Difficulties and Coping Strategies in Understanding Mathematical Concepts in a Private Higher Education in Tagum City, Davao del Norte, Philippines

Abstract

Understanding mathematical concepts involve developing an intuitive grasp of the underlying ideas and principles that govern mathematical operations and relationships. The primary purpose of this study is to investigate the difficulties and coping strategies in understanding mathematical concepts. This study used an explanatory sequential research design through the collection and analysis of quantitative data followed by a qualitative inquiry. To collect data, the researchers developed questionnaires for the quantitative and qualitative inquiries, which were validated by external experts. The sample of the study for the quantitative part included conveniently selected 297 students from a private Higher Education Institution (HEI) in Tagum City, Davao del Norte, Philippines, in the academic year 2017-2018. In addition, seven (7) individuals among the respondents participated in the Key Informant Interviews (KIIs). This was followed by one session of Focus Group Discussion (FGD) which was also participated by seven first-year students enrolled during the second semester of S.Y. 2017-2018. Five skills areas were examined: number fact, arithmetic, language, informational, and visual. Based on the results, students find difficulties in understanding mathematical concepts, specifically in visualizing mathematical concepts and manipulating geometrical shapes and spaces meaningfully. The students also demonstrated difficulties in analyzing the problem, understanding the concept, identifying the correct solution, establishing the equation, and simplifying the expression. In addition, the students cope with the difficulties through perseverance, expert consultation, reading and studying, constant practice, and confidence building. Mathematics teachers are recommended to design need-based teaching strategies to optimize student learning.

Parental Involvement and Academic Achievement: Keys to Translating No Poverty and Quality Education SDGs in Philippine Peripheral Communities

“…Interestingly, the achievement in Mathematics is high in this study contrary to several studies on the subject's difficulty. Velez et al (2023) reported the need to address difficulty in learning Mathematics concepts. Further studies need to be undertaken to investigate learning difficulties, especially in Science, Technology, Engineering, and Mathematics (STEM) as these are crucial points for global learning assessments.…”

College Students’ Engagement in Mathematics in the Modern World: The Influential Role of Perceived Teaching Performance of Instructors and Critical Thinking Skills in a Blended Learning Environment

“…Panerio (2016) highlights mathematics as a subject that students often dislike. Velez et al (2023) found that college students in a private higher education institution in Tagum City, Davao del Norte, struggle significantly with understanding mathematical concepts, indicating a widespread difficulty in the region. Furthermore, Poquita's (2023) research on students at Davao de Oro State College -Maragusan Branch reveals a concerning lack of motivation and engagement in mathematics classes, with students expressing low confidence in their abilities to perform mathematical tasks effectively.…”