Mismatch or alignment? Exploring Social Studies students' expectations, experiences, and educational outcomes in higher education

Student expectations are crucial in shaping academic engagement, learning experiences, and eventual success in higher education. This study examines how expectations align with actual experiences among Bachelor of Secondary Education major in Social Studies (BSEd-SocStud) students at Jose Rizal Memorial State University (JRMSU), Dapitan City, Philippines. Employing a multi-method approach, this research combines descriptive quantitative analysis of students’ socio-economic characteristics with thematic analysis highlighting gaps in their expectations and experiences in four key areas: instructors, administration, school environment, and subjects. Results indicate that most students met their expectations, particularly regarding instructional quality and academic support. However, unmet expectations emerged in areas such as limited institutional support for online learning, inconsistent classroom facilities, and perceived discrimination. Notably, students whose expectations were fully met exhibited higher academic performance, including better GPAs and licensure examination outcomes. Full-time students and those who independently chose Social Studies as a specialization demonstrated more realistic expectations. In contrast, students from lower-income brackets displayed a more pragmatic approach to academic challenges. The findings highlight the critical role of expectation management in shaping student success and institutional strategies for improving learning experiences.