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• Republic of the Philippines
• Department of Education
• Region VII- Central Visayas
• CORDOVA CATHOLIC COOPERATIVE SCHOOL
• Poblacion, Cordova, Cebu
• A Research Paper
• Presented to
• The Faculty of Cordova Catholic Cooperative School

  
• Poblacion, Cordova, Cebu Philippines
• In Partial Fulfillment of the Requirements for
• Practical Research 1
• Auza, Gabriel
• Berdin, Chad Hedrick
• Calago, Lensey
• Espana, Shena Marie
• Menguito, Angel Pearl
• Without the support and encouragement of many people, the study project would not have been feasible. Their invaluable contributions are much valued and properly acknowledged. The team conducting the research would like to sincerely thank everyone who made this study effort a reality.
• They first and foremost acknowledge the divine providence of the Powerful God, whose unwavering grace, guidance, and protection sustained them throughout the endeavor.
• The researchers expressed their sincere gratitude to the distinguished panelists for their time spent evaluating and offering comments on this work. Their knowledge, recommendations, and helpful critique enhanced this research. This research would not have improved without their kind cooperation.
• A particular thank you was given to Mr. Reymart Vicente Dela Cruz, the Practical Research 1 adviser, whose unwavering support, understanding, and profundity of knowledge were invaluable in directing the research study and producing the final article.
• Their family and friends were also thanked for their unwavering inspiration, financial assistance, counsel, and encouragement, all of which contributed to the journey's significance. Even on the worst days, their conversations, parental guidance, and quality time together were invaluable.
• As a result, the researchers applaud themselves for their unwavering commitment and inspiration throughout. Their tenacity, will, persistence, and dedication are demonstrated by the fact that the study was successfully finished
• Finally, the researchers thanked the participants for their generous time and wisdom, without which this study could not have been completed.
• The purpose of this research article was to investigate and understand the emotional difficulties or obstacles that STEM students encounter in mathematics.

  
• This goal extends to more effectively and efficiently comprehending the emotional issues of STEM students in mathematics, notwithstanding the circumstances—hurdles and difficulties—they may confront.

  
• This study is dedicated to students who are having emotional difficulties with mathematics, according to the experts. Furthermore, this study will serve as a voice for stem students who lack the bravery or confidence to learn more about mathematics and will support them in not having their feelings and emotions invalidated.

  
• The Cordova Catholic Cooperative School, which provided the researchers with several opportunities to develop and test their knowledge and skills—and most importantly, their cooperation and teamwork in constructing this study—is also honored in this study. This also applies to all of the teachers at the school who helped us with the research study and gave us a lot of valuable things.
• As a result, the researchers additionally dedicated this study to all of the participants or students who took the time to share and contribute their ideas and experiences related to the research. Their responses have helped the researchers comprehend the research topic better, come up with workable solutions, and reach conclusions.
• Finally, raising their gaze to the Mighty Creator, who had provided them with strength, discernment, and unending protection during the research process, the researchers dedicated the entire study to him.
• Students' performance in mathematics remains a primary focus in mathematics education. However, numerous students view mathematics as one of the more challenging core subjects to master. This negative perception may be due to various factors that hinder their learning of mathematics.
• To gain a deeper understanding of the barriers that impact students' learning, this research was conducted to investigate the challenges and obstacles encountered by STEM students during the process of learning mathematics.

  
• The study conducted content analysis to identify major themes related to challenges and difficulties.
• Results indicated that the sources of challenges can be classified into four main themes: a) Students' sentiments toward mathematics, b) Considering Well Being in Enhancing Learning in Mathematics, c) The influence of emotional health on mathematical learning, and d) Methods to lessen intensely bad feelings when learning mathematics.

  
• The implications of these results are significant for educators and researchers looking to help students navigate challenges in learning math within the school environment.

  
• This study offers important findings regarding the influence of mathematics on STEM students. It highlights the importance of recognizing and addressing the emotional difficulties that STEM students encounter in relation to mathematics.

  
• By shedding light on these challenges, the research contributes to enhancing our understanding of the emotional challenges faced by STEM students within the field of mathematics.

  
• As a result, the insights gained from this study can guide the development of support services aimed at improving the well-being of STEM students.
• Keywords


  Emotional struggles, STEM students, Behavioral Patterns

  
• Self-efficacy for self-regulated learning


  Belief in one's ability to engage in self-directed learning
• Autonomy-supportive contexts


  Environments that promote a sense of autonomy and self-direction