executive summary. Hanover, MD: Author.

Retrieved from http://www.acha-ncha.org/reports_ACHA-NCHAII.html.

Consequences of Student Mental Health Issues Suicide Prevention Resource Center

mental-health-issues/– Suicide Prevention Resource Center Retrieved from

https://sprc.org/settings/colleges-and-universities/consequences-of-student

/Monika Szczgiel (2022), Mathematical Thinking and Learning 24(3) 248-266 Retrieved

From: facebook.com/l.php?u=https%3A%2F%2Fcse.google.com%2F%3
Fcx%3D847eb977609954d39%26fbclid%3DIwAR0rHar-6BS_XCYZAA-

Statish (2013) Motivation is effective learning and behavior from Spitzer Retrieved from;

https://l.facebook.com/l.php?u=https%3A%2F%2Fwww.google.com%2Furl
4l7cjgcKIqLzmaWRk2mBqe

B. Published/Unpublished Thesis

Gavino, M. M. (2022). Academic Performance in General Mathematics of Grade 11

Students: A Brief Report. Retrieved from:

https://files.eric.ed.gov/fulltext/EJ1347671.pdf

Harris on, J. (2020). What Makes Mathematics Difficult as a Subject for Most Students

in Higher Education. Retrieved from

https://l.facebook.com/l.php?u=https%3A%2F%2Fwww.google.com%2Furl
%

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Lustre, J. B. (2021). Factors Affecting the Academic Performance of Grade 11 Students

in General Mathematics. Retrieved from:

https://l.facebook.com/l.php?u=https%3A%2F%2Fwww.google.com%2Furl
%

Meenu. (2022, November 30). Learning Theories in Mathematics.

Retrieved from:
https://l.facebook.com/l.php?u=https%3A%2F%2Fwww.google.com%2Furl
%

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 APPENDIX AS

Gantt Chart

Aug. 2024 Sept. 2024 Oct. 2024 Nov. 2024

Preparation of research title

Presentation of thesis title and

proposal

Creating Chapters 1-2

Chapters 1-2 Checking

Preparation of research letters

Development of Survey
Questionnaire

Approval for the developed

Survey Questionnaire

Data Gathering

Data Collection and Consulting

Statistical Center

Data Analysis, Interpretation

Conclusion and
Recommendations

Submission of research

32
 APPENDIX B

Letter for the Adviser

Christine L. Mauricio

Research Adviser

Innovatech Skills & Resource Institute Inc.

238 San Jose Street San Isidro, Antipolo City, Rizal

Dear Ma’am,

Good day! We are the student’s from HUMSS 12 and we are currently in the
process of writing our thesis entitled “Emotional Struggles of Grade 11 HUMSS in their
Mathematics subject”, in partial fulfillment of the requirements for the subject 3i’s
(Inquiries, Investigations and Immersions) With this We are asking for permission to
conduct this research.

Knowing this, all levels of information to be acquired will be treated with utmost
confidentiality.

Hoping for your kind consideration regarding this matter

Sincerely,

Gem Lyka Amido Blessing Joy Napoles

Alysa Clarise Campo Jeril Rose Pepito

Mitchi Kate Dalupang Cherrylyn Tumibay

John Manuel Moral

Noted by and Approved by:

Christine Mauricio

Research Adviser

33
 APPENDIX C

Letter for the Teachers

Teachers

Innovatech Skills & Resource Institute Inc.

238 San Jose Street San isidro, Antipolo City, Rizal

Dear teachers,

Good day! We are the student’s from HUMSS 12 and we are currently in the
process of writing our thesis entitled “Emotional Struggles of Grade 11 HUMSS in their
Mathematics subject”, in partial fulfillment of the requirements for the subject 3i’s
(Inquiries, Investigations and Immersions) With this We are asking for permission to
conduct this research.

Knowing this, all levels of informations to be acquired will be treated with utmost
confidentiality.

Hoping for your kind consideration regarding this matter.

