Expectations and Experiences of Math Major Students in a Higher Education Institution

Abstract

This qualitative descriptive study examined the expectations and academic experiences of fourth-year Bachelor of Secondary Education major in Mathematics students in a private higher education institution in Quezon Province during Academic Year 2025–2026. It specifically explored school facilities and learning resources, quality of teaching, and institutional support and services, and used the findings to develop promotional strategies for increasing enrollment in the BSEd Mathematics program. All 22 fourth-year students participated through total enumeration and were organized into three focus group discussions composed of seven, eight, and seven participants. A validated focus group discussion guide was used, and the audio-recorded responses were transcribed verbatim, translated into English, coded in NVivo, and analyzed thematically. Findings revealed that students entered the program expecting modern, well-maintained facilities, accessible digital and library resources, highly competent but approachable professors, organized administrative processes, transparent scholarship information, and consistent student support. Their actual experiences reflected both positive and negative disconfirmation. Students recognized continuing improvements in the library, computer laboratories, facilities, student portal, guidance services, and several instructors’ mastery, clarity, real-life applications, and supportive relationships. However, they also reported restricted resource access, insufficient learning materials, inconsistent teaching attendance and delivery, excessive dependence on modules, occasional instructional inaccuracies, misalignment between instruction and assessment, record-keeping problems, delayed announcements, weak internship coordination, and limited pre-deployment preparation. The study concluded that enrollment promotion must be supported by genuine program improvement. A seven-part promotional and development framework was proposed, emphasizing faculty expertise, student testimonials, resource visibility, scholarship awareness, streamlined administrative processes, documented facility improvement, and career-readiness outcomes.