Volume 7, Issue 9, September – 2022 International Journal of Innovative Science and Research Technology ISSN No:-2456-2165 IJISRT22SEP601 www.ijisrt.com 605 Difficulties in Mathematics of the Education Students in the Polytechnic State College of Antique: Bases for Modules Development Yuri G. Gonzaga, PhD Associate Professor V Abstract:- This study was undertaken to determine the difficulties in Basic Mathematics I of the First Year Education Students in the Polytechnic State College of Antique during second semester, academic year 2004- 2005. The subjects of the study were 203 first year Bachelor of Secondary Education and Bachelor students of the Polytechnic State College of Antique main campus and Tario-Lim Ruiz campus who were officially enrolled during the second semester of the school year 2004-2005. This descriptive research utilized the researcher made achievement test in Basic Mathematics I as basis of the study. The statistical tools used were the frequency count, percentage, Pearson r, Wilcoxon Signed Rank Test, and Spearman brown. The alpha level was set at 0.05 in a two- tailed test. The findings of the investigation revealed that the first year teacher education students had difficulties along following areas of Mathematics I: a) Exponents and Radicals, b) Area and Volume, c) Fractions, d) Percentage, e) Ratio and Proportions, f) Integers, and g) Measurement and Scientific Notation. The modules that were developed are effective in terms of improving students’ performance. In the light of these findings, mathematics instruction especially in Basic Mathematics I in the college must be strengthened on the areas of: Exponents and Radicals, Measurement and Scientific Notation, Area and Volume, Percentage, Ratio and Proportions, Fractions, and Integers that would help in meeting students’ difficulty. Likewise, remedial teaching should be adopted as integral part of the program in Basic Mathematics I, Moreover, a committee composed of experts and authorities in teaching mathematics should be formed to help construct the modules on the different areas which will be used in remedial teaching program. Keyword:- Basic Mathematics, Teacher Education Students, Development of Modules I. INTRODUCTION In the tertiary, Taylor has pointed out a considerable decline in the mathematical ability of entering college freshmen which can be traced back to all levels of schooling starting from the first grade (Taylor, 1982). In addition many young people were able to perform mathematical exercises on textbook problems; however, they were incapable of using their mathematical ability in real life situation. Basic mathematics is a part of general education component of the Teacher Education Curriculum and a prerequisite subject for Teacher Education students who are majoring in mathematics. It can be used as a gauge to predict a student’s success in higher mathematics. A Student’s difficulty in learning Basic Mathematics I may therefore affect his performance in higher mathematics. This present investigation is directed towards module development to assists students to have difficulties in mathematics. As part of the effort to provide quality education, students are given a qualifying examination after their first year in college to determine their area of specialization. However those who passed the mathematics qualifying examination were still found to be hardly competent to their basic mathematics skills. The researcher, as a mathematics teacher, would like to help students who major in mathematics by improving their mathematics skills through modularization of the difficulties in Basic Mathematics I. With these modules, these students will be encouraged to study independently  Objectives The study aimed to determine the difficulties of the first-year Teacher Education students of PSCA in Basic Mathematics I, and what modules can be developed to remedy these difficulties. It aims to answer the following specific questions:  In what areas in Basic Mathematics I did the first year Teacher Education students find difficult?  What modules can be developed to remedy these difficulties?  What are the pretest and posttest scores of the first year Teacher Education students in each module?