Sincerely,

Gem Lyka Amido Blessing Joy Napoles

Alysa Clarise Campo Jeril Rose Pepito

Mitchi Kate Dalupang Cherrylyn Tumibay

John Manuel Moral

Noted by and Approved by:

Beverly Merginio Mark Anthony A. Sanchez

Altair Josef Refugio Randy Jamera

34
 APPENDIX D

Letter for the Principal

Zenaida Yim Vickman

School Principal

Innovatech Skills & Resource Institute Inc.

238 San Jose Street San isidro, Antipolo City, Rizal

Dear Ma’am,

Good day! We are the student’s from HUMSS 12 and we are currently in the
process of writing our thesis entitled “Emotional Struggles of Grade 11 HUMSS in their
Mathematics subject”, in partial fulfillment of the requirements for the subject 3i’s
(Inquiries, Investigations and Immersions) With this We are asking for permission to
conduct this research.

Knowing this, all levels of informations to be acquired will be treated with utmost
confidentiality.

Hoping for your kind consideration regarding this matter.

Sincerely,

Gem Lyka Amido Blessing Joy Napoles

Alysa Clarise Campo Jeril Rose Pepito

Mitchi Kate Dalupang Cherrlylyn Tumibay

John Manuel Moral

Noted by and Approved by:

Zenaida Yim Vickman

School Principal

35
 APPENDIX E

Letter for the Admin Head

Daphney Dy Del Mundo

Admin Head

Innovatech Skills & Resource Institute Inc.

238 San Jose Street San isidro, Antipolo City, Rizal

Dear Ma’am,

Good day! We are the student’s from HUMSS 12 and we are currently in the
process of writing our thesis entitled “Emotional Struggles of Grade 11 HUMSS in their
Mathematics subject”, in partial fulfillment of the requirements for the subject 3i’s
(Inquiries, Investigations and Immersions) With this We are asking for permission to
conduct this research.

Knowing this, all levels of informations to be acquired will be treated with utmost
confidentiality.

Hoping for your kind consideration regarding this matter,

Sincerely,

Gem Lyka Amido Blessing Joy Napoles

Alysa Clarise Campo Jeril Rose Pepito

Mitchi Kate Dalupang Cherrylyn Tumibay

John Manuel Moral

Noted by and Approved by:

Daphney Dy Del Mundo

Admin Head

36
 APPENDIX F

Letter for the School Directress

Bridgette Del Mundo

School Directress

Innovatech Skills & Resource Institute Inc.

238 San Jose Street San Isidro, Antipolo City, Rizal

Dear Ma’am

Good day! We are the student’s from HUMSS 12 and we are currently in the
process of writing our thesis entitled “Emotional Struggles of Grade 11 HUMSS in their
Mathematics subject”, in partial fulfillment of the requirements for the subject 3i’s
(Inquiries, Investigations and Immersions) With this We are asking for permission to
conduct this research.

Knowing this, all levels of informations to be acquired will be treated with utmost
confidentiality.

Hoping for your kind consideration regarding this matter,

Sincerely,

Gem Lyka Amido Blessing Joy Napoles

Alysa Clarise Campo Jeril Rose Pepito

Mitchi Kate Dalupang Cherrylyn Tumibay

John Manuel Moral

Noted by and Approved by:

Bridgette Del Mundo

School Directress

37
 APPENDIX G

Letter for the Statistician

Randy F. Jamera

Statistician

Innovatech Skills & Resource Institute Inc.

238 San Jose Street San Isidro, Antipolo City, Rizal

Dear Sir,

Good day! In line with your endeavor and with your field of specialization, we
humbly request you to be our Statistician adviser in our research entitled “Emotional
Struggles of Grade 11 HUMSS in their Mathematics Subject”.

Your bestowed attention on this matter will certainly uphold us to fulfill our study. We are
hoping for your affirmative response regarding this humble matter.

Thank you and God bless!

