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

Authors

  • Arnie Boy O. Guitguit Graduate School, Bukidnon State University, Malaybalay City, Philippines College of Teacher Education, University of Mindanao, Davao City, Philippines

DOI:

https://doi.org/10.46827/ejes.v13i7.6852

Keywords:

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

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.

Author Biography

  • Arnie Boy O. Guitguit, Graduate School, Bukidnon State University, Malaybalay City, Philippines College of Teacher Education, University of Mindanao, Davao City, Philippines

    Arnie Boy O. Guitguit is a faculty member of the College of Teacher Education, University of Mindanao, Davao City, Philippines, and also a graduate school student at Bukidnon State University, pursuing a Doctor of Philosophy in Science Education, Major in Mathematics. He is teaching courses in general education, professional education, and mathematics specialization. He is a member of the Philippine Council of Mathematics Teachers Educators (MATHTED), Inc, and the Philippine Association for Teachers and Educators (PAFTE). His research interests are in mathematics education, assessment of learning, instrumentation and technology in mathematics, and research statistics.

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Published

2026-07-13

Issue

Vol. 13 No. 7 (2026)

Section

Articles

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