ACKNOWLEDGEMENT

The researchers would like to express their genuine gratitude and appreciation to

everyone who contributed to and cooperated in the preparation and completion of this

research project.

To our Teacher, Mr. Altair Josef Refugio, for his presence to sign our letter during

the gathering of data. We want to thank this person for reminding us of the right thing to

do during our research study.

To our Teacher, Mrs. Beverly Merginio, for her support and suggestion during the

process of our research.

To our Teacher, Mr. Mark Anthony Sanchez, for his assistance, support and

suggestion during the process of this research.

To our Research Adviser, Ms. Christine Mauricio, for her guidance during the

whole chapter of this research. We want to thank this person for believing in us that we

can do this research with her accompany.

To our Principal, Mrs. Zenaida Yim Vickman, MAT, for her words that inspired every

student here at Innovatech, she truly serves as our leader.

To our Families, for their guidance, support, love, and financial assistance in

completing the Research, we are thankful and you are all greatly appreciated.

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 DEDICATION

To our family for their unwavering support in completing our research study, they

are one of the reasons we will not give up on it.

To our God Almighty, we thank him for guiding us and providing us with the health

we need to conduct this research. His love and blessings help the researchers with the

strength and determination to complete the project successfully.

To ourselves, specially Jeril Rose Pepito and Alysa Clarise Campo for the efforts

to finish the research paper. We are proud of ourselves that we were able to accomplish

this with the help of each other.

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 ABSTRACT

This study determined the Emotional Struggle by the Grade 11 HUMSS Students

towards their General Mathematics Subject in Innovatech Skills Resource & Institute Inc.

This study was conducted at the Innovatech Skills & Resource Institute Inc.

Formerly located at 238 San Jose Street. Barangay San Isidro, Antipolo City, Rizal.

The descriptive research method is used in Understanding the emotional Struggles

of Grade 11 HUMSS student in their General Mathematics Subject in Innovatech Skills

Resource Institute Inc.

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

respondents for S.Y. 2024-2025. Each individual has 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. had 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.

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, of the student.

The study finds that the profile of the respondents, in terms of age are 16 years

old and are in HUMSS strand.

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 Table 1 Implied that the Grade 11 HUMSS respondents “Agreed” that the

emotional struggle can affect their academic performance in their general mathematics

subject.

Table 2 Implied that the Grade 11 HUMSS respondents “Agreed” that Pressure

can affect their academic performance in their general mathematics subject.

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.

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 TABLE OF CONTENTS

Title Page................................................................................... i

Approval Sheet…..................................................................... ii

Acknowledgement…................................................................ iii

Dedication.................................................................................. iv

Abstract….............................................................................. v-vi

Table Content.......................................................................... vii

CHAPTER 1 THE PROBLEM AND ITS BACKGROUND

Introduction.............................................................................. 1-2

Background of the Study....................................................... 3-4

Scope and Limitation................................................................ 5

Statement of the Problem.......................................................... 5

Hypothesis................................................................................... 6

Theoretical Framework.............................................................. 6

Conceptual Framework.............................................................. 7

Conceptual Framework (Table)................................................. 8

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 Significance of the Study.......................................................... 9

Definition of Terms................................................................... 10-11

CHAPTER 2 RESEARCH METHODOLOGY AND SOURCE OF DATA

Research Design........................................................................12

Setting of the study.....................................................................13-14

Subject of the Study.................................................................... 15

Source of the Study..................................................................... 15

Procedure of the Study................................................................ 16

Statistical Treatment..................................................................... 17

CHAPTER 3 PRESENTATION, INTERPRETATION AND ANAYLYSIS OF DATA

Table 1 Emotional Struggles of Grade 11 HUMSS in their General Mathematics

Subject........................................................................................ 18-22

Table 2 Computed Mean, Rank Distribution and Verbal Interpretation in

Emotional Struggles of Respondents in terms of Pressure

…………………………………………………………………...23-25

Table 3 Composite Computed Mean, Rank Distribution and Verbal Interpretation in

Emotional Struggle of Grade 11 HUMSS student

….................................................................................................26

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CHAPTER 4 SUMMARY OF CONCLUSION AND RECOMMENDATION

Summary..................................................................................................... 27

Conclusion................................................................................................... 28

Recommendation........................................................................................ 29

APPENDICES

References....................................................................................................30-31

APPENDIX A

Gant Chart......................................................................................................32

APPENDIX B-H

Letter’s........................................................................................................... 33-39

APPENDIX I

Questionnaire................................................................................................ 40-41

CURRICULUM VITAE.................................................................................. 42

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