CHAPTER III

DATA PRESENTATION AND ANALYSIS

This chapter presents the data gathered and the interpretation of the data which

are interpreted and analyzed by the researchers to answer each of the statement of the

problem.

On the profile of the respondents as a whole and when grouped in terms of

established variables

Table 1. Profile of the BSED Math Major Students of Bacolod City College in
Terms of Established Variables

Variables Category f %
Younger 43 58.11
Age
Older 31 41.89
Total 74 100
Female 55 74.32
Sex
Male 19 25.68
Total 74 100
First Year 26 35.14
Year Level Second Year 26 35.14
Third Year 22 29.73
Total 74 100

Figure 2. Profile of the BSED Math Major Students of Bacolod City College in
Terms of Established Variables

Age Sex Year Level

1st year
Younger 26% Female
30% 35% 2nd year
42% Older Male
3rd year
58%
74%
35%
 34

Table 1 and Figure 2 shows the profile of the respondents in terms of age. Out of

74 respondents, 43 respondents belonged to younger age, while 31 respondents belonged

to older age. It implies that most of the respondents are younger.

On sex, out of 74 respondents, 55 respondents were categorized as female, while

19 respondents were categorized as male. It implies that most of the respondents are

female.

On Year Level, out of 74 respondents, 26 respondents belonged to first year,

another 26 respondents belonged to second year, and 22 respondents belonged to the third

year. It implies that most of the students are from first year and second year.

Therefore, most of the Math major students of Bacolod City College are younger,

female, first year and second year.

On the extent of difficulties in learning Mathematics of the respondents as a whole

and when they are grouped according to the aforementioned variables and when
compared to the established aspects

Table 2. Extent of Difficulties in Learning Mathematics of the Respondents as a

Whole and When They are Grouped According to the Aforementioned Variables,
and When Compared to the Established Aspects

Cognitive Affective Distractions

Variables
Mean Interpretation Mean Interpretation Mean Interpretation
Younger 3.32 Moderate Extent 3.37 Moderate Extent 3.48 Great Extent
Age
Older 2.96 Moderate Extent 2.94 Moderate Extent 3.44 Great Extent
Mean of
3.14 Moderate Extent 3.16 Moderate Extent 3.46 Great Extent
means
Female 3.16 Moderate Extent 3.25 Moderate Extent 3.51 Great Extent
Sex
Male 3.20 Moderate Extent 3.02 Moderate Extent 3.32 Moderate Extent
Mean of
3.18 Moderate Extent 3.14 Moderate Extent 3.42 Great Extent
means
First Year 3.60 Great Extent 3.72 Great Extent 3.49 Great Extent

Year Second Year 3.03 Moderate Extent 2.92 Moderate Extent 3.52 Great Extent
Level
Third Year 2.82 Moderate Extent 2.88 Moderate Extent 3.36 Moderate Extent

Mean of
3.15 Moderate Extent 3.17 Moderate Extent 3.46 Great Extent
means
 35

Figure 3. Extent of Difficulties in Learning Mathematics of the Respondents as a

Whole and When They are Grouped According to the Aforementioned Variables,
and When Compared to the Established Aspects

Age Sex
3.6 4
3.5 3.5
3.4 3.48 3.44 3.51
3 3.16 3.2 3.25
3.3 3.37 3.02
3.32 2.5
3.2
3.1 2
3 1.5 1.8
2.9 2.96 2.94 1
2.8
2.7 0.5
2.6 0
Cognitive Affective Distractions Cognitive Affective Distractions

Younger Older Female Male

Year Level
4 3.6 3.72
3.49 3.52
3.5 3.36
3.03 2.92 2.88
3 2.82
2.5
2
1.5
1
0.5
0
Cognitive Affective Distractions

1st year 2nd year 3rd year

Table 2 and Figure 3 shows the extent of difficulties in learning math of the

respondents according to their profile and when compared to the aspects cognitive,

affective, and distractions. On the cognitive aspect shows that in terms of age, younger

respondents obtained a mean score of 3.32, while the older respondents obtained a mean

score of 2.96 which both interpreted as moderate extent. It shows that there is a

difference of 0.36 in the mean scores between the younger and older respondents, which
 36

implies that younger respondents find learning math more difficult than older

respondents.

