FACTORS THAT AFFECT DIFFICULTIES ENCOUNTERED BY

THE SENIOR HIGH (GRADE 11) STUDENTS WITH MATHEMATICS

THROUGH BLENDED LEARNING

A SENIOR HIGH SCHOOL RESEARCH PAPER

PRESENTED TO THE

FACULTY OF SENIOR HIGH SCHOOL

OF AMA COMPUTER COLLEGE ZAMBOANGA

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS

FOR THE SUBJECT PRACTICAL RESEARCH 1

NEFERTITIE A. DANAO

(14 / JUNE, 2022)

 CHAPTER 1

STATEMENT OF THE PROBLEM

This study attempts to document the level of difficultness encountered by the

Grade 11 Senior High School (SHS) students with Mathematics through Blended

Learning. Specific problems are the following;

1. What is the demographic profile of the respondents in terms of ;

a. Gender

b. Age

c. Academic Strand

d. Distance Learning Modality

2. What subject/course does the students have that has something to do with Math?

3. How difficult is Mathematics for the students in today’s way of learning??

4. What are the factors that affect difficulties encountered by the said students with

Mathematics nowadays?

5. How eager and determined are the students to learn and to keep on understanding the

lessons, formulas and solutions to limit the difficultness of the said subject?

SIGNIFICANCE OF THE STUDY

The result of the study will be beneficial to the following:

STUDENTS. The result of this study will make them feel relieved by letting their emotions and

opinions out about Mathematics.

TEACHERS. It will make the teachers realize and they can teach their students more to make

them understand and feel comfortable and determined to pursue Math.

PARENTS/GUARDIANS. This study will be beneficial for them and they will know and

understand what their children are encountering when it comes to Math. They can also help them

improve and teach them how to surpass this kind of obstacle.

RESEARCH QUESTIONS

1. What is the demographic profile of the respondents?

2. What subject /course does the students have that has something to do with Math?

3. How difficult is Math for the students in today’s way of learning?

4. What are the factors that affect difficulties encountered by the said students with

Mathematics nowadays?

5. How eager and determined are the students to learn and to keep on understanding the

lessons, formulas and solutions to limit the difficultness of the said subject?

CHAPTER III

RESEARCH INSTRUMENT

This part shows scientific and systematic tools which are designed to help the

researcher collect data on his/her topic of interest, for example, questionnaire, interview

focus, or any device used by the researcher to collect the information in measuring a
 given phenomenon. Takona, (2002, p.73) described research instruments as “essential

tools to measure such variables as opinion, attitudes, concepts, composition and so on”

where they suggested interview and questionnaire as effective tools when conducting

research in education. Each research tool is appropriate in a given situation to accomplish

a specific purpose depending on the research investigation (Takona, 2002). What we have

below is a Research Questionnaire. Inside this tool are questions based on the (I)

Demographic profile of the respondents, (II) Students’ subjects/courses that are related to

Mathematics, (III) Level of difficulty encountered by the learners, (IV) Factors that affect

difficulties encountered by the students with Math, (V) Eagerness and Determination of

the learners to learn and the (VI) Statement of the respondents.

FACTORS THAT AFFECT DIFFICULTIES ENCOUNTERED BY THE SENIOR

HIGH (GRADE 11) STUDENTS WITH MATHEMATICS THROUGH BLENDED

LEARNING

Greetings! My name is Nefertitie A. Danao, an 11th grade student under the Science,

Technology, Engineering and Mathematics (STEM) Strand of AMA Computer College

Zamboanga and I am conducting a research about the Factors that affect difficulties

encountered by the Senior High (Grade 11) Students with Mathematics through Blended

Learning. I am encouraging you to help me with my work. Responding this questionnaire

is appreciated and I owe you one. Thank you and let’s all be safe!

I. DEMOGRAPHIC PROFILE OF THE RESPONDENTS.

Name (Optional) ___________________

 a. Gender

[ ] Male [ ] Female

b. Age

[ ] 16-17

[ ] 18-19

[ ] 20-21

c. School Name

__________________________________

c. SHS Strand

[ ] STEM [ ] HUMSS

[ ] GAS [ ] ABM

[ ] TVL [ ] OTHERS: _____________

d. Distance Learning Modality

[ ] Online Learning [ ] Television

[ ] Modular Learning [ ] Radio

[ ] Combination of face to face with other modality

II. STUDENTS’ SUBJECTS/COURSES THAT ARE RELATED TO MATHEMATICS.

 Direction: Select at least 1 or 2 options.

What subject/course do you have that has something to do with Math?

