CHAPTER 1: INTRODUCTION

• Background of the Study

In today's educational landscape, gaining mathematics skills is widely acknowledged as
vital aspect of students' cognitive development. (Geary, 2019)
Numeracy, as defined by NCTM in 2022 is the capability to comprehend and manipulate
numbers not just for academic achievement but also for effective functioning in daily life.
Despite its significance, many students face challenges in numeracy impeding their
overall progress in Mathematics.
This is why we need to understand students perspectives.
Moreover, according to the study of OECD in 2023, students with positive self-efficacy in
mathematics are more likely to persevere challenges engage actively and achieve higher
scores.
To effectively helps students with main difficulties it's important to see how they see
these challenges (Yeh, 2019).
Additionally, challenges in numeracy can impede development of mathematical skills
during later stages of childhood according to Hinton in 2015.
According to the study of Bornaa, 2023, found that students with higher levels of anxiety
on mathematics standard to have lower academic performance therefore, misunderstanding
students perception and experiences may lead to inefficient solution.
The Program for International Students Assessment or PISA in 2018 obtained that 50%
students scores below the lowest proficiency level.
By employing different perspectives, educators can gain insights that were missed by
traditional assessments including how students see concepts, emotions tide to learning
mathematics, and strategies by Schoenfeld in 2016.
Furthermore, the results can help create assessments considering both students self-
reported difficulties, emotional experiences, and preferred learning styles by NLM in 2013.

• Statement of the Problem - Barbosa

This study aims to discover the difficulties of the selected SHS students in Mathematics
in Nantangalan National High School during Second Semester of School Year 2023-2024.
Specifically, it seeks to answer the following questions:
1. What are the primary challenges that Senior High School (SHS) students encounter
when it comes to numeracy skills development?
 2. How do various factors, such as teaching methodologies, curriculum design, and
individual learning styles, contribute to the difficulties in numeracy faced by SHS students?
3. What strategies and interventions can be implemented to address the specific
numeracy difficulties experienced by SHS students, and how effective are these
approaches in improving their mathematical proficiency?

• Assumption of the Study - Recto

In this study, we operate under several vital assumptions that shape the basis of our
research:
1. To determine the primary challenges that Senior High School (SHS) students
encounter when it comes to numeracy skills development;
2. To discover how various factors, such as teaching methodologies, curriculum design,
and individual learning styles, contribute to the difficulties in numeracy faced by SHS
students; and
3. To determine what strategies and interventions can be implemented to address
specific numeracy difficulties experienced by SHS students and how effective these
approaches in improving their mathematical proficiency.

• Scope and Delimitation - De Venencia

This research aims to identify the difficulties senior high school students have with
numeracy and develop ways to help them.
The researchers will use questionnaires to gather information from 12 senior high school
students.
The students are from the Humanities and Social Sciences (HUMSS) and General
Academic Strand (GAS) strands.
The researchers hope to use the information to improve the teaching of mathematics in
junior high school.

• Significance of the Study – Mission

EDUCATORS AND CURRICULUM DEVELOPERS - The study's insights could shape
math education in the Philippines, fostering student-centered methods to address common
challenges and enhance understanding of mathematical concepts.
STUDENTS - The study enhances individual learning styles awareness and helps in
seeking assistance and improving learning techniques.
 SCHOOL - Tailored less butons, better assessments, and improved math learning
environment result from the study.
PARENTS - Better understanding of their child's struggles, improved communication with
teachers, and targeted support at home are facilitated by the study
RESEARCHERS - Gain insights into Senior High School students' numeracy difficulties,
identifying contributing factors.
FUTURE RESEARCHERS - The findings provide valuable insights for future research
on this topic.

• Definition of Terms - Ramos

The paragraph defines four key terms related to a study about student development in
mathematics:
1. Numeracy: The ability to understand and use math in everyday situations.
2. Perception: How students understand and interpret their own math difficulties.
3. Assessment: The process of gathering information about student learning in math.
4. Student Development in Mathematics: The growth of a student's understanding,
abilities, and confidence in math over time.
The study looks at how considering these factors together can help educators
understand student learning better.

• Ethical Consideration
1. Beneficence - the researchers will not cause damage leading to emotional trauma and
not force respondents to participate.
2. Autonomy - obtain informed consent and permissions before carrying out the research.
3. Confidentiality - the identity of participants will be protected.
4. Veracity - maintain truthfulness be carefully collecting/interpretating data.
 CHAPTER 2: REVIEW OF RELATED LITERATURE

• Review of Related Literature - De Venencia/Morante

* Foreign Literature - De Venencia

Studies show that students may struggle to apply math concepts (Guhl, 2019) and
perform calculations due to a lack of practice or math anxiety (Saadati/Celis, 2023).
Researchers also found that students with higher confidence in their numeracy skills tend to
perform better (Zakariya, 2022). Creating a supportive classroom environment where
students feel comfortable asking for help and using targeted interventions (DeVries, 2023),
based on student needs were shown to be effective in improving numeracy skills.
* Foreign Study - De Venencia
This review of research on numeracy skills examines how students view their own
challenges. The studies explored how students’ self-confidence (Tengaa, 2023), emotional
factors (Original Research Article, 2020), and preferred learning styles can all influence their
perceptions of difficulty (Dewi, 2021). The findings suggest that a well-rounded assessment
that considers both student self-perception and traditional testing can inform educators in
creating targeted instruction to improve numeracy skills.

