Bridging the Math Gap: Assessing the Effectiveness of the Advanced Mathematics Bridging Program in the Mathematical Competencies of Incoming BSCS Students
DOI:
https://doi.org/10.67167/vertex.693Keywords:
advanced mathematics, bridging program, BSCS students, mathematical competencies, transition theory, quasi-experimental design, academic preparedness, colegio de la ciudad de TayabasAbstract
Incoming college students often exhibit diverse levels of mathematical preparation, leading to critical achievement gaps in computer science programs where mathematical competence is fundamental. Grounded in mathematical transition theory, this study evaluated the effectiveness of the Advanced Mathematics Bridging Program in enhancing the mathematical competencies of incoming Bachelor of Science in Computer Science (BSCS) students at Colegio de la Ciudad de Tayabas, addressing academic hurdles during the secondary-to-tertiary shift. The study employed a quasi-experimental pre-test and post-test research design without a control group, focusing on a cohort of voluntarily enrolled incoming BSCS freshmen. Data collection instruments consisted of a standardized Mathematics Competency Test—measuring algebra, functions, basic calculus, and problem-solving skills—administered before and after the intervention, alongside a structured student perception survey. Quantitative analysis using paired t-tests revealed a statistically significant improvement in overall mathematical competencies ( ). The most pronounced gains occurred in college algebra and functions, while basic calculus remained a challenging area. Qualitative thematic analysis of the perception survey indicated high satisfaction with the program’s collaborative pedagogy and a marked increase in self-reported post-program academic confidence. In conclusion, the Advanced Mathematics Bridging Program effectively mitigates secondary-to-tertiary transition barriers and closes initial developmental gaps. Based on these findings, it is highly recommended that Colegio de la Ciudad de Tayabas institutionalize this program as a standard preparatory pathway for all incoming computing students. Future iterations should adjust instructional hours to allocate more time to foundational calculus. Finally, the institution should establish longitudinal tracking systems to monitor the long-term academic retention and performance of participants in advanced computer science coursework.
Downloads
References
Ackermann, S., et al. (2021). A meta-analysis of university STEM summer bridge program effectiveness. CBE—Life Sciences Education, 20(4), ar60.
Ashley, M., Cooper, K. M., Cala, J. M., & Brownell, S. E. (2017). Building better bridges into STEM: A synthesis of 25 years of literature on STEM summer bridge programs. CBE—Life Sciences Education, 16(4), es3. https://doi.org/10.1187/cbe.17-05-0085
Boaler, J. (2016). Mathematical mindsets: Unleashing students’ potential through creative math, inspiring messages and innovative teaching. Jossey-Bass.
Bradford, B. C., Beier, M. E., & Oswald, F. L. (2021). A meta-analysis of university STEM summer bridge program effectiveness. CBE—Life Sciences Education, 20(2), ar21. https://doi.org/10.1187/cbe.20-03-0046
Clark, M., & Lovric, M. (2008). Suggestion for a theoretical model for secondary-tertiary transition in mathematics. Mathematics Education Research Journal, 20(2), 25–37. https://doi.org/10.1007/BF03217475
Commission on Higher Education. (2017). CHED Memorandum Order No. 10, series of 2017: Policy on the offering of bridging programs and the new General Education Curriculum. CHED.
Cortes, K., Goodman, J., & Nomi, T. (2014). Intensive math instruction and educational attainment: Long-run impacts of double-dose algebra. Journal of Human Resources, 50(1), 108–158. https://doi.org/10.3368/jhr.50.1.108
Department of Education. (2016). K to 12 curriculum guide: Mathematics. DepEd.
Devlin, K. (2000). The language of mathematics: Making the invisible visible. W. H. Freeman.
Hu, S., Park, T. J., Woods, C. S., Tandberg, D. A., Richard, K., & Hankerson, D. (2016). Investigating developmental and college-level course enrollment and passing before and after Florida’s developmental education reform. Community College Review, 44(3), 233–255. https://doi.org/10.1177/0091552116651643
Johnson, P., & O’Keeffe, L. (2016). The effect of a pre-university mathematics bridging course on adult learners’ self-efficacy and retention rates in STEM subjects. Irish Educational Studies, 35(3), 233–248. https://doi.org/10.1080/03323315.2016.1192481
Kajander, A., & Lovric, M. (2005). Transition from secondary to tertiary mathematics: McMaster University experience. International Journal of Mathematical Education in Science and Technology, 36(2–3), 149–160. https://doi.org/10.1080/00207390412331316988
Lesik, S. A., Santoro, K. G., & DePeau, E. A. (2015). Evaluating the effectiveness of a mathematics bridge program using propensity scores. Journal of Applied Research in Higher Education, 7(2), 331–345. https://doi.org/10.1108/JARHE-03-2014-0035
Mayerhofer, M., Lüftenegger, M., & Eichmair, M. (2025). Impact of a mathematics bridging course on the motivation and learning skills of university students. International Journal of Research in Undergraduate Mathematics Education, 11(1), 55–90. https://doi.org/10.1007/s40753-023-00224-0
Moss, B. G., Kelcey, B., & Showers, N. (2014). Does classroom composition matter? College classrooms as moderators of developmental education effectiveness. Community College Review, 42(3), 201–220. https://doi.org/10.1177/0091552114529809
National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. NCTM.
Rylands, L. J., & Coady, C. (2009). Performance of students with weak mathematics in first-year mathematics and science. International Journal of Mathematical Education in Science and Technology, 40(6), 741–753. https://doi.org/10.1080/00207390902914130
Ssempebwa, J., Eduan, W., & Mulumba, F. N. (2012). Effectiveness of university bridging programs in preparing students for university education: A case from East Africa. Journal of Studies in International Education, 16(2), 140–156. https://doi.org/10.1177/1028315311398510
Xu, D., Solanki, S., & Harlow, A. (2020). Examining the effects of co-requisite English and mathematics courses: Evidence from a statewide reform in Tennessee. Educational Evaluation and Policy Analysis, 42(2), 193–213. https://doi.org/10.3102/0162373720911386
Zhang, Y., Kim, J., & Trilokekar, R. D. (2020). Bridging post-secondary preparation and university success: Perspectives of program leaders in Ontario. Innovative Higher Education, 45(4), 313–328. https://doi.org/10.1007/s10755-020-09507-7
Downloads
Published
Issue
Section
License
Copyright (c) 2026 The International Review of Multidisciplinary Research
This work is licensed under a Creative Commons Attribution 4.0 International License.
