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Factors Contributing to Mathematics Dislike Among Students: A Quantitative Analysis

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  • Fatima S. Lara

    (University of the Visayas Main Campus, Philippines)

  • Carl Jeffrey Q. Egoy

    (University of the Visayas Main Campus, Philippines)

  • Marilou J. Dagasdas

    (University of the Visayas Main Campus, Philippines)

  • Vanessa M. Orzales

    (University of the Visayas Main Campus, Philippines)

Abstract

This quantitative study investigates the factors contributing to the widespread dislike of mathematics among students at the University of the Visayas Main Campus. Using a researcher-developed survey, data were gathered from 600 students across different year levels and academic programs. The results indicate that math anxiety and negative prior experiences are the most significant contributors to students’ aversion to mathematics. Other influential factors include teaching methods, lack of real-life application, and peer or teacher influence. Data were analyzed using descriptive statistics, and demographic profiling revealed that the issue spans across disciplines and academic years. The study highlights the multifactorial roots of math dislike—psychological, instructional, and contextual—and emphasizes the need for learner-centered teaching, early intervention, and emotional support mechanisms. Findings aim to inform instructional design and institutional policy for improved mathematics engagement and academic outcomes.

Suggested Citation

  • Fatima S. Lara & Carl Jeffrey Q. Egoy & Marilou J. Dagasdas & Vanessa M. Orzales, 2025. "Factors Contributing to Mathematics Dislike Among Students: A Quantitative Analysis," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(7), pages 578-583, July.
    • Handle: RePEc:bcp:journl:v:9:y:2025:issue-7:p:578-583
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