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Chapter 1
BACKGROUND OF THE STUDY
Introduction
When it comes to academic performances of student, they encountered many
struggles that may cause some effects to life and one of that is the subject difficulty.
Everyone worries about their weaknesses in some of their subject, sometimes they did not
know what they will do first or sometimes they want to ignore it. Probably, this is
genuinely happening in terms of academic performances of every student.
Difficulty in subject is one of the problems that students encounter in elementary,
high school and especially in college but the focus of this study is the High School
subject difficulty. Difficulty in high school of certain subjects is very serious problem this
is because if you do not pass that subject there is a chance that you will be fail. This is the
reason why many students were under graduate they did not pass their subject that they
assumed to be difficult. Based on the past experiences of the students that feel the
difficulty of the specific subject, they focus on their favourite subjects while the
remaining subjects were left out which effect their grades. Focusing in your favourite
subject is a big mistake this might cause problems, this is why many of students get high
Grade but in other subjects they get low grades it is because they did not give attention to
the subjects they only focus only in their favourite. Sometimes the difficulty is only
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confusion, this is the case where not properly understand the lesson that is why many of
them feel difficulty in subject. And lastly, why students having a difficulty in subject that
are about the laziness and tardiness to come in school, in that situation the student did not
focus on their study and in addition they are having difficulty on it.
In this present study, the subject difficulties it might be the major problem of the
students. And the truth is the subject difficulty will never erase from now on. Like in
schools many of the students will experience difficulties that conclude in getting low
grades. Most of the students think that difficulty in subject will never be gone it is
because there is a case were students will difficult to learn and the outcome of that
students will start to feel difficulty to the particular subject.
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Statement of the problem
This study seeks to answer The Subject difficulties of Grade 10 Student of
Pagalanggang National High School (PNHS).
Specifically it seeks to answer the following questions:
1. What Particular subject do you feel difficulty?
2. What makes the subject difficult?
3. What do you do when you are experiencing difficulties?
Hypotheses
Based on the existing information and available facts, the following hypotheses were
made:
1. Mathematics, it is hard for most of the respondents to understand.
2. Most of the respondents not take down note that is why they feel difficulty in the
particular subject.
3. Most of the respondents said they are studying the lesson and ask for help of their
classmates who are doing better.
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Scope and Delimitation
This study aimed to assess The Subject Difficulties of Grade 10 Student of
Pagalanggang National High School (PNHS). It includes the study of the respondents
profile in terms of: age, sex and the subject difficulties. Besides, this study is limited only
to the Grade 10 students of Paglanggang National High School.
A
total
of
15
respondents where there were 10 STE students and 5 students in star section.
Significance of the Study
This study will benefit the students, the teachers, and even the parents because of
the following reasons.
The teachers and educators will know how to improve their teaching techniques,
proper approaching to the student to get their attention as well.
Parents will also benefits to this research, Parents will be guiding their children on
which subjects they find it difficult to get the parent solution and help their children.
Student will think in how their skills improve and possible the student will be
more serious to that subject to get excellent performance.
Future researchers for them to have background information about their study and
to explore about the subject difficulty that student encountered.
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Definition of Terms
The following terms are defined in the context of the present study.
Educators - a person who provides instruction, one skilled in teaching and especially a
teacher, principal, or other person involved in planning or directing education, an
educationist.
Favouritism - the practice of giving unfair preferential treatment to one person or group
at the expense of another. The state of being treated as favourite.
Struggles - to try very hard to do, achieve, or deal with something that is difficult or that
causes problems. Something is difficult to do or achieve.
Major Problem - the big problem that people may encounter in life or in a country.
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Chapter 2
REVIEW OF RELATED LITERATURE
This chapter comprises of related literature, theories and studies, gathered from different
sources to support and connect to the research topic. These will help the researchers
formulate conclusions and recommendations that will address the problem.
