Tracing the Senior High School Strand Effect: Performance of First-Year BSE-Mathematics Students in Mathematics in the Modern World

Abstract

The Philippine K to 12 curriculum introduced specialized Senior High School (SHS) strands: STEM, ABM, HUMSS, GAS, and TVL, aimed at preparing learners for higher education and future careers. For mathematics-intensive programs like the Bachelor of Secondary Education (BSE) major in Mathematics, the SHS strand may influence students’ readiness for general education courses such as Mathematics in the Modern World (MMW). This study determined whether the SHS academic strand significantly affects the MMW performance of first-year BSE Mathematics students. A quantitative-comparative and correlational research design was employed, involving 56 respondents from Eulogio “Amang” Rodriguez Institute of Science and Technology during Academic Year 2024–2025. Data were obtained from official school records. Descriptive statistics described the strand distribution and performance, ANOVA tested group differences, and Pearson’s correlation determined relationships. Results showed that most students came from STEM (33.93%), followed by HUMSS (26.79%), ABM (21.43%), GAS (14.29%), and TVL (3.57%). STEM students obtained the highest mean grade (92.95, Very Superior), while TVL recorded the lowest (82.25, Satisfactory). ANOVA revealed a significant difference in MMW performance (F = 3.73, p < .05), and Pearson’s correlation showed a strong relationship (r = .812) between strand and performance. Findings conclude that the SHS strand plays a substantial role in mathematics readiness. Bridging programs, diagnostic assessments, and strengthened mathematics components in non-STEM strands are recommeded.