[ ] Pre/Basic Calculus

[ ] Statistics and Probability

[ ] General Mathematics

III. LEVEL OF DIFFICULTY ENCOUNTERED BY THE LEARNERS.

Direction: Select the level of difficulty based on the given question. 1-Very Easy, 2-Easy,

3-Medium, 4-Difficult, 5-Very Difficult.

How difficult is Mathematics for you in today’s way of learning?

[ ] Very Easy.

[ ] Easy.

[ ] Medium.

[ ] Difficult.

[ ] Very Difficult.

IV. FACTORS THAT AFFECT DIFFICULTIES ENCOUNRED BY THE STUDENTS

WITH MATHEMATICS.

Direction: Answer the question below. Select as many options based on your experience.

What are the factors that affect difficulties you encountered with Math nowadays?

[ ] Lack of Interests [ ] Anxiety

[ ] Method of teaching [ ] Uncomfortable Environment

 [ ] Concepts aren’t clear [ ] Others________________

V. EAGERNESS AND DETERMINATION OF THE STUDENTS TO LEARN.

Direction: Rate how eager and determined yourself is based on the given question.

1 - Has no eagerness and determination – 5 – Very Eager and Determined

In a scale of 1 to 5, how eager and determined are you to learn every lessons, formulas

and solutions of Math to limit the difficultness of it?

[ ] 1 (Has no eagerness & determination)

[]2

[]3

[]4

[ ] 5 (Very eager and determined)

VI. RESPONDENT’S STATEMENT.

Direction: State your answer on the space provided below.

What are your Blended Learning experiences when it comes to Math?

__________________________________________________________________

_____________________________________________.

CHAPTER V

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This part allows us to determine the results of our survey or interview to the respondents.

We sum up the learner’s responses and see what the outcome of the topic (Factors that affect
difficulties encountered by the SHS (11 th Grade) students with Mathematics through Blended

Learning) will be. This chapter provides the presentation statistical date relative to the problems

posited. The corresponding analysis and data are incorporated in this portion of the study.

I. DEMOGRAPHIC PROFILE OF THE RESPONDENTS

Researcher compared what and who has the most total average in terms of the said title.

Table 1.1 presents the total average of the interviewed students’ gender. Table 1.2 shows the

total percentage of the respondents’ current age. In table 1.3, this part shows the schools they are

in. Table 1.4 presents the total percentage of the students’ chosen SHS strand and lastly, table 1.5

shows what Distance Learning Modality is mostly chosen by the students for their education

during this health outbreak.

Graph 1.1 Total average result of the students’ gender

GENDER

26.70%

73.30%

Female Male

As shown in Pie graph 1.1, out of 15(100%) respondents, 11 or 73.30% are female senior

high learners and 4 or 26.70% are male students.

 Graph 1.2 Total percentage of the Students/respondents Years of Age.

AGE

6.70%

16-17
20%
18-19

20-21
73.30%

Pie graph 1.2 presents that out of 15 (100%) students, 11 or 73.3% of the students are 16-17

years old, 3 or 20% of the respondents are 18-19 years old and 1 or 6.7% of them is a 20-21

years old.

Table 1.3 Schools that the students are enrolled in.

NAME OF SCHOOL STUDENTS’ NAME TOTAL NUMBER OF

STUDENTS
SANGALI NATIONAL HIGH Jerica, Macxine, Reminess,
SCHOOL Chelyn, Angela, Jufran, 7
Reyna
FERNDALE INTERNATIONAL Jan Carey, Albert 2
SCHOOL
AMA COMPUTER COLLEGE Penelope 1
ZAMBOANGA
 CLAREMONT SCHOOL OF Jhasmine Mosqueda, 1
GENERAL TRIAS
AMA EAST RIZAL Karen, Winona 2

GENERAL JUAN Samuel 1

CASTANEDA SHS
MANICAHAN NATIONAL Julhamri 1
HIGH SCHOOL

Table 1.3 shows the names and schools of the students. Seven (7) schools are there, based

on the students respond. In Sangali National High School, seven (7) students are enrolled there

out of the 15 respondents. Meanwhile, two (2) of them goes to Fernadale International School. In

the school of AMA Computer College Zamboanga, only one (1) student out of the 15

respondents goes to the said school. Also one (1) student goes to Claremont School of General

Trias, two (2) students in AMA East Rizal, and 1student in General Juan Castadena SHS and

Manicahan National High School. A total of 15 respondents. Note: There is no calculation shown

in this part, it is just presenting what school they are in.

