Abstract
Studying learners’ difficulties in mathematics is necessary to help learners improve their skills and abilities. It will help teachers discover the appropriate techniques and strategies applicable to address the problems experienced by the learners in studying mathematics. In this context, this descriptive study aimed to determine learners’ difficulties in mathematics as a basis for a strategic action plan. The needed data were collected from 150 learner-respondents using a researcher-made questionnaire that has undergone rigorous tests of validity and reliability. The ensuing analysis showed learners having a moderate level of difficulty in Learning Mathematics across all areas of cognitive factors, emotional factors, instructional factors, and environmental factors. Subsequent analysis also showed no significant difference in the level of learners’ difficulties in mathematics when analyzed in terms of emotional factors and instructional factors according to variable sex, size of the family, and average family income. It showed a significant difference in the level of learners’ difficulties in mathematics when analyzed in terms of cognitive factors and environmental factors according to the variable sex. The comparative analysis concluded that the variable sex in terms of cognitive factors and ecological factors was greatly affected in this study. This is because, regardless of sex, students find it hard to comprehend mathematical concepts, and most learners love learning in peaceful and well–managed classrooms. The result of this study calls for allocating resources, comprehensive training for mathematics teachers, and developing programs that aid students with difficulties in mathematics.
Keywords: Mathematics, learners’ difficulties, cognitive factors, emotional factors, instructional factors, environmental factors, strategic action plan.