* Local Literature - Morante

Research on numeracy development in the Philippines reveals challenges like rote
memorization (Comediero, 2022), math anxiety (Aquino, 2023), and language barriers
(Launio, 2015). Some studies, like the study of Casinillo and Caingcoy, both in 2022, call for
considering students' perspectives and using culturally-sensitive approaches. Effective
methods may include peer tutoring (Candelaria, 2022) and manipulatives to improve
understanding (Tjanda, 2023). This study will focus on Nantangalan National High School's
students to identify specific challenges and potential solutions, while considering national
research for broader impact.
* Local Study
This review of related literature explores how Filipino students perceive challenges with
numeracy. The studies included examine math anxiety (Ablian/Parangat, 2022), problem-
solving difficulties (Mingke and Alegre, 2019), and learning styles (Alog, 2012), all of which
can impact numeracy development. Understanding these challenges can help teachers
create better instruction for their students.

• Theoretical Framework - Mission

 Sociocultural Theory (SCT) by Vygotsky in 1978 is used to understand why some high
school students struggle with math. SCT emphasizes the importance of social interaction
and cultural background in learning. This means considering how teachers, peers, and even
technology can help students learn. These are according to the studies of (Cherry, 2023),
(Van De Walle, 2019), and (Alegre, 2023)
According to the studies of Moschkovich in 2015 and Nasir in 2008, the theory also
highlights the role of language and communication in understanding math. Teachers should
make sure students can talk about math concepts and connect them to their own
experiences.
Students' socioeconomic background and cultural attitudes towards math can affect their
learning. This means considering factors like access to resources and family support. These
are according to the studies of Betancur, 2018 and Darragh, 2016.
Lastly, according to Dowker, 2016 and Else-Quest et al., 2013, identity and self-
confidence are also important for math learning. Teachers should create a positive learning
environment that helps students feel good about math.

• Conceptual Framework - Ramos

Researchers are looking at how high school students (SHS) view numeracy (their ability
to use math in everyday life).
The researchers think some things affect how students develop numeracy:
1. Things about the students themselves (independent variable: student characteristics)
2. How they are taught math (independent variable: instructional factors)
3. How involved they are in learning math (mediating variable: student engagement)
4. How confident they feel in math (mediating variable: mathematical self-efficacy)
The researchers believe that the things that affect how students develop numeracy can
be broken down into these categories.
 CHAPTER 3: METHODOLOGY

• Research Methodology - Recto

Qualitative research is a method for understanding people's experiences, opinions, and
feelings. It's useful for complex topics like students' experiences with numeracy difficulties.
Researchers can use interviews and focus groups to gather rich data about students'
thoughts, emotions, and coping strategies. This can help educators develop targeted
interventions and improve student learning.

• Research Design - Barbosa

The researchers will use a method called phenomenology to understand how students
experience numeracy problems at Nantangalan National High School. This method focuses
on people's experiences and interpretations of a situation, rather than trying to prove a
specific theory. By interviewing students and analyzing their experiences, the researchers
hope to uncover underlying patterns and themes that will help them create better support
strategies for students.

• Research Instrument - Morante

This section describes the research instruments that will be used in the study. These
instruments include interviews with high school students, audio recorders, video recorders,
cameras, and a method for transcribing audio recordings. The interview will use open ended
questions to gather in-depth information about the students' experiences with numeracy
challenges. And a guide questions for easy comprehension of the interviewees.

• Locale/Setting of the Study - Recto

The study will be conducted at Nantangalan National High School specifically located at
Barangay Nantangalan, Pozorrubio, Pangasinan. The researchers are going to interview
some of the Senior High School students from this school.

• Sources of Data - Barbosa

This study will collect data in two ways. First, researchers will conduct interviews to get
firsthand accounts from participants. Second, they will use existing information from
scholarly sources and reports to add context to the interview data.

• Population/Sampling Technique - Mission

 This passage is about a study on how high school students experience numeracy
difficulties. The researchers will use purposive sampling, a method where they choose
participants who have specific experiences relevant to the study's goals. This will allow
them to collect detailed information from a small group of students and gain a deeper
understanding of the topic.

• Tool for Data Analysis - Morante

Thematic analysis is a research method used to understand how students perceive
challenges with numeracy. Researchers analyze student responses, like interviews or
surveys, to identify recurring themes. This helps them understand the common experiences
and perspectives of students regarding numeracy difficulties.