Graph 1.4 Total percentage of the students’ chosen SHS strand

Senir High School Strand

6.70%
6.70%
HUMSS
6.70%
STEM

GAS
20% 60%
ABM

ICT
 Graph 1.4 shows that out of 15 (100%) respondents, 9 or 60% of the students are taking

the Humanities and Social Sciences (HUMSS) strand, 3 or 20% are in Science, Technology,

Engineering and Mathematics (STEM) strand, 1 or 6.7% of the 15(100%) students takes General

Academic Strand (GAS). In Administration and Business Management (ABM), only 1 or 6.7%

of the student take this strand, it’s the same thing with Information and Communications

Technology (ICT), 1 or 6.7% took this strand.

Graph 1.5 Average percentage of the

Distance Learning Modality mostly chose by the students.

13.30% Distance Learning Modality

Online Learning
Modular Learning
46.70%
Radio
40% Television
Combination of face to face with other modality

As shown in Graph 1.5, out of 15 (100%) respondents/students, 7 or 46.7% of the

students chose Online Learning for their education, 6 or 40% took Modular Learning and 2 or

13.3% of them are in the Combination of face to face with other modality.

II. STUDENTS’ SUBJECT/COURSE THAT ARE RELATED TO MATHEMATICS.

This part presents the data and results of the questionnaire base on the students’ Math

courses. Here you see some related subjects, we have Pre-Calculus and Basic Calculus, Statistics

and Probability and General Mathematics. Some students chose between 1-3 subjects because
they probably have both of the subjects in their Strand. This part will present the total percentage

of each of the subjects that the students mostly have and they mostly learn.

Graph 2 Total Math subjects/courses that the students have

MATH SUBJECT/COURSE

General Mathematics
46.7%

86.7%
Statistics and Probabilty

Pre/Basic Calculus
20%

0 2 4 6 8 10 12 14

As can be gleaned from Graph 2, the total percentage of Pre/Basic Calculus is 20% only

3 students out of 15 has the Calculus Subject. Moving on to the percentage of Statistics and

Probability, 13 or 86.7% of the students has this subject in their chosen strand. Finally, 7 or

46.7% out of 15 respondents have General Mathematics as their course.

Table 2 Students who has the Subject

Pre/Basic Calculus Statistics and Probability General Mathematics

Samuel, Penelope, Karen Samuel, Penelope, Macxine, Samuel, Jan Carey, Jhasmine,

Julhamri, Winona, Reyna, Jerica, Reminess, Chelyn,

Albert, Jufran, Chelyn, Jerica, Angela

Jhasmine, Angela, Reminess

 Table 2 presents the Names of the students, they are categorized by the given subject

that they have. First subject we have is Pre/Basic Calculus, only 3 students has this subject and

they are Samuel, Penelope and Karen. Next up, we have Statistics and Probability, 13 students

have this course, these students are namely called Samuel, Macxine, Penelope, Julhamri,

Winona, Reyna, Albert, Jufran, Chelyn, Jerica, Jhasmine, Angela and Reminess. On the third

column, 7 students who are again Samuel, we have Jan Carey, Jhasmine, Jerica, Reminess,

Chelyn and Angela have General Mathematics as their subject.

III. LEVEL OF DIFFICULTY ENCOUNTERED BY THE LEARNERS.

This part will presents you the results of the level of difficulty encountered by the

Grade 11 students with Mathematics through Blended Learning. Below shows us the level of

difficulty between Very Easy to Very Difficult. Total percentage of the response on what level is

mostly encountered by the students with Math is shown in this part of the presentation.

Graph 3 Total percentage of the level of difficulty encountered by the students.

Level of Difficulty
7
40%
6
33.3%
5

4
20%
3

2
6.7%
1

0
Very Easy Easy Medium Difficult Very Difficult
 As can be seen in Graph 3, out of 15 (100%) of the surveyed students, only 1 or 6.7%

says that the level of difficulty she/he encountered with Math was Easy (2). On the other hand, 6

or 40% of the students encountered the level of difficulty of Math was at medium (3), not so

difficult at the same time not so easy but just right. In a scale of 1 to 5, five (5) or 33.3% of the

students rate the difficultness they have encountered with Math in a Difficult Level (4) and only

3 or 20% of them says that Math these days is Very Difficult (5).

IV. FACTORS THAT AFFECT DIFFICULTIES ENCOUNRED BY THE STUDENTS

WITH MATHEMATICS.

In this part of the presentation, we will be recognizing the results of the questionnaire in terms of

the factors that affect difficulties encountered by the Grade 11 Senior high students with Math

through Blended Learning. Below we have the factors which are Lack of Interest, Teachers way

of teaching, Concepts aren’t clear, Anxiety and Uncomfortable Environment. These factors

might lead the students to experience difficulty and trouble with Mathematics. Note: Some of the

students select as many options based on their experience so don’t be confused with the total

response.

