Evaluation and student perceptions of supplemental mathematics courses in mechanical engineering curriculum

Abstract

The implementation of the K-12 curriculum in the Philippines has resulted in a “strand mismatch,” creating a critical mathematics preparedness deficit among non-STEM students entering engineering programs. This study evaluates the efficacy of institutional supplemental courses—Advanced Algebra and Trigonometry—as a bridging mechanism to mitigate academic disparities and promote equity among Mechanical Engineering students. Employing a Mixed-Methods Explanatory Sequential design, the study utilized a quasi-experimental cohort comparison. A stratified random sample of 167 students (N = 167) was assessed using validated Student Perception Surveys and academic records. Data were analyzed using independent samples t-tests, Two-Way ANOVA, and thematic analysis of open-ended responses. Quantitative results indicated no statistically significant difference in perceived course usefulness between STEM and non-STEM cohorts (p > 0.05, Cohen's d = 0.15), suggesting successful student assimilation. A significant interaction effect (p = 0.032) revealed that the intervention functionally closed the performance gap in Calculus (Δ < 0.07 on a 1.0–5.0 grading scale where 1.0 is excellent). However, a residual gap persisted in Physics for Engineers (Δ = 0.15). Qualitatively, while students acknowledged the foundational value of the courses, they explicitly called for contextualized pedagogy that better links abstract mathematics to real-world engineering applications. The curricular intervention successfully promotes academic equity and resolves calculus deficiencies. However, to ensure holistic readiness, future pedagogical strategies must strengthen the conceptual transfer between abstract mathematics and applied physical sciences.