Foreign Literature
Recently, an effort has been made to measure Subject teachers’ knowledge needed
for teaching even though there is more than 20 years of history in studying teachers’
knowledge. Shulman’s (1986) classification of subject matter knowledge, pedagogical
knowledge, and curriculum knowledge laid a foundation for the study of teacher
knowledge. Drawing on Shulman’s framework, researchers have further refined and
developed models to better describe and measure teacher knowledge needed for teaching
(e.g., Ball et al., 2005; Krauss et al., 2008; Schmidt et al., 2007; Silverman & Thompson,
2008; Tatto et al., 2012).
Great efforts have been made to seek what kind of knowledge a teacher needs to
know in order to teach students effectively. In Shulman’s (1986) seminal work on
teachers’ knowledge, he identified three categories, namely, content knowledge,
curriculum knowledge, and pedagogical knowledge. The first, content knowledge
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includes knowledge of the subject and its organizing structures. The teacher needs not
only to understand that something is so; the teacher must further understand why it is so.
The second, curricular knowledge, is “represented by the full range of programs designed
for the teaching of particular subjects and topics at a given level, the variety of
instructional materials available in relation to those programs, and the set of
characteristics that serve as both the indications and contraindications for the use of
particular curriculum or program materials in particular circumstances”.
Since Shulman (1986) coined the term PCK, many researchers have attempted to
illustrate and clarify the nature of PCK and its implications for teacher education (e.g.,
Gess-Newsome, 1999). However, pedagogical content knowledge is often not clearly
distinguished from other forms of teacher knowledge. For example, pedagogical content
knowledge has been defined as “the intersection of knowledge of the subject with
knowledge of teaching and learning” (Niess, 2005, p. 510) or as “that domain of teachers’
knowledge that combines subject matter knowledge and knowledge of pedagogy”
(Lowery, 2002, p. 69).
In the context of Subjects, ‘in-depth learning’ and ‘rote learning’ have variously
been defined and explained. For example, according to Jenkins (2010), in-depth learning
manifest itself thinking which is characterized in terms of how students make of sense of
Subjects, the strategies they apply to study the lessons, the conceptual representation
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they create, the argument they make and the conceptual understanding they demonstrate.
In his highly influential and widely cited paper, Richard Skemp (1976, p. 23) has
presented his views on types of learning: “relational” and “instrumental”; the ideas
explained in the context of instrumental and relational learning are relevant to the
practice of teaching mathematics in any context now as they were presented 35 years ago.
Relational learning is explains both as what to do and why (knowing with reason),
whereas instrumental learning is described as “rules without reasons”.
It is clear from the above discussion that ‘in-depth learning’ is used as an antonym
of ‘rote memorization’ of content knowledge (information about phenomena, rules and
principles) for the sake of reproduction when required. International research has
established a real value of in-depth learning for students. In the literature numerous
advantages have been associated with the goal of in-depth learning of subject
matterknowledge. Newton (2002), for example, enumerates the following advantages of
indepth learning: First, in-depth learning can satisfy a number of personal needs of the
learner. One of the important needs is the desire to achieve a certain level of satisfaction,
which arises from the curiosity to know reasons, facts, justification and causes behind
events or principles. So in-depth learning helps to meet these demands towards selfsatisfaction. Second, indepth learning accelerates the processes of mastering the new
materials and flexible use of knowledge in other context or situation. Research provides
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evidence that children who learn subject matter knowledge with thorough understanding
demonstrate an enhanced ability to think flexibly when dealing with novel problems
(Newton 2002; Sierpinska, 1994).
In-depth learning “confers a certain cognitive
autonomy on its owner” (Halfords, 1993, p. 165); and it enables the learner to effectively
and independently interact with the world and think for themselves and make reasoned
choices (e.g., Johnson-Laird, 1985; Kilbourn, 1992; Pettroski, 1993; Prawat, 1989). Indepth learning in mathematics facilitates further learning; it enables critical abilities such
as reasoning and analytical skills, and helps develop learners’ creative faculty of mind
(Newton, 200; Perkins, 1993). Despite being attached much benefits to in-depth learning
more often than not it remains a secondary concern in the classroom. Why this is so?
