The High School Students&rsquo; Struggles and Challenges in Mathematics: A Qualitative Inquiry

Cyril  Cabello,; Jolina  Bacong,; Cherry Mae  Encabo,; Jayhad Michael  Limana,

The High School Students’ Struggles and Challenges in Mathematics: A Qualitative Inquiry

Jolina Bacong | Cherry Mae Encabo | Jayhad Michael Limana | Cyril Cabello

Discipline: Education

Abstract:

Mathematics is important for a person to live a better life. It has a special position in the educational curriculum. However, it is well known that most students find mathematics challenging. This study examined the high school student’s struggles and challenges in learning Mathematics. The Interpretative Phenomenological Analysis (IPA) anchored from the Modified Van Kaam Approach popularized by Moustakas was utilized in this study to come up with meaningful data on the struggles and challenges of the high school students in learning Mathematics. The subject of this research was chosen using a purposive sampling technique and the participants are all qualified according to the study’s inclusion criteria. 10 high school students of Bartolome and Manuela Pañares Memorial National High School participated in the interview. Analyzing the causes is crucial before taking additional steps to enhance students' Math learning. Through an open-ended survey questionnaire, students were questioned about potential causes of their learning challenges. The researchers generated four themes from the gathered data, and these are the following: The Crux of the Matter, Stumbling Block, Get to Grips With, and Significantly Essential Matter. These themes were formulated based on the students’ shared experiences in learning Mathematics. The study included cognitive, affective, and contextual factors that determine the struggles and challenges in learning Mathematics. The challenges that students have in learning mathematics include having trouble recalling information from previous classes, forgetting information easily, and having trouble understanding mathematical ideas. It has been observed that students who find mathematics to be extremely difficult tend to give up more easily than those who find the subject simple. The results also showed that teachers must understand the value of making classroom mathematics engaging so that the students will put effort in learning the subject. The result is presented in the context of the students' perspectives and learning methods.

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