Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 23 no. 6 (2025)

Students’ Challenges in Embracing Various Teaching Strategies in Mathematics: A Phenomenology

Maria Junavie Quilestino | Edel Shae Atienza | Anjielyn Baguio | Joyce An Bornea | Clear Caldusa | Jey Ann Cortes | Jevan Rey Javierto | John Vincent  Panuan | Cyril Cabello

Discipline: psychology (non-specific)

 

Abstract:

Mathematics is a complex subject where different teaching strategies need to be considered and utilized to teach more engagingly. However, each student has a different level of intellectual capacity some can learn fast, and some take time to internalize the topic. This study investigates the lived experiences of the students towards different strategies in teaching mathematics. The study used a qualitative methodology that utilizes Heideggerian Phenomenology and Interpretative Phenomenological Analysis (IPA) anchored on the Modified Van Kaam Approach popularized by Moustakas. The participants in this study were chosen using purposive sampling with inclusion criteria. The researchers conducted face-to-face interviews with ten BSED-Math students who are studying at Cebu Technological University which led to the following themes (1) The Pessimist, (2) The Optimist, (3) The Self-Directed, (4) The Discomfort, and (5) The Teachers’ Criticizers. These themes emphasized the experiences and the unbearable pain of the students. It is advised to take the participants' degree of intelligence into account when planning how the teacher will present the lesson and by soliciting and taking into account the students' feedback both during and after the discussion as the class as a whole will benefit from smooth learning transitions.



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