Graph 4. Factors that mostly encountered by the students on how difficult Math

Factors that affect difficulties of the students with Math

Uncomfortable Environment 20%

Anxiety 13.3%

Concepts aren't clear

60%
Teachers way of teaching 46.7%
Lack of Interest
26.7%
0 2 4 6 8 10
 As shown in Graph 4, out of 15 respondents, 3 or 20% of them have an Uncomfortable

Environment to study Mathematics, 2 or 13.3% of the students are in a situation of Anxiety, 9 or

60% of the surveyed learners says that the Concepts of Math are not clear, 7 or 46.7% are having

trouble with Math because of the Teachers way of teaching and 4 or 26.7% of the respondents

answers Lack of Interest on the Subject.

V. EAGERNESS AND DETERMINATION OF THE STUDENTS TO LEARN.

Statement no. 5 presents the eagerness and determination of the students to learn Math and

to limit how difficult it is. Here we a scale from 1 up to 5. One (1) represents that the student

“Isn’t eager and determined” to learn, 2 means “Not quite”, 3 is for “Sometimes”, 4 says that the

student is “eager and determined” and 5 represents “ Very Eager and Determined”.

Graph 5 Total percentage of how eager and determined are the students to learn Math.

Eagerness and determination

8
46.7%
7

6
33.3%
5

2
6.7% 6.7% 6.7%
1

0
Has NO eagerness Not quite Sometimes Eager and determined Very Eager and
and determination Determined
 As can be gleaned above, out of 15(100%) respondents, only 1 or 6.7% of the students

has no eager and determination to learn, also 1 or 6.7 % of them are saying they are Not quite

eager nor determined, Sometimes the students have interests but sometimes they have no

eagerness and determination and 5 or 33.3% of them are in a situation of it, 1 or 6.7% is eager

and determined and 7 or 46.7% of the respondents are Very eager and determined to learn Math

to limit the how difficult the subject is.

VI. STUDENTS’ STATEMENT ABOUT THEIR EXPERIENCE IN MATHEMATICS

FOR TODAYS’ WAY OF LEARNING

This part presents the Grade 11 Senior High students’ statement about their experience

in Mathematics through Blended Learning. There is no calculations in this presentation but only

the opinions of the respondents. These part might help the students feel relieved because, they

somehow let their emotions out about the subject and also for us to know how easy or difficult

Mathematics is, especially now that we are still experiencing the Covod-19 Pandemic. Note: The

respondents preferred not to include their names in this part.

Table 6 Students’ Statement

RESPONDENTS STATEMENT/OPINION

Respondent #01 I dislike it. Every Math class I was sleepy. I

didn’t like Math because I wasn’t interested in

it but, our Math teacher is excellent at

teaching and you’ll be able to understand it

one-by-one, according to my classmates.

Respondents #02 Compared to my G10 experience when it

comes, to studying Math, I think my G11

experience is better. This year, I get good

grades because even if I’m in an

uncomfortable environment, I still try my best

to be attentive and also I have a good General

Mathematics and Statistics and Probability

teacher. With that, I think the difficulty of

learning Mathematics depends on the teacher

and the determination to learn it. Because, no

matter how difficult it is, the right teacher will

always make it easy for you (thumbs up) and

if you really want to learn, all you need is

motivation.

Respondent #03 At first, I find it hard to solve especially

when the problem is in a situation form. But,

if you clearly understand the topic, it’s not

that difficult for you to solve.

Respondent #04 Sometimes, I am able to understand some of

the lessons, but most of the time I got confuse

when it’s too logical and needs deep

analyzation.
Respondent #05 Sometimes It’s good and sometimes bad at

the same time.

Respondent #06 It is really hard to understand and the way

that the professor is teaching was very sloppy.

Respondent #07 I have faced a lot of struggles to focus on

my studies because it was so hard for me to

balance my studies and my part time job.

Respondent #08 Elementary to Junior High school days

was easy for me but, when I am now in Senior

High, it seemed like it was difficult for me

and a bit difficult to understand because the

modules that were given to us were vague,

often there was nothing to see clearly. It’s

hard for us modular students to be able to do

lesson at the same time because other teachers

are easily gets angry when we ask questions

while others don’t answer our questions when

we make a direct message to them.

Respondent #09 It is fine, I still learn a lot of new lessons

about Math.

Respondent #10 Most of the time, I watch video tutorials

(Wow Math) on Facebook about Mathematics

 and luckily I do really understand their way of

teaching.