As a whole, both younger and older respondents obtained a mean score of 3.14

showing a moderate extent of difficulty which implies that, in terms of age, learning math

not so difficult. The result is in contrast with the article written by Meredith Cicerchia

(2020), she stated that Math is one of those subjects that is poorly understood by both

children and adults. This is because whereas pre-school math is about practical problem

solving, noticing patterns, recognizing shapes in your environment and learning to count,

secondary and high school math instruction becomes more abstract. This proves that as

the year level advances, the subject is also getting more difficult.

On sex, it shows that female respondents obtained a mean score of 3.16 while the

male respondents obtained a mean score of 3.20 which both interpreted as moderate

extent. It shows that there is a difference of 0.04 in the mean scores between the female

and male respondents, which implies that male respondents find learning math more

difficult than female respondents.

As a whole, both female and male respondents obtained a mean score of 3.18

showing a moderate extent of difficulty which implies that, in terms of sex, learning math

is not so difficult. The result is in contrast with Pappas M., Polychroni F. and Drigas A.

who stated that past research shows that boys perform better than girls in problem

solving, while girls are better in arithmetic operations. Better performance of male

students compared to their female peers on problem solving can partially explain their

advantage on mathematical literacy.

 37

On year level, it shows that first-year respondents obtained a mean score of 3.60

which is interpreted as great extent, second-year respondents obtained a mean score of

3.03, and the third-year respondents obtained a mean score of 2.82 which both interpreted

as moderate extent. The result shows that out of the three categories, first year

respondents obtained the highest mean which implies that among the three, they

experienced the most difficulty in learning math. It also shows that there is a difference of

0.21 in the mean score between the second-year and third-year respondents, which

implies that second year respondents find learning math more difficult than third year

respondents.

As a whole, the three categories obtained a mean score of 3.15 showing a

moderate extent of difficulty which implies that, in terms of year level, learning math is

not so difficult.

On the affective aspect shows that in terms of age, younger respondents obtained

a mean score of 3.37, while older respondents obtained a mean score of 2.94 which both

interpreted as moderate extent. It shows that there is a difference of 0.43 in the mean

scores between the younger and older respondents, which implies that younger

respondents experienced greater anxiety in learning math than older respondents.

As a whole, both younger and older respondents obtained a mean score of 3.16

showing a moderate extent of difficulty which implies that, in terms of age, respondents

experienced average incidence of anxiety in learning math. The result is in contrast with

Olmez and Ozel, (2012) statement which stated that as the difficulty of math learning

increases with age the math anxiety might also increase.

 38

On sex, it shows that female respondents obtained a mean score of 3.25, while the

male respondents obtained a mean score of 3.02 which both interpreted as moderate

extent. It shows that there is a difference of 0.22 in the mean scores between the female

and male respondents, which implies that female respondents experienced greater anxiety

in learning math than male respondents.

As a whole, both female and male respondents obtained a mean score of 3.14

showing a moderate extent of difficulty which implies that, in terms of sex, respondents

experienced average incidence of anxiety in learning math. The result is supported by

Maloney et. al. (2012), who suggested that women might have stronger math anxiety than

men when dealing with tasks that involve mathematical skills and numerical skills. Other

findings suggested that girls had greater habitual math anxiety than boys.

On year level, it shows that first-year respondents obtained a mean score of 3.72

which is interpreted as great extent, second-year respondents obtained a mean score of

2.92, and the third-year respondents obtained a mean of 2.88 which both interpreted as

moderate extent. The result shows that out of the three categories, first year respondents

obtained the highest mean score which implies that among the three, they experienced the

greatest anxiety in learning math. It also shows that there is a difference of 0.04 in the

mean score between the second-year and third-year respondents, which implies that

second year respondents experienced greater anxiety than third year respondents.

