1.1 INTRODUCTION
In recent years, the field of Science, Technology, Engineering, and
Mathematics (STEM) education has gained significant attention due to its importance
in shaping students' abilities and preparing them for higher education and future
careers. However, it has been observed that the grade 11 STEM students of
Camotes National High School face challenges and difficulties while studying one of
their major subjects, Basic Calculus, impacting their overall understanding and
performance in the subject.
Basic Calculus is a branch of Mathematics that deals with the study of
limits, functions, derivatives , integrals and infinite series . The subject comes under
the most important branches of applied Mathematics, and it serves as the basis for
all the advanced mathematics calculations and engineering applications.
Furthermore, it is a preparatory stage where we, STEM students, are able to know
the basic principles of calculus that will help us when we are going to college. It is
essential for future engineers, architects, and etc. to know what are the basic skills
needed for it. However, many students struggle with this subject due to its abstract
nature and complex concepts. (https://www.ipracticemath.com/learn/calculus)
This chapter aims to examine the difficulties faced by grade 11 STEM
students at Camotes National High School specifically in Basic Calculus and explore
potential factors contributing to these challenges. To address the problem statement,
this research aims to answer the following questions:
• What are the specific difficulties faced by grade 11 STEM students at CNHS
in understanding and applying Basic Calculus concepts?
• How do these difficulties impact students' overall performance in Basic
Calculus?
• What are the possible factors contributing to the difficulties faced by students
in Basic Calculus?
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1.2 BACKGROUND OF THE STUDY
The calculus represents the first time in which the student is confronted with
the limit concept, involving calculations that are no longer performed by simple
arithmetic and algebra, and infinite processes that can only be carried out by indirect
arguments. Teachers often attempt to circumvent the problems by using an
“informal” approach playing down the technicalities. However, whatever method is
used, a general dissatisfaction with the calculus course has emerged in various
countries round the world in the last decade. In fact, the Department of Education
(DepEd) did many revisions and innovations to improve learners' performance in
Mathematics, but it is still one of the most difficult subjects in Basic Education. The
DepEd implemented the K-12 curriculum because of the poor quality of the
Philippine Basic Education with the hope that it will help learners face the real
world. It is evidenced by the low achievement scores of Filipino learners in the
National Achievement Test (NAT) and the international test known as the
Third International Mathematics and Science Study (TIMSS) in 2003.
Basic calculus is a fundamental course required for most STEM majors and
is considered a gateway to advanced courses. However, many students struggle
with this subject due to its abstract nature and complex concepts. This has led to
high failure rates and dropouts among STEM students. According to a study, some
of the difficulties experienced by the students were due to a lack of knowledge of the
concepts, poor application, complicated formulas, and more. . In addition, a blog
post also highlights that calculus is considered one of the tough subjects for students
for several reasons, including the fact that it involves numerous patience and
mathematical equations. The study aims to analyze student learning and the low
result of student learning for calculus subjects. Moreover, another study sought to
review literature pertinent to difficulties encountered by students in the learning and
usage of mathematical terminology. Lastly, a research paper found that difficulties
encountered in Basic Calculus will trouble the students of grade 11 STEM and affect
their development as they continue onto a higher level.
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1.3 STATEMENT OF THE PROBLEM
This study aims to understand the difficulties met by Science, Technology,
Engineering, and Mathematics (STEM) students in Basic Calculus at Camotes
National High School.
Specifically, it sought to answer the following questions:
1. What specific calculus concepts pose the greatest difficulties for STEM students,
and why?
2. How does students' prior knowledge of foundational mathematical concepts
impact their understanding of basic calculus?
3. What teaching methods and instructional strategies are most effective in
facilitating student comprehension and engagement in basic calculus?
4. How can problem-solving opportunities be enhanced to support STEM students'
development of calculus problem-solving skills?
5. What interventions and support systems can be implemented to address math
anxiety and mindset challenges among STEM students in basic calculus?
By investigating these questions, educators, curriculum developers, and
policymakers can gain insights into the challenges faced by STEM students in basic
calculus and develop targeted interventions to improve teaching and learning
strategies in calculus education.
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1.4 SIGNIFICANCE OF THE STUDY
Understanding the difficulties faced by Grade 11 STEM students in Basic Calculus at
Camotes National High School holds several significant implications. By
understanding the challenges that grade 11 STEM students face in basic calculus,
educators can develop effective teaching strategies to improve their learning
outcomes. This can include providing additional resources such as tutoring or online
materials to help struggling students. Moreover, studying these difficulties can also
help identify gaps in the curriculum and highlight areas where more emphasis needs
to be placed. This will ensure that future STEM graduates have a solid foundation in
calculus and are better equipped to tackle more advanced topics. Lastly, studying
the difficulties faced by Grade 11 STEM students in basic calculus is crucial for
improving their academic success and ensuring they are well-prepared for future
studies and careers.
Studying the difficulties faced by grade 11 STEM students in basic calculus
can also provide numerous benefits to both the students and the education system
as a whole. Here are some benefits of this study:
I. It will allows educators to identify common misconceptions and areas of
weakness among students, which can then be addressed through targeted teaching
strategies. This can lead to improved learning outcomes and increased student
engagement.
II. It will assist curriculum designers in refining and improving the Basic
Calculus curriculum to enhance students' comprehension and engagement. inform
curriculum development and assessment practices. By tailoring course content to
better meet student needs, educators can ensure that they are providing a highquality education that prepares students for success in their future careers.
III. Studying these difficulties can also help to promote equity in education by
identifying and addressing any systemic barriers that may be preventing certain
groups of students from succeeding in STEM fields. By working to remove these
barriers, we can create a more inclusive educational environment that supports all
learners.
Overall, studying the difficulties faced by grade 11 STEM students in basic calculus
is crucial for improving educational outcomes and promoting equity in education.
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1.5 SCOPE AND DELIMITATION
The scope of this study is limited to grade 11 senior high school STEM students at
Camotes National High School. The study will not include students who have not
taken any STEM courses.
The study will use a mixed-methods approach, combining quantitative and qualitative
data collection and analysis methods. The quantitative data will be gathered through
a survey questionnaire that will be distributed to a random sample of grade 11 senior
high school STEM students at Camotes National High School.
The study will be limited by several factors. First, the sample size will be limited to a
single school, Camotes National High, which may not be representative of other
senior high schools. Then, the study will rely on self-reported data, which may be
subject to bias and may not accurately reflect students' experiences. Lastly, the
study will only examine the difficulties encountered by grade 11 STEM students to
their major subject basic calculus and will not explore any potential drawbacks or
limitations of this approach to education.
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1.6 DEFINITION OF TERMS
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CHAPTER 1:
The Problem and Its Background
TABLE OF CONTENTS
Introduction ----------------------------------------- page 2
Background of the study ------------------------ page 3
Statement of the Problem ---------------------- page 4
Significance of the Study ----------------------- page 5
Scope and Delimitation ------------------------- page 6
Definition of Terms ------------------------------ page 7
Camotes National High School
Southern Poblacion, San Francisco, Cebu
Research Study in
Practical Research 1
RESEARCH TITLE:
Examining the Difficulties Encountered by Grade
11 STEM students of Camotes National High
School in Basic Calculus
Submitted by:
1. John Mark Donasco
2. John Christian Dondoyano
3. Gift Darlene Bensig
4. Rhea Mae Luchavez
5. Sarah Gean lucernas
Submitted to:
Mrs. Camille M. Arias
Practical Research 1 Teacher