Below, some of the possible reasons behind this negligence towards in-depth learning in
the classroom are examined briefly.
Notwithstanding the above explained good reasons to treat in-depth student
learning a valuable educational goal, unfortunately it is and has not been a central
concern in every classroom in the world in general and in Pakistan in particular.
According to Perkins (1993), “…teaching for understanding is not such an easy
enterprise in many educational settings. Nor is it always welcome” (P.02) A survey of
the current literature reveals that understanding avoidance is not unique to the context of
Pakistan and other developing countries where the quality of education is considered to
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be poor; it is and has been a matter of concern in the context of developed countries as
well, where there is a tendency to emphasize memorization and reproduction of
information (e.g., Das & Barunah, 2010; McLaughlin & Talbert, 1993; Wildy & Wallace,
1992).
In-depth learning is often difficult because it entails deep cognitive engagement
with the subject matter. This is why students do not voluntarily or spontaneously engage
in cognitive activity that fosters in-depth learning. Students bring with them a variety of
conceptions, abilities, skills, knowledge, interest, attitudes, beliefs, perceptions,
aspirations, expectations, habits, and preferences, which may not be in harmony with the
demands of deep engagement with subject matter. The literature describes a variety of
factors which bear upon students’ learning behaviours and abilities. These factors,
however, are rooted in two main sources: external forces or environment such as
parent, career aspiration, employment’s need, etc. and the intrinsic motivation learners
bring to the classroom; students with intrinsic motivation and interest may be more
inclined to seek understanding while others want to pass the examination (e.g., Davis,
1994; Hart 1981; Gibbs, 1992).
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Moreover, the prior knowledge students bring to the learning situation is
considered to be a vital factor in facilitating in-depth learning (e.g., Gollub et al., 1993;
Perkins, 1993; Mayhill & Brackley, 2004). Prior knowledge of primary concepts provides
a foundation upon which learning of subsequent concepts is based. Evolution of Subject
thinking and reasoning thus becomes a process which can be stimulated or in one way the
other be influenced by the external factors or conditions, which, in many researchers’
view, could be controlled, to a great extent, by the teacher (Eve & Tirosh, 2008).
Researchers have described the teacher’s interaction with learners as the axis on
which education quality of learning turns (Lockheed & Verspoor, 1991; Stoll, 1999). As
Stoll (1999) argues that teacher’s beliefs, perception, behavior, teaching strategies, and
subject knowledge are likely to determine the degree to which students make sense of the
material presented to them. Both National Curriculum 2006 and Education Policy 2009
stress upon a marked shift in teacher’s role from transmitter of information to creator of
learning environment in classroom which supports students in developing rational
understanding of the subject concepts.
Local Literature
Thus, teachers’ central role in promoting deeper learning requires them to
understand and practice some of the basic principles of the conceptual learning in
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Curriculum Subjects (Particular in Mathematics). These principles include teaching
general knowledge or generic concepts in the subject and helping students in overcoming
the difficulties they face. Teachers can use a wide variety of activities and techniques
such as discussion, stories, songs, role play, visual illustrations, patterns seeking, using
examples from real life, use of analogy and explanations, to help build prerequisite
knowledge and strengthen connections between what students already know about a
concept what they need to know more about it (Joseph & Yoe, 2010; McLaren, 2010).
What makes learning difficult doesn’t imply that the objective is to make the
content easy. Material can be so watered down that its basic integrity is compromised. In
the same vein, there’s no justification for making material harder than it needs to be, but
the right balance between difficult and easy is not the subject of this post. Depending on
the student, the content in any field can be difficult and demanding. Part of the difficulty
derives from what students believe about the course and whether they think it’s going to
be hard. And part of it is a function of our intellectual homes within the academy. Those
of us in the humanities frequently find courses in the sciences hard. Those in the sciences
struggle in courses where they have to do a lot of writing, and God help them if it’s a
poetry course. Often we, as faculty, can’t understand why students think the courses
we’re teaching are hard. We forget why we fell in love with the content of our discipline.