As a whole, the three categories obtained a mean score of 3.17 showing a

moderate extent of difficulty which implies that, in terms of year level, respondents

experienced average incidence of anxiety in learning math.

 39

On the distraction aspect shows that in terms of age, younger respondents

obtained a mean score of 3.48 while the older respondents obtained a mean score of 3.44

which both interpreted as great extent. It shows that there is a difference of 0.04 in the

mean scores between the younger and older respondents, which implies that younger

respondents were more distracted when learning math, than older respondents.

As a whole, both younger and older respondents obtained a mean score of 3.46

showing a great extent of difficulty which implies that, in terms of age, respondents

encountered lots of distractions while learning math.

On sex, it shows that female respondents obtained a mean score of 3.51 which is

interpreted as great extent, while male respondents obtained a mean score of 3.32 which

is interpreted as moderate extent. It shows that there is a difference of 0.19 in the mean

scores between female and male respondents, which implies that female respondents

were more distracted when learning math, than male respondents.

As a whole, both male and female respondents obtained a mean of 3.42 showing a

great extent of difficulty which implies that, in terms of sex, respondents encountered lots

of distractions while learning math.

On year level, it shows that first-year respondents obtained a mean score of 3.49,

second-year respondents obtained a mean score of 3.52 which both interpreted as great

extent, and the third-year respondents obtained a mean score of 3.36 which is interpreted

as moderate extent. The result shows that out of the three categories, second year

respondents obtained the highest mean score which implies that among the three, they

were the most distracted when learning math. It also shows that there is a difference of
 40

0.13 in the mean scores between the first-year and third-year respondents, which implies

that first year respondents were more distracted than third year respondents.

As a whole, first-year, second-year, and third-year respondents obtained a mean

score of 3.46 showing a great extent of difficulty which implies that, in terms of year

level, respondents encountered lots of distractions while learning math.

On the Significant difference in the difficulties in learning Mathematics of BSED

Math major students of Bacolod City College when grouped according to the
foregoing variables

Table 3. Significant Difference in the Difficulties in Learning Mathematics of BSED

Math Major Students of Bacolod City College According to the Cognitive Aspect

df t/f t/f
Variable Category Variance Decision Interpretation
Computed Tabular
Younger 0.80
Age 72 1.59 1.67 Reject Ho Significant
Older 1.01
Female 0.92
Sex 72 -0.15 1.67 Reject Ho Significant
Male 0.97
First 0.761
Year
Year Second 0.688 2, 4.96 3.13
Accept Ho Not Significant
Level Year 71
Third 1.015
Year

Table 3 shows the extent of difficulties of the respondents according to the

cognitive aspect in terms of age, sex and year level. When respondents are grouped

according to age, both categories attain a t-computed value of 1.59 and t-tabular value of

1.67 at 0.05 critical value. Based on the result shown on the table, since the t-tabular

value is higher than the t-computed value, it implies that there is a significant difference

in the difficulties in learning math between the younger and older respondents. Therefore,

the hypothesis was rejected.

 41

Results show that when grouped according to age, in the cognitive aspect,

younger respondents have trouble recalling what formulas or procedures to use when

solving complex equations, have problem understanding new math concepts, and have

difficulty understanding mathematics language during virtual class or when reading

module.

When grouped according to sex, both categories attain a t-computed value of -

0.15 and t-tabular value of 1.67 at 0.05 critical value. Based on the result shown on the

table, it implies that there is a significant difference in the difficulties in learning math

between the female and male respondents. Therefore, the hypothesis was rejected.

Results show that when grouped according to sex, in the cognitive aspect,

respondents have trouble recalling what formulas or procedures to use when solving

complex equations, and have difficulty understanding mathematics language during

virtual class or when reading module.

When respondents are grouped according to year level, the three categories attain

an f-computed value of 4.96 and f-tabular value of 3.13 at 0.05 critical value. Based on

the result shown on the table, it implies that there is no significant difference in the

difficulties in learning math between the first year, second year, and third year

respondents. Therefore, the hypothesis was accepted.