Sincerely,

Gem Lyka Amido Blessing Joy Napoles

Alysa Clarise Campo Jeril Rose Pepito

Mitchi Kate Dalupang Cherrylyn Tumibay

John Manuel Moral

Noted by and Approved by:

Randy F. Jamera

Statistician

38
 APPENDIX H

Letter for the Respondents

Respondents

Innovatech Skills & Resource Institute Inc.

238 San Jose Street San Isidro, Antipolo City, Rizal

Dear Respondents,

Good day! We are the student’s from HUMSS 12 and we are currently in the
process of writing our thesis entitled “Emotional Struggles of Grade 11 HUMSS in their
Mathematics subject”, in partial fulfillment of the requirements for the subject 3i’s
(Inquiries, Investigations and Immersions) With this We are asking for permission to
conduct this research during your class.

Knowing this, all levels of informations to be acquired will be treated with utmost
confidentiality.

Hoping for your kind consideration regarding this matter,

Sincerely,

Gem Lyka Amido Blessing Joy Napoles

Alysa Clarise Campo Jeril Rose Pepito

Mitchi Kate Dalupang Cherrylyn Tumibay

John Manuel Moral

Noted by:

Christine Mauricio

Research Adviser

39
 APPENDIX I

Questionnaire Checklist

Emotional Struggles of Grade 11 HUMSS in their General Mathematics Subject

Age:

Sex:

I. Emotional Struggles- The feeling of being overwhelmed, helpless, or hopeless

1- Strongly Disagree 2- Disagree 3- Neutral 4- Agree 5- Strongly Agree

1 2 3 4 5
1.) It’s hard to focus in mathematics class
because it’s complicated to understand
2.) I get sinking feeling whenever I’m answering
math
3.) Mathematics makes me feel confused

4.) I feel pressured in taking math class

5.) I worry that I will not able to do well in

mathematics class
6.) Solving Mathematics problems stresses me

7.) Mathematics makes me feel anxious about

my academic performance
8.) I feel overwhelmed when the teacher picks me
to recite in math class
9.) I feel judged by my classmates when my
answers are wrong during math class it makes
me stressed
10.) I panic when I have to solve math problems
in front of the class

40
II. Low Self-Esteem- Extremely critical of themselves

1 2 3 4 5
1.) I’m shy to speak up and solve in front
during math classes
2.) I’m nervous to raise my hands in math
recitations because I’m not confident enough
with my answers

3.) Whenever I lost my focus in math I feel

like I’m a failure
4.) I rarely stand for math because I’m afraid
to be judged
5.) I lost my confidence when I have
difficulties in answering math
6.) I’m afraid to ask for help in math because
of the criticism
7.) I rarely speak and stood up in math
because I feel like I cannot answer what is
asked correctly
8.) I feel like I’m not good in math compared
to my classmates
9.) When my answers are wrong, I feel
discourage and stupid
10.) I don’t feel confident in my ability to solve
math problems

41
 Resume

PERSONAL DATA

Name: Alysa Clarise B. Campo

Nickname: Lay

Address: 0382 Cloud 9 St. Cruz, Sumulong

Contact Number: 09999842152

Birth Date: March 20, 2007

Birth Place: Barcelona, Mindanao

Civil Status: Single

Father’s Name: Lito Campo

Mother’s Name: Arlyn Bayogbog

Height: 5’3

Weight: 34

Hobbies: Dance

EDUCATIONAL ATTAINMENT

Tagbobo Elementary School

Tagbobo, Surigao Del Sur

Primary Education, 2017-2018

Tabon M. Estrella National High School

Bislig City, Surigao Del Sur

Secondary Education 2022-2023

Innovatech Skills & Resource Institute Inc.