It was clear and obvious to us right from the start. . “We need to spend more time finding
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out what our students know and don’t know, and can do or not do, when they enter our
classrooms.” (p. 39) there tends to be a huge disconnects between what faculty think
students should know when they start a course and what they in fact do know. Often
when we ask and discover how much they don’t know, we are appalled, almost sorry we
asked, frustrated and perplexed. Michael, J. (2007). Advances in Physiology
Education, 31 (March), 34-40.
As mandated in the 1935 Philippine Constitution, a national language was to be
adopted and developed based on one of the existing native languages. In 1937, the
Institute of National Language (INL) which was created to direct the selection,
propagation and development of the national language, recommended that Tagalog be the
basis for the adoption of the national language of the country. In the same year, then
President Manuel Quezon signed Executive Order No. 134 declaring Tagalog as basis of
the national language.
A Department Order was subsequently issued by the Secretary of Public
Instruction on April 8, 1940 to implement the aforementioned Executive Order. Bureau
Education Circular No. 26, s. 1940 provides that "... effective June 19, 1940, the national
language shall be taught forty minutes a day as a regular, required two-semester subject
"... The national language shall replace an elective in each semester of the second year in
normal schools and shall be an additional subject of all secondary schools."
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The inclusion of Tagalog in the curriculum was viewed as a positive direction
towards more effective teaching and learning since, compared with English, Tagalog
would be an easier language to use as tool of learning. This significant move also
marked the beginning of the critical process of developing the national language and
disseminating it nationwide mainly through the schools. CLEMENCIA ESPIRITU, PH.D.
Chapter 3
RESEARCH METHODOLOGY
This chapter describes and presents the research design, validation of the
instrument, and the collection and treatment of data.
Research Design
This type of research is based on type of data needed. The research is a qualitative
type where we are looking for people’s thoughts, beliefs, point of view, opinion, feelings,
and lifestyles. The answers from the respondents are not measurable. Verbal
communication or language is the appropriate way of expressing findings. The data we
deal with this research is a primary data. The data in this research are original information
that is obtained by direct contact with the respondents.
Validation of the Instrument
The researcher used a guide questionnaire for interview as an instrument for
gathering data. The questionnaire contains objective questions which the respondents
were expected to answer prior to their knowledge.
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Survey questionnaire is a data gathering instrument that is utilized to collect,
analyse and interpret the views of a group of people from a target population. The
researchers brainstormed the needed questions that will help to interpret the needed
outcome of the research as an initial task for the study. Researchers assembled different
questions that are related to the topic in order to acknowledge the different perception of
the respondents regarding towards the topic.
Collection of Data
The researcher gathered information through interview. The researcher believes
that the interview is an effective and appropriate way of collecting data. The interview
will be taken by 15 respondents of Pagalanggang National High School. The information
collected from the interview will serve as data that will help in fulfilling the objective of
the research.
Treatment of Data
The information gathered was presented through the use of the table. Tallying and
getting the percentage were used for the treatment of data.
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1.) Frequency is used to present the number of respondents that chose a particular
item.
2.) Percentage is the rate per hundred which is obtained by dividing the frequency to
the total number of respondents multiplied by 100.
Formula: P = F/N (100)
Where P = percentage
F = frequency
N = total number of respondents
3.) Rank is used to determine the item that is chosen the most to the item which is
chosen the least.
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Chapter 4
PRESENTATION, INTERPRETATION AND ANALYSIS
Table 1
Age of the respondents
N=15
Age
Frequency
Percentage
Rank
15
7
47
1
16
5
33
2
17
3
20
3
Total
15
100
Table 1 present the Age of Respondents.
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As can be gleaned from the table above, 7 were age of 15 with the percentage of
47 and ranked 1, 5 were 16 years of age with the percentage of 33 and ranked 2, 3 were
17 years old with percentage of 20 and ranked 3.
