Authors :
Ivonne E. Semila
Volume/Issue :
Volume 9 - 2024, Issue 12 - December
Google Scholar :
https://tinyurl.com/bhbyhp3j
Scribd :
https://tinyurl.com/27dappeh
DOI :
https://doi.org/10.5281/zenodo.14603053
Abstract :
This phenomenological qualitative study aimed
at providing an in-depth understanding of the root cause
of students’ low self-confidence in Mathematics, the
behaviors that are associated with it, and possible
interventions that could be taken to address this. Based on
the findings from the interviews with five (5) mathematics
teachers, factors that led to low confidence among students
include previous poor academic performance,
preconceived beliefs that mathematics is a difficult subject
and traditional teaching methods that students emphasize
behaviors on like memorization. Teachers shared that
there is a behavior of being reluctance, meaning, the
learners were afraid to participate in problem-solving
activities, hesitation to seek clarification, and unexplained
uneasiness during exams. Teachers also suggested
interventions based on their practical knowledge such as
the use of differentiated instruction, collaborative learning
and positive feedback to help the students regain their
confidence. Teachers pointed at peer tutoring and small
group activities that helped the learners to come out of
their shells and become more confident. The result showed
that by creating an encouraging and patient learning
atmosphere in the classroom, the fear of failure was
reduced, and the students’ confidence was enhanced. This
study linked the theory with the practice and thus offered
the stakeholders useful information and recommendations
that may be implemented in the field. It stressed the
importance of changes in the system for the approaches
and environments for teaching mathematics especially in
the development of confidence. The results also pointed out
the importance inclusive measures to change the students’
perception and results in mathematics, thus reducing the
inequalities in academic and lifelong learning.
Keywords :
Mathematics Self-Confidence, Student Behavior in Mathematics, Teachers’ Perspectives, Root Causes of Low Confidence, Interventions in Mathematics Education.
References :
- Bandura, A. (1999). Self-efficacy mechanism in human agency. American Psychologist, 37, 122-147.
- Bandura, A. (1977). Social learning theory. New York, NY: General Learning Press.
- Bernardo, A. B. (2019). Encouraging growth mindset in the Filipino classroom: Implications for academic resilience. Philippine Journal of Psychology, 52(2), 159-176. https://doi.org/10.13140/RG.2.2.29373.17124
- Boaler, J. (2016). Mathematical mindsets: Unleashing students' potential through creative math, inspiring messages, and innovative teaching. Jossey-Bass.
- David, A. P., & Andaya, E. E. (2018). Teacher support and Mathematics achievement: Evidence from Filipino high school students. Asia-Pacific Education Researcher, 27(4), 283-293. https://doi.org/10.1007/s40299-018-0388-5
- Lazarides, R., & Ittel, A. (2016). Mathematics interest and achievement: What role do perceived parent and teacher support play? International Journal of Educational Psychology, 5(2), 130-158. https://doi.org/10.17583/ijep.2016.2119
- Lee, J., & Stankov, L. (2018). Non-cognitive predictors of academic achievement: Evidence from TIMSS and PISA. Learning and Individual Differences, 65, 50-64. https://doi.org/10.1016/j.lindif.2018.05.009
- Liu, W., & Wang, C. H. (2015). Academic self-concept and achievement: The mediating role of learning engagement. Educational Psychology, 35(6), 699-719. https://doi.org/10.1080/01443410.2014.893560
- Phan, H. P., Maña, E., & Ngu, B. H. (2017). Positive psychology: The use of the framework of achievement bests to facilitate personal flourishing. Psychology in the Schools, 54(6), 665-680. https://doi.org/10.1002/pits.22027
This phenomenological qualitative study aimed
at providing an in-depth understanding of the root cause
of students’ low self-confidence in Mathematics, the
behaviors that are associated with it, and possible
interventions that could be taken to address this. Based on
the findings from the interviews with five (5) mathematics
teachers, factors that led to low confidence among students
include previous poor academic performance,
preconceived beliefs that mathematics is a difficult subject
and traditional teaching methods that students emphasize
behaviors on like memorization. Teachers shared that
there is a behavior of being reluctance, meaning, the
learners were afraid to participate in problem-solving
activities, hesitation to seek clarification, and unexplained
uneasiness during exams. Teachers also suggested
interventions based on their practical knowledge such as
the use of differentiated instruction, collaborative learning
and positive feedback to help the students regain their
confidence. Teachers pointed at peer tutoring and small
group activities that helped the learners to come out of
their shells and become more confident. The result showed
that by creating an encouraging and patient learning
atmosphere in the classroom, the fear of failure was
reduced, and the students’ confidence was enhanced. This
study linked the theory with the practice and thus offered
the stakeholders useful information and recommendations
that may be implemented in the field. It stressed the
importance of changes in the system for the approaches
and environments for teaching mathematics especially in
the development of confidence. The results also pointed out
the importance inclusive measures to change the students’
perception and results in mathematics, thus reducing the
inequalities in academic and lifelong learning.
Keywords :
Mathematics Self-Confidence, Student Behavior in Mathematics, Teachers’ Perspectives, Root Causes of Low Confidence, Interventions in Mathematics Education.