San Isidro, Antipol

42
 Resume

PERSONAL DATA

Name: Jeril Rose Y. Pepito

Nickname Je

Address; Sitio El Dorado Brgy. San Jose, Antipolo

Contact Number: 09385384464

Birth Date: October 27, 2004

Civil Status: Single

Father’s Name: Jesson B. Pepito

Mother’s Name: Riza Y. Pepito

Height (m): 5’0

Weight (kg): 67

Hobbies: Reading; Listening to music, binge watching bl series

EDUCATIONAL ATTAINMENT

Manggahan Elementary School

Manggahan, Pasig

Primary Education, 2015-2016

Dalig National High School

Junior high School

Secondary Education, 2019-2020

Innovatech Skills and Resource Institute

Antipolo, Rizal

Senior High School

43
 Resume

PERSONAL DATA

Name: Blessing Joy S. Napoles

Nickname: Blessy

Address: Corville Subdivision Brgy. San Luis, Antipolo

Contact Number: 09691789892

Birth Date: June 13, 2007

Civil Status: Single

Father’s Name: Marcelo R. Napoles Jr.

Mother’s Name: Anastacia S. Napoles

Height (m); 4’11

Weight (kg): 44

Hobbies: Watching, reading, and writing stories

EDUCATIONAL ATTAINMENT

San Isidro Elementary School

Antipolo, Rizal

Primary Education, 2017-2018

San Jose National High School

Junior high School

Secondary Education, 2022-2023

Innovatech Skills and Resource Institute

Antipolo, Rizal

Senior High School

44
 Resume

PERSONAL DATA

Name: John Manuel S. Moral

Nickname: JM

Address: M. Santos St. Brgy. San Jose, Antipolo

Contact Number: 09635094523

Birth Date: June 26, 2007

Civil Status: Single

Father’s Name: Jhonny C. Moral

Mother’s Name: Angelita S. Moral

Height (m) 5’5

Weight (kg): 75

Hobbies: Playing musical instruments, watching anime

EDUCATIONAL ATTAINMENT

Juan Sumulong Elementary School

Antipolo, Rizal

Primary Education, 2018-2019

San Jose National High School

Junior high School

Secondary Education, 2022-2023

Innovatech Skills and Resource Institute

Antipolo, Rizal

Senior High School

45
 Resume

PERSONAL DATA

Name: Mitchie Kate D. Dalupang

Nickname: Chie

Address: Sitio Abuyod Brgy. San Jose, Antipolo City,

Contact Number: 09620775912

Birth Date: September 22, 2005

Civil Status: Single

Father’s Name: Michaelle F. Dalupang

Mother’s Name: Mely S. Dalupang

Height (m) --

Weight (kg): --

Hobbies: Watching movies, singing, and dancing

EDUCATIONAL ATTAINMENT

Bagong Nayon II Elementary School

Antipolo, Rizal

Primary Education, 2018-2019

Abuyod National High School

Junior high School

Secondary Education, 2022-2023

Innovatech Skills and Resource Institute

Antipolo, Rizal

Senior High School

46
 Resume

PERSONAL DATA

Name: Gem Lyka M. Amido

Nickname: lai

Address: 301 San Jose Ext., Antipolo City,

Contact Number: 09619097576

Birth Date: September 25, 2006

Civil Status: Single

Father’s Name: Vicente M. Amido Jr.

Mother’s Name: Ramela Mijares Amido

Height (m) --

Weight (kg): --

Hobbies: Watching movies, singing

EDUCATIONAL ATTAINMENT

Daan Banwa Elementary School

Antipolo, Rizal

Primary Education, 2018-2019

Dela Paz National High School

Junior high School

Secondary Education, 2022-2023

Innovatech Skills and Resource Institute

Antipolo, Rizal

Senior High School

47
 Resume

PERSONAL DATA

Name: Cherrylyn Tumibay

Nickname: Che

Address: Progressive Subd. Lower Hinapao,

Contact Number: 09510402574

Birth Date: June 28, 2007

Civil Status: Single

Father’s Name: Rolando D. Tumibay

Mother’s Name: Agripina G. Tumibay

Height (m) --

Weight (kg): --

Hobbies: Watching movies

EDUCATIONAL ATTAINMENT

San Isidro Elementary School

Antipolo, Rizal

Primary Education, 2018-2019

San Isidro National High School

Junior high School

Secondary Education, 2022-2023

Innovatech Skills and Resource Institute

Antipolo, Rizal

Senior High School

48