Difficulties and coping strategies in understanding mathematical concepts in a private higher education in Tagum City, Davao del Norte, Philippines

Authors

DOI:

https://doi.org/10.59120/drj.v14i1.10

Keywords:

Explanatory sequential, Higher Education, Mathematics, Philippines, Tagum City

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.

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Author Biographies

  • Arrel Jay B. Velez, Teacher Education Department, Davao de Oro State College

    Compostela, Davao de Oro, 8801 Philippines
    Department of Teacher Education, University of Mindanao Tagum College,
    Tagum City, Davao del Norte, 8100 Philippines

  • Divine Grace F. Dayaganon

    Department of Teacher Education, University of Mindanao Tagum College,
    Tagum City, Davao del Norte, 8100 Philippines

  • Jayvee C. Robigid, Department of Education, Laureta National High School Tagum City

    Tagum City, Davao del Norte, 8100 Philippines

  • Juzanni D. Demorito, Department of Criminal Justice, Davao de Oro State College,

    Compostela, Davao de Oro, 8801 Philippines

  • Jhonnel P. Villegas, Faculty of Education and Teachers Training, Davao Oriental State University

    City of Mati, Davao Oriental, 8200 Philippines
    Center for Futures Thinking and Regenerative Development, Davao Oriental State University,
    City of Mati, Davao Oriental, 8200 Philippines

  • Dan O. Gomez

    Department of Teacher Education, University of Mindanao Tagum College,
    Tagum City, Davao del Norte, 8100 Philippines

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Published

2023-06-27

Issue

Section

Articles

How to Cite

Velez, A. J., Dayaganon, D. G., Robigid, J., Demorito, J., Villegas, J., & Gomez, D. (2023). Difficulties and coping strategies in understanding mathematical concepts in a private higher education in Tagum City, Davao del Norte, Philippines. Davao Research Journal, 14(1), 45-54. https://doi.org/10.59120/drj.v14i1.10

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