Results show that when grouped according to year level, in the cognitive aspect,

respondents have trouble recalling what formulas or procedures to use when solving

complex equations, have problem understanding new math concepts, and have difficulty

understanding mathematics language during virtual class or when reading module.

 42

Results shown above is in contrast with the study of Owolabi Josiah and Etuk-iren

Olubunmi Adejoke, (2014) who sought to investigate the effects of gender, age and

mathematics anxiety of college students on their achievement in Algebra. Their study

showed that there is no significant difference between the mean scores among age and

gender. However, Meredith Cicerchia’s (2020) article supported the results shown above,

which stated that math is one of those subjects that is poorly understood by both children

and adults. This is because whereas pre-school math is about practical problem solving,

noticing patterns, recognizing shapes in your environment and learning to count,

secondary and high school math instruction becomes more abstract. It often focuses on

rote learning and solving equations in books – thin arithmetic and times tables – which

can turn students off and cause them to believe math skills aren’t relevant to their day to

day life. This proves that as the year level advances, the subject is also getting more

difficult.

Table 4. Significant Difference in the Difficulties in Learning Mathematics of BSED

Math Major Students of Bacolod City College According to the Affective Aspect

Variable Category Variance df t/f t/f Decision Interpretation

Computed Tabular
Younger 1.06 Accept Not
Age 72 1.72 1.67
Older 1.18 Ho Significant
Female 1.05
Sex 72 0.76 1.67 Reject Ho Significant
Male 1.39
First Year 0.836
Year Second 1.022 2, 5.62 3.13 Not
Accept
Level Year 71 Significant
Ho
Third 1.190
Year

Table 4 shows the extent of difficulties of the respondents according to the

affective aspect in terms of age, sex and year level. When respondents are grouped

according to age, both categories attain a t-computed value of 1.72 and t-tabular value of
 43

1.67 at 0.05 critical value. Based on the result shown on the table, it implies that there is

no significant difference in the difficulties in learning math between the younger and

older respondents. Therefore, the hypothesis was accepted.

This is in contrast with Olmez and Ozel, (2012) statement which stated that as the

difficulty of math learning increases with age the math anxiety might also increase.

Recent studies indicated that a negative math anxiety-performance link existed for young

adults.

Results show that when grouped according to age, in the affective aspect,

respondents get nervous every time they have a quiz/exam in math, and respondents feel

like they cannot solve math problems accurately.

When grouped according to sex, both categories attain a t-computed value of 0.76

and t-tabular value of 1.67 at 0.05 critical value. Based on the result shown on the table, it

implies that there is a significant difference in the difficulties in learning math between

the female and male respondents. Therefore, the hypothesis was rejected.

The result is supported with Maloney et al. (2012) study who suggested that

women have stronger math anxiety than men when dealing with tasks that involve

mathematical skills and numerical skills. Other findings suggested that girls had greater

habitual math anxiety than boys. However, they did not experience higher level math

anxiety than boys during math content learning or a math content test.

Results show that when grouped according to sex, in the affective aspect,

respondents get nervous every time they have a quiz/exam in math, and respondents feel

like they cannot solve math problems accurately.

 44

When respondents are grouped according to year level, the three categories attain

an f-value computed of 5.62 and f-value tabular of 3.13 at 0.05 critical value. Based on

the result shown on the table, it implies that there is no significant difference in the

difficulties in learning math between the first year, second year, and third year

respondents. Therefore, the hypothesis was accepted.

