Navigating Mismatched Pathways: A Study of the Transition from HUMSS Strand to BSED Mathematics
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Abstract
The concept of being "college prepared" entails a student's ability to successfully graduate from Senior High School (SHS) and gain admission to college without requiring remedial foundation courses. This study focuses on the experiences of Humanities and Social Science students who opted for Mathematics as their major field. A descriptive phenomenological approach was employed to investigate the perspectives of the selected participants. The findings revealed two main themes, each accompanied by relevant sub-themes. The first theme centers on the students' challenges, including academic difficulties, financial constraints, and psychological impacts. The second theme explores goal-oriented behavior, familial support systems, and student coping mechanisms. This study contributes to the existing body of knowledge by shedding light on potential issues within the educational system. In order to validate the study's findings, the researchers recommend conducting additional research on the perspectives of college students who are dealing with strand mismatch, analyzing how strand mismatch affects outcome-based education (OBE). They also advise educational institutions to reevaluate their guidelines for career advising programs and set up support services for students who are struggling with strand mismatch.
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