There were more 15 years old and few were 17 years old.
Table 2
Gender of the Respondents
N=15
Gender
Frequency
Percentage
Rank
Female
8
53
1
Male
7
47
2
Total
15
100
Table 2 present the Gender of Respondents.
As can be gleaned from the table above, 8 were female respondents with a
percentage of 53 and ranked 1, then 7 were male respondents with a percentage of 47 and
ranked 2.
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There were more female respondents than male respondents.
Table 3
Subject that find difficulty
N=15
Subject
Frequency
Percentage
Rank
Mathematics
8
53
1
Science
4
27
2
English
3
20
3
Total
15
100
Table 3 presents Subject that find difficult.
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As can be gleaned from the table above, 8 were said Mathematics with a
percentage of 53 and ranked 1, 4 were said Science with a percentage of 27 and ranked 2,
and lastly 3 were said English with a percentage of 20 and ranked 3.
Most of the respondent said that Mathematics is the most difficult subject and few
were said English.
Table 4
Why the subject hard to the respondents?
N=15
Why it becomes
Frequency
Percentage
Rank
9
60
1
4
27
2
hard?
Laziness to study
their lesson
They did not listen
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to their teachers
It Think it is hard
2
13
Total
15
100
3
Table 4 presents why the subject hard to the respondents?
As you can gleaned from the table above, 9 were said Laziness to study their lesson
with a percentage of 60 and ranked 1, 4 were said they did not listen to their teachers with
a percentage of 27 and ranked 2, 2 were said It think it is hard with a percentage of 13
and ranked 3.
Most of the respondents said that Laziness to study their lesson is the reason why
the subject hard to the respondent and Few were said It thinks it hard.
Table 5
Grade that respondents get to that subject
N=15
Grades
Frequency
Percentage
21
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80-84
6
40
1.5
85-89
6
40
1.5
90-94
3
20
3
Total
15
100
Table 5 presents Grade that respondent get to that subject.
As you can glean from the table above, 6 were said 80-84 with a percentage of 40
and ranked 1.5 same with the 85-89. Lastly 3 were said 90-94 with a percentage of 20
and ranked 3.
Most of the respondents said 80-89 they got it Grades and least were 90-94.
Table 6
Highest Grade that respondents get in the subject
N=15
Grades
Frequency
Percentage
Rank
90-94
9
60
1
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85-89
6
40
Total
15
100
2
Table 6 present Highest Grade that respondents get in the subject.
As you can glean from the table above, 9 were said 90-94 with a percentage of 60
and ranked 1, 6 were said 85-89 with a percentage of 40 and ranked 2.
Most of the respondents said they got 90-94 and the least were 85-89.
Table 7
The feelings of respondents when get low grade
N=15
Feeling
Frequency
Percentage
23
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Sad
15
100
1
Angry
0
0
2
Total
15
100
Table 7 present the feelings of respondents when get low grade.
As you can gleaned from the table above, 15 were said Sad with a percentage of
100 and ranked 1, 0 were said Angry with a percentage of 0 and ranked 2.
All of the respondents Sad when get low grade.
Table 8
Difficult to respondents to understand the lesson
N=15
Reasons
Frequency
Percentage
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Did not want the
13
87
1
2
13
2
15
100
lesson
Have Prioritise than
the lesson
Total
Table 8 presents difficult to respondent to understand the lesson.
As you can gleaned from the table above, 13 were said did not want the lesson with
a percentage of 87 and ranked 1. 2 were said have Prioritise than the lesson with a
percentage of 13 and ranked 2.
Almost of the respondents said did not want the lesson and the least Have Prioritise
that the lesson.
Table 9
Spending Hours to study the lesson
N=15
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Spending Hours
Frequency
Percentage
Rank
1 hour
15
100
1
2 hours
0
0
2
Total
15
100
Table 9 presents spending hours to study the lesson.
As you can gleaned from the table above, 15 were said 1 hour with a percentage of
100 and ranked 1, 0 were said 2 hours with a percentage of 0 and ranked 2.
