Grade 7 Learners’ Difficulties with Integers

Abstract

This paper aimed to determine the difficulties encountered by Grade 7 Students in solving integers at Domingo Lacson National High School for the School Year 2019-2020. Variables in focus were sex, average family income, and family size, together with teacher factor, study habits, and peer support as additional key areas that were further inputted into the discussion. Data needed came from the responses of 287 subject-respondents and was later transformed into numerical codes to hasten data processing via Statistical Package for Social Sciences (SPSS). Subsequent data analysis showed that the degree of difficulties encountered by students in solving integers according to teacher factors, study habits, and peer support was largely due to the fast-paced instructional methods and lack of ample sample exercises for learners to substantially comprehend allied principles and theories. The same data also found a more pressing challenge for stakeholders to revive that waning interest in students to learn Mathematics and get motivated once more to attend their classes. Interestingly, a compelling footnote has surfaced that peer support is not fully encouraged inside the classroom. As a final point, this paper found no significant difference in the degree of difficulties of subject-respondents in solving integers in terms of the just-mentioned variable groupings. This paper calls for teachers to adjust their lesson delivery pacing, innovate their teaching styles to break the seeming learners' prejudice against the subject, and use a game-based approach to enhance engagement and learning in Mathematics by activating that peer support system in class.