ESP-3364

Published

2025-10-29

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Vol. 10 No. 10 (2025): Published

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Research Articles

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Copyright (c) 2025 Normina A. Batucan, Hermie V Inoferio, Aldrin Rey C. Quisay, Michael Angelo A. Legarde, Jason V. Chavez

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How to Cite

Normina A. Batucan, Hermie V Inoferio, Aldrin Rey C. Quisay, Michael Angelo A. Legarde, & Jason V. Chavez. (2025). Busting fear and enhancing comprehension of learners in mathematics and science-oriented courses. Environment and Social Psychology, 10(10), ESP-3364. https://doi.org/10.59429/esp.v10i10.3364

Busting fear and enhancing comprehension of learners in mathematics and science-oriented courses

Normina A. Batucan

College of Teacher Education, Negros Oriental State University, Dumaguete City 6200, Philippines

Hermie V Inoferio

College of Teacher Education, Jose Rizal Memorial State University - Katipunan Campus, Katipunan, Zamboanga del Norte, Philippines

Aldrin Rey C. Quisay

College of Education and Liberal Arts, Zamboanga State College of Marine Sciences and Technology, Zamboanga City 7000, Philippines

Michael Angelo A. Legarde

Graduate Education Department, Palawan State University, Puerto Princesa City 5300, Philippines

Jason V. Chavez

Graduate Education Department, Palawan State University, Puerto Princesa City 5300, Philippines


DOI: https://doi.org/10.59429/esp.v10i10.3364


Keywords: Mathematics and science education; fear and anxiety; comprehension; instructional strategies

Abstract

This research examined approaches to reducing fear and enhancing comprehension among learners in mathematics and science oriented courses. The study highlighted the perspectives of instructors, whose narratives provided insights into students’ engagement, classroom behaviors, and attitudes toward these subjects. The study involved twenty-five (25) mathematics and science instructors from basic and higher education institutions in Dumaguete City and Zamboanga City, Philippines. Using a qualitative approach, data were gathered through in-depth interviews to capture teachers’ insights of their students’ experiences and challenges in mathematics and science learning. The findings revealed that students, as described by their instructors, exhibited improved comprehension and greater confidence when guided through supportive and adaptive teaching strategies, while fear and anxiety were substantially reduced. This study underscored the importance of effective instructional practices in fostering positive learning environments and enhancing student outcomes in mathematics and science education.

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