All of the respondents spend 1 hour to study the lesson.
Table 10
Best way to understand the lesson
N=15
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Ways
Frequency
Percentage
Rank
Focus your mind to
10
67
1
5
33
2
15
100
the lessons
Practice every free
hour
Total
Table 10 presents best way to understand the lesson.
As you can glean from the table above, 10 were said Focus your mind to the
lessons with a percentage of 67 and ranked 1, 5 were said Practice every free hour with a
percentage of 33 and ranked 2.
Most of the respondents said the Focus your mind to the lesson and the least
practice every free hour.
Table 11
Respondents doing when encounter difficult lessons
N=15
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Doing
Frequency
Percentage
Rank
Will make noise
9
60
1
Try to understand,
6
40
2
15
100
until the lesson sink
in to your mind
Total
Table 11 presents respondents doing when encounter difficult lessons.
As you can glean from the table above, 9 were said Will make noise with a
percentage of 60 and ranked 1, 6 were said Try to understand, until the lesson sink in to
your mind with a percentage of 40 and ranked 2.
Most of the respondents will make noise when encounter difficult lessons and the
least try to understand, until the lesson sink in to your mind.
Table 12
Doing to get High Grade
15=N
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Suppose to do
Frequency
Percentage
Rank
Take time to study
11
73
1
Be Diligent to all
4
27
2
Total
15
100
the lessons
Table 12 presents doing to get high grade.
As you can gleaned from the table above, 11 were said Take time to study the
lessons with a percentage of 73 and ranked 1, lastly 4 were said Be diligent at all with a
percentage of 27 and ranked 2.
Almost of the respondents said take time to study the lesson to get high grade and
the least be diligent to all.
CHAPTER 5
FINDINGS, CONCLUSION, AND RECOMMENDATION
This chapter includes the summary of findings, conclusions and recommendation offered
by this study.
Findings
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Age of Respondents
The researcher found out the most of respondents are ranging from age of 15 and 7 were
age of 16 or 33 percent and 3 were age of 17 with a percentage of 20.
Gender of the Respondents
A frequency of eight or 53 percent of the total respondents were female and seven were
male with a percentage of 47. It means most of the respondents are female.
Subject that find difficulty
Fifty-three percent (8 out of 15) of the respondents they are having difficulty in
mathematics and the rest of the respondents they are having difficulty in Science and
English.
Why the subject hard to the respondents?
Sixty-percent (9 out of 15) of the respondents why the subject hard to the respondents it
is the reason of Laziness to study their lesson and the rest are they did not listen to their
teacher and It think it is hard.
Grade that respondents get to that subject
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MOTHER MARGHERITA DE BRINCAT CATHOLIC SCHOOL, INC.
Kamias Road, Brgy. Tucop, Dinalupihan, Bataan
“Peace and Good through Quality Education”
Eighty-percent (12 out of 15) of the respondents the grade of most them is between 80-89
and the rest of the respondents rise by five percent.
Highest Grade that respondents get in the subject
Sixty-percent (9 out of 15) of the respondents the grade of most of them is between 90-94
and the rest of them getting 85-89.
The feelings of respondents when get low grade
One-hundred percent (15 out of 15) of the respondents feeling when getting low grade is
being Sad
Difficult to respondents to understand the lesson
Eighty-seven percent (13 out of 15) of the respondents difficult to understand the lesson
the reason is they did not want the lesson and the rest are have Prioritise than the lesson.
Spending hours to study the lesson
One hundred Percent (15 out of 15) of the respondents the hours of them to study the
lesson it takes 1 hour.
Best way to understand the lesson
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MOTHER MARGHERITA DE BRINCAT CATHOLIC SCHOOL, INC.
Kamias Road, Brgy. Tucop, Dinalupihan, Bataan
“Peace and Good through Quality Education”
Sixty-seven percent (10 out of 15) of the respondents the best way for them to understand
the lesson is Focus your mind to the lesson and the rest is Practice every free hour.
