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PART 1
CHAPTER III
This chapter presents the interview analysis of the reasons of The Math Anxieties of the High School in
ABKD.
One factor that was considered to be the reasons of Math Anxieties of the High School Students in ABKD
is the teacher and students interaction. A respondent said, Our HS math teachers are very strict. Takot
kaming magtanong kung hindi naming nauunawaan dahil baka magalit si teacher. This infers that when
a student needs to clarify something or needs to ask for help about the topic or lesson, he/she will not
present this matter to the said teacher because the students are afraid to open up that they didnt
understand something or they dont want to be scolded in the way they approached the teacher when
they are confused about a specific problem or formula. Students are afraid to approach their teachers and
can deal with this problem by having a good rapport with their instructor.
Student and Teacher Rapport is the key in order for this matter to be resolved. It is very essential in this
kind of situation, wherein, it can form a bond between the students and the teacher and with that, the
students can easily inquire or question out the teacher whenever the students have something to clarify in
what chapter or what lesson they have a difficulty with. This implies that, by courageously asking or
inferring your teacher leads to openness to ones self to your teacher and this will arouse to having
rapport with your educator. Also, understanding a students condition and behavior is essential subject in
which teachers consider always in their field of work. Dealing with different persons enables you to adjust
the way you talk, you react and to teach in a sense that your students can learn something and you get to
have good praises regarding their performance.
The finding of this study verifies the study of Jackson and Leffingwell (1999). As stated in the said study,
several teacher behaviors can cause Math Anxiety in students such as: being hostile, exhibiting gender
bias, having an uncaring attitude, expressing anger and etc. Demanet and Van Houtte (2012) also stated
that teachers attitudes can have a big impact on students education growth. Teachers who have low
expectations for students tend to have a troublesome behavior in the classroom. A teachers attitude
shapes the treatment of the students. When a student sees that or distinguishes a teacher having low
expectations for them, they show less academic progress, disregard and will tend to act out more in a
negative way that they will no care anymore in their studies. As students learn to understand and
approach their teacher in a friendly manner, the teachers also must see to it that they care for the
students, that adjusting to the environment of the class and the behavior of the student will help them
understand these certain factors that affect the students cognition in learning math.
Another factor that is considered to be the reasons of Math Anxieties of the High School Students in
ABKD is the timed-test activities. One respondent stated that I can feel more pressure every math class
kasi naranasan ko nang mapahiya dahil hindi ko nasagutan ang math problem noong nag timed test
activity kami. This infers that a student is pressured of the situation they are into maybe because the
efficiency of the class, the learning environment or the level of cognition is low. Also, whenever a student
handles or is presented with math related problems, they get frustrated and get annoyed due to recalling
bad experiences and happenings in the past. Being placed in the wrong math class can create a negative
attitude especially if the class was above a students competency level. One thing that can help them is
the Groupings system and by having a positive attitude towards the subject.
Groupings system is one of the systems being introduced in different schools and universities that is very
applicable in some subjects such as Math, Science and English. This system enables the students to be
in a group in where their level of comprehension is identical to each other. This system is not indicating
that you belong to the lower group means that you are dumb, but your understanding level is less or you
understand from time to time. This implies that, by knowing ones capabilities and capacities, one can do
more when a person knows less and that if the student knows that he/she is a slow learner, he/she will
double up his/her hard work, then, he/she will be able to learn in a more concise manner. Another key is
by having a positive attitude towards the subject. Having a good and positive attitude makes the person
achieve better results. When a student thinks negatively, tendency is that, the student may create bad
results due to the fact that his/her mindset is negative towards the subject. But if a student has a positive
approach to the subject, then he/she will have a higher chance of exhibiting good results. This implies
that, one must be enthusiastic in dealing with Math as it is a subject testing your patience, diligence, and
capabilities in solving problems and complex situations in numbers and rational expressions.
This study validates the study of Tobias (1981). It is stated there that math anxious individuals are the
ones who mistrust their problem solving abilities and experience a high level of stress when called upon
to use those abilities, particularly in public. Trujillo and Hadfield (1999) also stated and defined math
anxiety as a state of discomfort that occurs in response to situations involving mathematical tasks that are
leading to threatening self-esteem. These negative mathematical experiences are determined by any
individual student. A fear of looking stupid or dumb in front of the class can cause a negative experience
that will haunt down a student whenever he/she tackles math problems. Not coming to class prepared or
ready to learn also is one factor of how students develop poor attitudes towards mathematics. With this
mindset, students enter the math classroom with hatred towards that subject. A positive attitude and self-
image essentially will help battle math anxiety in the classroom. This positive attitude continues to be
significant for achieving success in mathematics and decreases math anxiety in students.