Numbers Beyond the Classroom: The Lived Experiences of BSEd Mathematics Students in Developing Active Learning Techniques and Maintaining Academic Performance in Major Subjects

Abstract

In the context of rigorous academic preparation in teacher education, particularly in mathematics, where analytical depth and conceptual mastery are required, understanding how future educators navigate their learning experiences is essential. This study explored and described the lived experiences of Bachelor of Secondary Education (BSEd) students majoring in Mathematics as they developed active learning techniques and maintained academic performance in their major subjects. Specifically, it examined how students created and applied learning strategies, managed academic challenges, and sustained motivation throughout their specialization. This study employed a qualitative phenomenological research design conducted at the College of Education of Nueva Ecija University of Science and Technology – Gabaldon Campus. Ten (10) BSEd Mathematics students were selected through purposive sampling based on their relevant experience with the phenomenon under investigation. Data were gathered through semi-structured interviews and analyzed using Colaizzi’s phenomenological analysis method, which involved extracting significant statements, formulating meanings, clustering themes, and developing an exhaustive description of participants’ lived experiences. Findings revealed that participants developed and used active learning techniques, such as structured practice, collaborative learning, and self-regulation, to enhance comprehension and academic performance. Despite challenges involving complex mathematical concepts, academic workload, and emotional strain, participants demonstrated resilience through adaptive coping mechanisms and metacognitive strategies. Their experiences contributed to instructional awareness, confidence, and professional readiness as future Mathematics educators. The study highlights the importance of active learning, resilience, and reflective engagement in sustaining academic performance and preparing competent, reflective, adaptive, and highly motivated future Mathematics teachers in diverse educational settings.