Respondents doing when encounter difficult lessons
Sixty percent (9 out of 15) of the respondents doing when encounter difficult lessons is
will make noise and the rest is Try to understand, until the lesson sink in to your mind.
Doing to get high grade
Seventy-three percent (11 out of 15) of the respondents the thing that you can do to get
High grade is to take time to study the lesson and the rest is Be diligent to all.
Conclusion
Bases on the findings given, the following conclusions were drawn.
1. The research concludes that mathematics is the subject where most of the students
experience difficulty.
2. The research conclude that the reason why the subjects become difficult it is why
the students did not study well, they did not study their lessons and lastly the did
not want the lesson.
3. They do some things like studying the lesson in more than an hour and focus the
mind while listening in teachers discussion.
Recommendation
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MOTHER MARGHERITA DE BRINCAT CATHOLIC SCHOOL, INC.
Kamias Road, Brgy. Tucop, Dinalupihan, Bataan
“Peace and Good through Quality Education”
Based on the findings and conclusions, the following recommendations have been made:
1. Students should
must need to aware on what is the possibility of having
difficulties in subject, they need to more diligent to study whatever it is, if you
feel difficulty in a subject try to understand it and give efforts.
2. Teachers should know where students feel weak so they will able to know on
what technique they will need to prepare on their teaching strategies.
3. Parents should must need to know more about the academics of their children for
them to help, this will very helpful not only for the parents but to their children
this will reduced a possibility of having their children feel difficulty in a subjects.
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MOTHER MARGHERITA DE BRINCAT CATHOLIC SCHOOL, INC.
Kamias Road, Brgy. Tucop, Dinalupihan, Bataan
“Peace and Good through Quality Education”
Bibliography
REFERENCES
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MOTHER MARGHERITA DE BRINCAT CATHOLIC SCHOOL, INC.
Kamias Road, Brgy. Tucop, Dinalupihan, Bataan
“Peace and Good through Quality Education”
CLEMENCIA ESPIRITU, PH.D.
(e.g., Ball et al., 2005; Krauss et al., 2008; Schmidt et al., 2007; Silverman & Thompson,
2008; Tatto et al., 2012)
(e.g., Das & Barunah, 2010; McLaughlin & Talbert, 1993; Wildy & Wallace, 1992).
(e.g., Davis, 1994; Hart 1981; Gibbs, 1992).
(e.g., Gollub et al., 1993; Perkins, 1993; Mayhill & Brackley, 2004).
(e.g., Johnson-Laird, 1985; Kilbourn, 1992; Pettroski, 1993; Prawat, 1989).
(e.g., Gess-Newsome, 1999)
(Eve & Tirosh, 2008).
(Halfords, 1993, p. 165);
(Joseph & Yoe, 2010; McLaren, 2010).
(Lockheed & Verspoor, 1991; Stoll, 1999).
Michael, J. (2007). Advances in Physiology Education, 31 (March), 34-40.
(Newton 2002; Sierpinska, 1994).
Perkins (1993,P.02)
(Newton, 200; Perkins, 1993).
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MOTHER MARGHERITA DE BRINCAT CATHOLIC SCHOOL, INC.
Kamias Road, Brgy. Tucop, Dinalupihan, Bataan
“Peace and Good through Quality Education”
Richard Skemp (1976, p. 23)
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MOTHER MARGHERITA DE BRINCAT CATHOLIC SCHOOL, INC.
Kamias Road, Brgy. Tucop, Dinalupihan, Bataan
“Peace and Good through Quality Education”
Appendices
Appendix A
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MOTHER MARGHERITA DE BRINCAT CATHOLIC SCHOOL, INC.
Kamias Road, Brgy. Tucop, Dinalupihan, Bataan
“Peace and Good through Quality Education”
Letter of Request to the School Head
2 March, 2018
MR. LAWRENCE MICHAEL L. MEDINA
School Principal
Mother Margherita de Brincat Catholic School, Inc.