Results show that when grouped according to year level, in the affective aspect,

respondents don’t like learning at home because they can’t do math tasks independently,

they get nervous every time they have a quiz/exam in math, they feel like they cannot

solve math problems accurately, and respondents get a feeling ofs not doing good in math

In line with the article written by Meredith Cicerchia, over time, repeated

underperformance in math can cause a student become demotivated and believe he or she

is “stupid” or not good at the subject. There are number of reasons why a child may be

having problems with math at school, from low motivation caused by anxiety, to a poor

understanding of how to apply and perform mathematical operations. Murayama, Pekrun,

Lichtenfield, and vom Hofe (2013) found that intelligence is strongly related to

achievement in starting stage but motivation and use of cognitive strategies predicted the

growth of achievement. In determining the students’ achievement, their attitude is rather

important than inability to study (Mwanwenda, 1995). Students like and dislike towards

mathematics as well as their belief about efficacy are influencing their learning (Zan and

Martino, 2008) as well.

According to Douglas B. McLeod, when students are engaged in trying to solve a

nonroutine mathematical problem, they often express a lot of emotions. If they work on

the problem over an extended period, the emotional responses may become quite intense,
 45

especially for inexperienced problem solvers. Students who fail to reach a solution

frequently report feelings of frustration (Confrey, 1984) or even panic (Buxton, 1981).
 46

Table 5. Significant Difference in the Difficulties in Learning Mathematics of BSED

Math Major Students of Bacolod City College According to Distractions

Variable Category Variance df t/f t/f Decision Interpretation

Computed Tabular
Younger 1.36
Age 72 0.14 1.67 Reject Ho Significant
Older 1.59
Female 1.37
Sex 72 0.58 1.67 Reject Ho Significant
Male 1.59
First Year 1.421
Year Second 2, 0.12 3.13 Significant
1.344
Level Year 71 Reject Ho
Third 1.551
Year

Table 5 shows the extent of difficulties of the respondents according to the

distractions in terms of age, sex and year level. When respondents are grouped according

to age, both categories attain a t-computed value of 0.14 and t-tabular value of 1.67 at

0.05 critical value. Based on the result shown on the table, it implies that there is a

significant difference in the difficulties in learning math between the younger and older

respondents. Therefore, the hypothesis is rejected.

Results show that when grouped according to age, in the distractions aspect,

respondents encountered distractions such as lack of learning resources (computer/laptop,

smart phone, internet connection, books, etc.), noisy surroundings which disturbs their

focus in learning mathematics, and interruptions in learning math because of household

chores.

When grouped according to sex, both categories attain a t-computed value of

0.58 and t-tabular value of 1.67 at 0.05 critical value. Based on the result shown on the

table, it implies that there is a significant difference in the difficulties in learning math

between the female and male respondents. Therefore, the hypothesis was rejected.
 47

Results show that when grouped according to sex, in the distractions aspect,

respondents encountered distractions such as lack of learning resources (computer/laptop,

smart phone, internet connection, books, etc.), noisy surroundings which disturbs their

focus in learning mathematics, interruptions in learning math because of household

chores, and spending most of their time on social media rather than learning.

When respondents are grouped according to year level, the three categories attain

an f-computed value of 0.12 and f-tabular value of 3.13 at 0.05 critical value. Based on

the result shown on the table, it implies that there is a significant difference in the

difficulties in learning math between the first year, second year, and third year

respondents. Therefore, the hypothesis was rejected.

Results show that when grouped according to year level, in the distractions aspect,

respondents encountered distractions such as lack of learning resources (computer/laptop,

smart phone, internet connection, books, etc.), noisy surroundings which disturbs their

focus in learning mathematics, unconducive learning room/place, interruptions in

learning math because of household chores, and spending most of their time on social

media rather than learning.

According to Ruel (2020), competing priorities at work and home, ubiquitous

technology and the daily pressure of college life contribute to the many distraction

students face while learning. It shows that the four most common students’ distractions

are email, texting and talking, web surfing, and socializing. A recent survey

commissioned by Adobe found that 45% of Millennials checked email upon waking up.

TNS Global in their study entitled “Connected Life” found that millennials spend 3.1

hours per day surfing the web on their mobile devices. This number equates to almost one
 48

entire day per week. According to researchers at Gallup, the average person needs 6

hours of socializing per day to be considered “thriving” in social well-being. Millennials,

when compared to other generations, spend more time socializing in that they socialize

with a more diverse range of people.