Taken Twice but Persevered: The Narratives of Second- time Takers of Mathematics in the Modern World

This study explores the unique lived experiences of Filipino students who retook Mathematics in the Modern World, highlighting their resilience in overcoming academic challenges. Using a phenomenological research design, the study aims to understand how second-taker students perceived and navigated their struggles with mathematics. Purposive sampling was employed to select 14 participants—seven for in-depth interviews and seven for focus group discussions—based on their second-taker status and willingness to share their educational journeys. Findings reveal that these students faced challenges such as low self-esteem, negative past experiences with mathematics, and academic pressure. Despite these setbacks, participants demonstrated resilience by employing coping strategies like peer support, improved study routines, and personal motivation. These adaptive mechanisms helped them regain confidence and succeed in the course. The phenomenological approach allowed for a deeper understanding of the students' inner experiences, emphasizing the value of their perspectives in shaping support systems. The study concludes that student resilience is influenced by both internal motivation and external academic support, and recommends the development of responsive educational interventions and a supportive learning environment. This research provides valuable insights for educators, curriculum developers, and policymakers in crafting strategies that address the needs of learners facing academic setbacks in mathematics.