Brgy. Tucop, Dinalupihan, Bataan
Sir:
Greetings!
The undersigned is a Grade 11 STEM student. She is now enrolled in Practical
Research 2 wherein one of the requirements is a simple baby thesis. Her study is about
the Difficulties Encountered in the English Language of Grade 11 Students of Mother
Margherita de Brincat Catholic School.
In order to make this academic endeavour successful, the researcher would like to
seek permission from your good office to allow her to conduct a survey in your school
with your Grade 11 students as respondents.
Thank you very much in anticipation for your most favourable response. God
bless!
Very Truly Yours,
Mae Irish Joy C. Espinosa
Approved by:
(Sgd) MR. LAWRENCE MICHAEL L. MEDINA
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MOTHER MARGHERITA DE BRINCAT CATHOLIC SCHOOL, INC.
Kamias Road, Brgy. Tucop, Dinalupihan, Bataan
“Peace and Good through Quality Education”
Appendix B
Letter of Permission to the Library
Dr. Maria Fe V. Roman
Campus Director
BPSU-Dinalupihan
Dinalupihan, Bataan
Attention: (Sgd) Adela Reyes
Campus Librarian
Madam:
Greetings!
Our Grade 11 Senior High School Students are now taking up Practical Research
1 (Qualitative Phenomenological Research). We would like them to be exposed in library
research and how to go about research. We are confident that your campus library can
provide experiences to our students in that endeavour.
With this, may we request that our grade 11 students be allowed to use the
campus library every Fridays from 9:00: am – 12:00 nn from February 9, 2018 to March
9, 2018
Thank you and we will greatly appreciate your favourable response.
Very Truly Yours,
(Sgd) LAWRENCE MICHAEL L. MEDINA
School Principal
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MOTHER MARGHERITA DE BRINCAT CATHOLIC SCHOOL, INC.
Kamias Road, Brgy. Tucop, Dinalupihan, Bataan
“Peace and Good through Quality Education”
Appendix C
Questionnaire
Name:
Gender:
Grade:
Direction: Answer the following question based on your experience.
1. What subject do you find difficulty?
2. Why do you find this subject hard?
3. What grade do you get to that subject?
4. What is the highest-grade do you get in that subject?
5. What do you feel when you get low grade?
6. Why are you having difficulty to understand the lesson/subject?
7. How many hours do you spend in studying lesson?
8. What is the best way to you to understand the lesson?
9. What do you do when encounter difficult lesson?
10. What are you supposed to do to get high grade?
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MOTHER MARGHERITA DE BRINCAT CATHOLIC SCHOOL, INC.
Kamias Road, Brgy. Tucop, Dinalupihan, Bataan
“Peace and Good through Quality Education”
CURRICULUM VITAE
To ensure equal and fair evaluation of the researcher’s merits, the following order of
presentation is recommended.
Name: Ceejay Tala Bernarte
Gender: Male
Age: 17
Mother: Ma. Magdalena T. Bernarte
Father: David M. Bernarte
Nationality: Filipino
Date of Birth: April 08,2000
Status: Single
Contact Address:

Physical Address: #201 Fermin Ext. Brgy. Pentor, Dinalupihan, Bataan

Phone number: 09085817168

Email: ceejaytala@gmail.com
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MOTHER MARGHERITA DE BRINCAT CATHOLIC SCHOOL, INC.
Kamias Road, Brgy. Tucop, Dinalupihan, Bataan
“Peace and Good through Quality Education”
Education Information:

Senior High School,2017 up to present
Science, Technology, Engineering and Mathematics
Mother Margherita de Brincat Catholic School, Tucop, Dinalupihan, Bataan

Junior High School, 2017
Pagalanggang National High School-Pag-asa Street Pagalanggang, Dinalupihan,
Bataan

Elementary, 2013
Dinalupihan Elementary School, Padre Dandan,Dinalupihan, Bataan
Language Spoken and Ability

Filipino

English
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