FACTORS CAUSING AVERSION TO MATHEMATICS AMONG GRADE 12 STUDENTS IN PRIVATE SCHOOL IN THE MUNICIPALITY OF TAMPARAN PROVINCE OF LANAO DEL SUR, PHILIPPINES
DOI:
https://doi.org/10.20319/ictel.2025.128148Keywords:
Aversion, Aversion Level, Mathematics, Nature of Mathematics, Students’ AversionAbstract
This study investigated the factors causing aversion to mathematics among grade 12 students of a private school in the municipality of Tamparan, Lanao del Sur, Philippines, enrolled in the school year 2023-2024. One hundred fifty (n=150) grade 12 students were surveyed using the Causes of Students’ Aversion in Mathematics Questionnaire (CSAMQ) developed by the authors. The following two questions guide the investigation: 1) What are the causes of students’ aversion to mathematics? 2) What are the students’ levels of aversion to mathematics? Students’ aversion to learning mathematics was hypothesized as caused by the nature of mathematics, the teacher, and student factors. On the causes of aversion, students declared that of mathematics factors (40.65%) and the teacher factors (56.3%) do not cause aversion, while the student factors (39.26%) cause aversion among them. On the level of aversion, students have a low level of aversion in mathematics due to the nature of mathematics factors (40.65 %) and teacher factors (56.3%), while having a high level due to student factors (39.26%). The results underscore the need to reduce the causes of aversion among students due to teachers’ teaching practices and students’ learning attitude, study practices, and personality characteristics of both teachers and students.
References
Ahdoot, R. (2022). Math Aversion – It can be contagious. Yay Math™ videos and courses for
Algebra, Geometry, Algebra 2, Statistics, and Trigonometry.
Allain R. (2010). A paper for Education, Learning, Math. Published.
Alego, S. (1998). Educational Communication and Technology: Methods of Teaching
Mathematics. Nairobi University Press: Nairobi, Kenya.
Amato S.A. (2004). Improving student teachers’ attitudes to Mathematics. University Brasília.
Brazil.
Boaler, J. (2000). Mathematics from another world: Traditional communities and the alienation
of learners.
The Journal of Mathematical Behavior, 18(4), 379-397.
Devlin, K. (1998). The language of mathematics, making the invisible visible. New York: Holt
Paperback.
Fraser and Honeyford (2000). Mathematics Teaching and Learning. Vol.1, Number 2
Gafoor, K. A., & Kurukkan, A. (2015). Why High School Students Feel Mathematics Difficult?
An Exploration of Affective Beliefs.
https://www.semanticscholar.org/paper/Why-High-School-Students-Feel- Mathematics-Difficult-GafoorKurukkan/d7c3f5b301b569c9caca64fce97ebb3688744d75
Garcia, A. and Martinez, M. (2021). Influences of Learning Approaches, Student Engagement,
and Satisfaction with Learning on Measures of Sustainable Behavior in a Social
Sciences Student Sample. Department of Education and Developmental Psychology,
University of Granada, E-18071 Granada, Spain.
Gokkusagi, H. (2006). Project paper on Creating interests in Mathematics. University of twenty.
Unpublished.
Johnson, A., Smith, B., and Davis, C. (2018). The impact of brainstorming instructional strategy
on mathematics performance in primary school pupils.
Journal of Education Research,45(2), 120-135.
Johnson, R., and Brown, S. (2019). Gender differences in academic performance: An analysis
of mathematics performance. Journal of Educational Research, 45(2), 78-92.
Jones, L. (2020). The impact of brainstorming on mathematics performance: A gender
perspective. Journal of Educational Psychology, 68(3), 205-218.
Kitta S. (2002). Enhancing Mathematics teachers’ pedagogical content, knowledge and skills in
Tanzania. Thesis, University of Twenty. Unpublished.
Larkin, K. & Jorgensen, R. (2016). ‘I hate maths: Why do we need to do maths?’ Using iPad video diaries to investigate attitudes and emotions towards mathematics in year 3 and year 6
students. International Journal of Science and Mathematics Education, 14(5), 925–44.
MOEVT. 1997. Secondary Basic Mathematics Syllabus. Dar es Salaam University Press: Dar es
salaam, Tanzania.
Neufeldt, V., & Guralnik, D. B. 1. (1997). Webster's New World Dictionary of American
English.
Scarpello, G. (2007). Helping Students Get Past Math Anxiety. Techniques: Connecting
Education and Careers (J1), 82(6), 34-35.
Scott, L. (2010). Problems of teaching mathematics. Thesis. Edinburg University.
Seka, B. (2010). Creating interest in Mathematics.
Sichizya, R. (2010). Paper on developing interests in mathematics. University of Dar es salaam.
Smith, J. (2018). Effects of brainstorming instructional strategy on academic performance.
Journal of Educational Research, 36(1), 45-58.
Smith, R. and Jones, K. (2019). A meta-analysis of instructional strategies in mathematics
education. Educational Psychology Review, 32(3), 543-567.
Sternberg, R. J. (2003). A duplex theory of hate: Development and application to terrorism,
massacres, and genocide. Review of General Psychology, 7(3), 299–328.
https://doi.org/10.1037/1089-2680.7.3.299
Swan, P. (2004). I Hate Mathematics.
http://www.mav.vic.edu.au/files/conferences/2004/Swan
Tobias, S. (1979). Anxiety research in educational psychology.
Journal of Educational Psychology, 71(5), 573 –582.
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright of Published Articles
Author(s) retain the article copyright and publishing rights without any restrictions.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
