Investigating Students’ Lived Experiences in Mathematics Classroom Activities

Matthew E. Cañeda, Legen P. Mata and Robemeh W. Bedrijo
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Matthew E. Cañeda: Agusan Del Sur State College of Agriculture and Technology
Legen P. Mata: Agusan Del Sur State College of Agriculture and Technology
Robemeh W. Bedrijo: Agusan Del Sur State College of Agriculture and Technology
Authors registered in the RePEc Author Service: Matthew Estudillo Cañeda

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 11, 1508-1525

Abstract: This study investigates the lived experiences of Bachelor of Secondary Education (BSEd) Mathematics students at Agusan del Sur State College of Agriculture and Technology (ASSCAT) within mathematics classroom activities during the 2023-2024 academic year. Adopting a qualitative phenomenological approach, the research delves into students’ emotional, behavioral, and cognitive responses to classroom activities, such as group reporting, oral recitations, and problem-solving. Through semi-structured in-depth interviews and focus group discussions, three key themes emerged: (1) emotional responses marked by anxiety and insecurity in public tasks, (2) coping strategies involving peer support, self-directed learning, and external resources, and (3) perceptions of classroom activities, emphasizing the importance of teacher guidance and collaborative work. The findings suggest that while group activities promote understanding and collaboration, students frequently experience anxiety, highlighting a need for diverse teaching methods and greater instructor support. These insights underscore the value of fostering emotional well-being and collaborative learning, with recommendations to integrate varied instructional strategies, ultimately enriching mathematics education and supporting student engagement and success.

Date: 2024
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