Respondent #11 It is way more difficult than in face to face

classes.

Respondent #12 I don’t even attend to our Virtual Class.

Respondent #13 I feel nervous when it comes to Math

because, sometimes I can’t understand how to

solve some problems.

Respondent #14 It looks challenging for me, especially

when you’re Learning Modality is Modular

learning. No one will teach you how to solve

nor get the solutions right, you just need to do

it by yourself.

Respondent #15 It was very difficult to understand every

lessons. In fact, I got a low grade last quarter

in that one subject that relates to Math and

that was my first time. The teachers’ way of

teaching was just too sloppy and boring and

that can make the listeners lost interest to be

in your class. One time, I tried to message that

teacher and I ask about the lessons and I need

some guidance for the Exam, he just got mad

at me and his reply was so unprofessional.

 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary and conclusions derived in the conduct of the study

which is to probe the Factors that affect Difficulties encountered by the Senior High Students

(Grade 11) with Mathematics through Blended Learning. It also provides recommendations that

can be use by the Students.

The respondents were the Grade 11 Senior High Students from the different Schools in

The Philippines. They were organized thru Survey Questionnaires. The tools used for the data

gathering were percentages and statements of opinion.

SUMMARY

The findings of the study were summarized according to the statement of the problems

stated in Chapter 1.

1. What is the demographic profile of the respondents?

In terms of the Gender, Age, Strand and the Distance Learning Modality of the students, for

the gender of the respondents, Female respondents has the most percentage compared with the

Male respondent, 11 or 73.30% are Females and 4 or 26.70% are Males. For the Age, 11 or

73.30% is the highest percentage and this represents the 16-17 years old respondents. Moving on

to their SH Strand, the highest percentage that gets is Humanities and Social Sciences (HUMSS)

with 9 or 60 % of the students. Next up, the distance learning modality chosen by the students in

this Health crisis, Online Learning is the most chosen modality by the respondents that has 7 or

46.70 % of them.

2. What subject/course does the students have that has something to do with Math?
 The subject that most of the student have is Statistics and Probability with a total average of

86.70% and 13 of the respondents has this subject in their study.

3. How difficult is Math for the students in today’s way of learning?

Based on the presentation, for these students, the level of difficulty of Math was at

medium, not so easy nor not so difficult but just right. Over 40% of them says that it is normal.

The data also reveal that 33.3% of the students find Math difficult. This reveals that Medium and

difficult are almost the same.

4. What are the factors that affect difficulties encountered by the said students with

Mathematics nowadays?

The most answered factor that affect difficulties encountered by the Grade 11 students

with Mathematics is because the concepts are not clear and it has a percentage for about 60% and

9 of them has this experience.

5. How eager and determined are the students to learn and to keep on understanding the

lessons, formulas and solutions to limit the difficultness of the said subject?

Based on Graph 5, the highest rating is 7 or 46.7% of the respondents are Very eager and

determined to learn Math to limit the how difficult the subject is.

6. Students’ statement about their experience in Math.

As shown, in Table 6, Most of the respondents find Mathematics difficult. Some said that

they find it hard to understand every lessons, solutions and formulas.

 CONCLUSIONS

Based on the indicated findings, the following conclusions were drawn:

1. Most of the respondents are female, most of them are aged between 16 to17, many took

the HUMSS Strand and most of the respondents are in Online Learning.

2. I conclude that some of the students find Mathematics hard in todays’ way of learning.

They can’t understand each and every lesson and for them Face to face classes are better than

Stay at Home Learning. They experience struggles and difficulties and that can make their

performances decrease. Also, they can’t communicate with their mentors because some of them

are just staying in their homes. But, based on Graph 3, most students says that the level of

difficulty was at medium, easy at the same time hard, still they find it hard. If we combine the

responses of the students in Medium, Difficult and Very difficult, that reveals that the students

really experience difficulties because of the factors they are related to which is because the

concepts and lessons about Math aren’t clear and that needs a further and deep discussion for

them to briefly understand.

RECOMMENDATIONS

This study revealed the Factors that affect difficulties encountered by the senior high

students (Grade 11) with Mathematics through Blended Learning. Thus, the following

recommendation are hereby presented:

Since, the factors that affect difficulties of Math has been proven, teachers should make

their teaching well and make the Modular and Online Learning be in a good process where in

students will not anymore experience difficulties. The school or teachers should let the students
speak out if they needed help and accompany them to make the students more determined to

pursue learning and to not lose hope. Help them and be there for them because they only wanted

to learn, how will they learn if their tutors are unprofessional and no willingness at all.