Difficulties Encountered in Mathematics By Grade Vi Pupils in the Public Elementary Schools of Tanauan City East District: Basis for a Proposed Action Plan

Abstract

INTRODUCTION

Mathematics as a subject affects all aspects of human life at different levels. It is common knowledge that mathematics is a dull, difficult and disliked the subject. This perennial impression poses hard work in exploring possibilities and alternation on how to teach mathematics effectively and profitably.

In the vent of this fear, the researcher believes that mathematics and the difficulties encountered can be remedied and that the subject can be studied and taught with success. Likewise, enjoyment can be desired and achieved by our pupils. New methods and reorganization of the traditional content of matter have been done.

METHODS

The purpose of the study was to determine the difficulties in mathematics among the Grade VI pupils in public elementary schools of East District and the cause of their difficulties.

Descriptive studies gave essential knowledge about the nature of objects and persons; they play a vital role that develops the instruments for the measurements of many things.The methods used were percentage and ranking, finding the weighted mean and the T-Test.

RESULTS

The respondents of the study found Mathematics as a difficult subject; generally, on finding the areas, percentage, lessons on decimals, fractions and problem solving; That most of the respondents got a grade range from 76-80. This may imply that there must really a problem with the respondents coping with the Mathematics subject that is why they considered it as a difficult subject. That there is no significant difference between the perceptions of the teachers and pupils' respondents on the difficulties encountered by Grade VI pupils in Mathematics; That the factors such as pupil, teacher, home, school facilities, and parent generally moderate affect their academic performance.

DISCUSSIONS

School heads, teachers and even parents/guardians may have a quarterly meeting to track pupils' achievement. School facilities may also have been given resources for the better and child-friendly environment for the pupils. Parents may also have a time-allotment for their children in order to enhance their study habits. Teachers may provide samples and concrete objects that they can touch or even involve themselves in the lesson. Sometimes, pupils fail at working out such a math problem they don't understand the concept of the question. Teachers may find strategies and techniques where pupils learn better. Teachers can also collaborate with other colleagues about the best practices they do and then apply it if possible.