Unpacking Mathematics Reception and Problem-Solving Competence Among First-Year College Information Technology Students: A Grounded Theory Inquiry

Abstract

This study explored the mathematics learning experiences of first-year Bachelor of Science in Information Technology students, focusing on their reception toward mathematics, problem-solving competence, challenges encountered, coping strategies, and the grounded theoretical explanation emerging from their responses. A qualitative grounded theory design was used, involving twenty (20) first-year BSIT students enrolled in Discrete Mathematics/Structures I at a university in the Bicol Region, Naga City, Philippines. Data were gathered through a researcher-made structured open-ended questionnaire and analyzed using grounded theory procedures, including open coding, axial coding, selective coding, constant comparison, and theoretical saturation. The analysis generated 168 significant statements, 32 initial codes, and 8 conceptual categories, which were integrated into the core category Adaptive Mathematical Engagement. Findings revealed that students initially experienced mathematics anxiety, fear, confusion, low confidence, and conceptual difficulty, particularly in algebraic operations and word problem interpretation. However, peer collaboration, teacher guidance, repeated practice, and digital learning strategies helped students gradually build understanding, confidence, and problem-solving competence. The study concludes that mathematical competence develops through a continuous interaction of emotional adjustment, cognitive struggle, social mediation, instructional scaffolding, and self-regulated learning. The findings imply that mathematics instruction for first-year IT students should be anxiety-sensitive, scaffolded, collaborative, and connected to students’ program-related learning contexts.