STRAND MATTERS IN THRIVING: EXPLORING THE LIVED EXPERIENCES OF NON-STEM STUDENTS IN MATHEMATICS PROGRAM

Arnie Boy O. Guitguit

Abstract


This study explored the lived experiences of non-STEM students enrolled in the Bachelor of Secondary Education (BSEd) major in mathematics program at a private university in Davao City. With the increasing number of non-STEM graduates entering mathematics education, this research sought to understand how their academic backgrounds shape their challenges, coping mechanisms, and insights throughout the program. Guided by a transcendental phenomenological design, the study gathered data from 14 participants through in-depth interviews and a focus group discussion. Colaizzi’s method was used to analyze the data, allowing the researcher to extract significant statements, formulate meanings, and develop themes that reflect the essence of the participants’ experiences. Trustworthiness was ensured through credibility checks, member validation, and adherence to ethical principles throughout the research process. The findings revealed three major challenges experienced by non-STEM students: limited or missing background in mathematics, difficulty adjusting to college-level mathematics, and constant comparison with STEM peers. These challenges contributed to feelings of anxiety, inadequacy, and academic pressure. Despite these struggles, participants employed various coping strategies such as self-directed learning, motivation and mindset building, and emotional regulation to persist in the program. Their reflections also highlighted two key insights: the value of self-growth and the importance of bridging learning gaps within the curriculum. Participants described the program as transformative, noting improvements in discipline, perseverance, and confidence.

Keywords


lived experiences, non-STEM students, mathematics program, phenomenology, Davao City

Full Text:

PDF

References


Banot, V., Batucan, N., Catalan, G., Ubat, J., & Azuelo, J. M. (2025). Mathematics skills of Freshmen NORSU BSED- Mathematics Students: Basis for Entrants’ Testing Material and Enhancement Program. Science International Lahore, 37(1), 11-20, 2024. Retrieved from https://www.researchgate.net/publication/387662553_MATHEMATICAL_SKILLS_OF_FRESHMEN_NORSU_BSED_MATH_STUDENTS_BASIS_FOR_ENTRANTS'_TESTING_MATERIAL_AND_ENHANCEMENT_PROGRAM

Cañeda, M., Mata, L., & Bedrijo, R. (2024). Investigating students’ lived experiences in mathematics classroom activities. International Journal of Research and Innovation in Social Science, 8(11), 1508 – 1525. https://doi.org/10.47772/IJRISS.2024.8110122

Capanzana, C. (2021). Non-STEM students' learning difficulties and coping strategies in general chemistry under an engineering course program. International Journal of Research Studies in Education, 10(3), 81-88. https://doi.org/10.5861/ijrse.2021.5072

Chand, S., Chaudhary, K., Prasad, A., & Chand, V. (2021). Perceived causes of students’ poor performance in mathematics: a case study at Ba and Tavua secondary schools. Front. Appl. Mathematics. Stat. 7:614408. https://doi.org/10.3389/fams.2021.614408

Colaizzi, P.F. (1978). Psychological research as a phenomenologist views it. In: Valle, R.S. and King, M., Eds., Existential-Phenomenological Alternatives for Psychology, Oxford University Press, New York, 48-71. Retrieved from https://www.scienceopen.com/book?vid=cd16c3bf-c060-4bee-be6f-80e662bb482d&__cf_chl_f_tk=bc5xedu6Yd178oq0n6z.JDqN4fI_lRL1MwuQ2fRU6wk-1783387084-1.0.1.1-TUhRLJFsNXlqzW66Oy3pVtW67ALq_dvbB5kSObbXxW0

Creswell, J.W. (2003). Research Design: Qualitative, Quantitative, and Mixed Method Approaches. Sage Publications, Thousand Oaks. Retrieved from https://books.google.ro/books/about/Research_Design.html?id=nSVxmN2KWeYC&redir_esc=y

Creswell, J. (2013). Qualitative inquiry & research design choosing among five approaches. SAGE Publications, Inc. Retrieved from https://books.google.ro/books/about/Qualitative_Inquiry_and_Research_Design.html?id=Ykruxor10cYC&redir_esc=y

Creswell, J.W., & Poth, C.N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE. Retrieved from https://books.google.ro/books/about/Qualitative_Inquiry_and_Research_Design.html?id=pwjMEAAAQBAJ&redir_esc=y

Dita, B. & Velasco, M. J. M. (2025). The relationship of senior high school strands and academic performance in college among computer engineering students: basis for policy guideline development. International Journal of Innovative Science and Research Technology, 10(1), 176–183. https://doi.org/10.5281/zenodo.14631683

Kekeya, J. (2021). Qualitative case study research design: The commonalities and differences between collective, intrinsic and instrumental case studies. Contemporary PNG Studies, 36, 28–37. https://doi.org/10.3316/informit.356219476950585

Mack, N., Woodsong, C., Macqueen, K. M., Guest, G., & Namey, E. (2005). Qualitative Research Methods: A Data Collector's Field Guide. Family Health International. Retrieved from https://scispace.com/papers/qualitative-research-methods-a-data-collectors-field-guide-3x7vgw46ta

Macnee, C. L., & McCabe, S. (2009). Typology of high users of health services among a rural medicaid population: a qualitative study. Public Health Nursing, 26(5), 396-404. https://doi.org/10.1111/j.1525-1446.2009.00797.x

Molina, M. (2019). Comparison of the Calculus 1 performance of engineering students from STEM and non-STEM SHS strands. PUPIL: International Journal of Teaching, Education and Learning, 3(2), 103-123. https://doi.org/10.20319/pijtel.2019.32.103123

Moustakas, C. (1994). Phenomenological Research Methods. Thousand Oaks, CA: Sage. Retrieved from https://books.google.ro/books/about/Phenomenological_Research_Methods.html?id=QiXJSszx7-8C&redir_esc=y

Li, Y. & Schoenfeld, A. H. (2019). Problematizing teaching and learning mathematics as “given” in STEM education. International Journal of STEM Education, 6(1), 1–13. https://doi.org/10.1186/s40594-019-0197-9

Patton, M. (2015). Qualitative Research and Evaluation Methods (4th Ed.). Sage Publications, Thousand Oaks. Retrieved from https://books.google.ro/books/about/Qualitative_Research_Evaluation_Methods.html?id=-CM9BQAAQBAJ&redir_esc=y

Santelices, R., Banas, K., & Arcilla Jr, P. (2024). Enhancement Program to Bridge the Gap in Mathematics. International Journal of Academic Research in Business & Social Sciences, 14(1). https://doi.org/10.6007/IJARBSS/v14-i1/20581

Shenton, A. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information 22(2):63-75. Retrieved from: https://www.researchgate.net/publication/228708239_Strategies_for_Ensuring_Trustworthiness_in_Qualitative_Research_Projects on October 3, 2025

Tanquilan, M. C. & Lomibao, L. (2025). A systematic literature review of non-STEM students’ mathematics journey in tertiary STEM programs. Journal of Innovations in Teaching and Learning, 5(1), 49-53. https://doi.org/10.12691/jitl-5-1-8




DOI: http://dx.doi.org/10.46827/ejes.v13i7.6852

Refbacks

  • There are currently no refbacks.


Copyright (c) 2026 Arnie Boy O. Guitguit

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2026. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).