Reception towards Mathematics Learning of Junior High School Students

The study explored the students’ reception towards mathematics learning. It utilized the mixed method of research. The participants of the study were the 307 junior high school students of a public secondary high school in the Philippines. Findings showed that the students seek peer support but lack efficiency, especially emotional support, set goals for self-study but lacking in learning strategies, and have stress tolerance and willingness to receive help from peers but with lessened interest in the lessons. Results revealed that seeking peer support, self-study, and behavioral response is significant in learning mathematics. Some of the recommendations were to communicate a growth mindset through feedbacking and behavioral conditioning, differentiate instruction, and establish effective peer support and enhancement programs including emotional literacy in learning mathematics and effective time management to bridge the gap of learning caused by students’ negative reception towards mathematics learning. Educational management can encourage teachers to implement extension programs related to developing students’ positive reception towards mathematics learning. Also, the teachers can teach and train students to develop positive reception behaviors by integrating them into their teaching and learning activities as values integration.

Keywords – behavior, peer support, reception towards mathematics learning, self-study, mathematics learning