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Learning Challenges in Science and Mathematics among STEM Students: A Phenomenological Study

Cris Angel Abalos(1), Czarina Joy Carlet(2), Chris John Laconse(3), Abdulrahman Pompong(4), Anamarie G. Valdez(5), April Mae A. Marcella(6), Michell A. Flores(7),


(1) Sultan Kudarat State University
(2) Sultan Kudarat State University
(3) Sultan Kudarat State University
(4) Sultan Kudarat State University
(5) Sultan Kudarat State University
(6) Sultan Kudarat State University
(7) Sultan Kudarat State University
Corresponding Author

Abstract


Science and mathematics are essential subjects, yet many students experience difficulty in learning them. This study explored the learning challenges of Grade 11 STEM students in science and mathematics and examined teachers’ perceptions and instructional strategies. A qualitative phenomenological design was used. Participants included four Grade 11 STEM students, two science teachers, and two mathematics teachers from Sultan Kudarat State University-Laboratory High School. Data were collected through semi-structured in-depth interviews and analyzed using thematic analysis. Fifteen themes emerged, including engagement fluctuation, cognitive struggle, instructional barriers, effective teaching practices, two-way learning, burdened learning process, facilitation dependence, personalized learning, and diversified engagement. Students’ learning challenges are shaped by subject complexity and teaching strategies. Adaptive, interactive, and student-centered instruction is recommended to improve learning experiences in science and mathematics.

Keywords


Learning challenges; Mathematics education; Phenomenological study; STEM students; Teaching strategies.

References


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