ABSTRACT
This study aimed to explore learners' aversion behavior toward mathematics as a basis for developing an intervention plan. The independent variable in the study was learners' aversion behavior toward mathematics. The findings revealed that learners exhibited various aversion behaviors, including giving up easily, laziness, reluctance to study mathematics, poor attention in class, selective listening, stress and anxiety during lessons, boredom and sleepiness, confusion with the material, fear-driven compliance, and skipping classes. These behaviors were mainly influenced by fear of low grades, fear of disappointing parents, the perceived difficulty of mathematics, lack of confidence and self-efficacy, fear of making mistakes, peer influence, social comparison, and pressure related to future academic goals. Teachers also observed these aversion behaviors, such as lack of interest in mathematics, boredom, sleepiness, poor participation, inattention, easy disengagement from tasks, and fear of making mistakes. The study emphasizes the importance of implementing supportive teaching strategies and a focused intervention plan to address students' emotional and behavioral reactions to mathematics.
Keywords: Aversion Behavior, Learners, Mathematics, Intervention
INTRODUCTION
Mathematics aversion is a prevalent issue that affects learners of all ages, hindering their academic progress and limiting their future opportunities. This negative attitude toward Mathematics can stem from various factors, including negative experiences in the classroom, fear of failure, lack of relevance, and loss aversion (Barroso et al., 2021).
The issue of learners’ attitudes towards mathematics has emerged as a significant concern because, based on observation, even basic math topics are perceived as difficult by many learners (OECD, 2022). Despite the institution’s dedication to providing quality education, there is a growing recognition of the need to address the challenges associated with students’ perceptions and engagement towards mathematics (UNESCO, 2021).
Sacred Heart de Iloilo, like many educational institutions, faces challenges related to students’ attitudes towards mathematics. These challenges may manifest as disinterest in the subject, low academic achievement in math, or a lack of motivation among learners (Barroso et., 2021).
Recent observations and feedback from teachers at Sacred Heart de Iloilo have highlighted varying behaviors among learners towards mathematics. These aversion behaviors not only influence students’ academic performance but there is also an impact to those learners who have interest in pursuing STEM (Science, Technology, Engineering, and Mathematics) strand. Studies show that mathematics anxiety and avoidance behaviors significantly affect students’ decisions to pursue STEM-related fields (Wang et al., 2021). Negative experiences, such as struggling with mathematical concepts or feeling pressure to perform well, can create anxiety and avoidance behavior among students. These experiences can shape students’ perceptions of their own abilities and contribute to a sense of inadequacy in the subject. The fear of failure in mathematics is a significant barrier that many learners face. Overcoming this fear is essential for learners to develop a growth mindset and approach challenges with resilience and determination (Dweck & Yeager, 2021).
Furthermore, the perceived lack of relevance of mathematics to learners’ lives and interests can lead to disinterest and disengagement from the subject. Learners may struggle to see the practical applications of Mathematics in real-world scenarios, making it difficult for them to connect with the material (Namkung et al., 2022). Loss aversion, where learners are more sensitive to potential losses associated with failing in mathematics than to the potential gains of succeeding, can also contribute to aversion behavior. This aversion to risk-taking and challenge can limit learners’ willingness to engage with difficult mathematical tasks.
By understanding the underlying reasons, developing effective intervention plans, and fostering a supportive learning environment, Sacred Heart de Iloilo can empower its learners to overcome their aversion to mathematics and embrace its transformative potential. The researcher can contribute to the development of effective strategies for addressing math aversion.
The study of aversion behavior towards mathematics is a critical area of research that has the potential to significantly impact students’ academic success and overall well-being (Luttenberger et al., 2022). By addressing the root causes of math aversion and developing effective intervention plans, educators can support learners in overcoming their challenges and developing a positive attitude towards mathematics.
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