Lived Experiences of Secondary Students Receiving Learning Support in Mathematics: A Basis for a Strengthened Intervention Program

This descriptive phenomenological study explored the lived experiences of 11 purposively selected students in Years 7 to 11 receiving Mathematics learning support at an international school in Thailand. Semi-structured interviews were analyzed using Colaizzi’s seven-step method, with Vygotsky’s Social Constructivist Theory and Bruner’s Scaffolding Theory informing interpretation. Analysis produced 139 significant statements and corresponding meanings, 17 clusters, and five themes: step-by-step guidance as the core support mechanism; support as relational, drawn from teachers, peers, and layered networks; the gap between receiving help and learning; confidence and change as turning points or gradual shifts; and continuity gaps and structural friction across year levels. Participants valued manageable explanations but also described task completion without understanding, concealed confusion, forgetting, and uncertainty about continuing support. The essence centers on step-by-step guidance whose contribution depends on the student’s own thinking, interpretation of the helper, and continuity across years. The findings informed the proposed Continuity and Verification Framework, comprising Step-by-Step Verification, a Transition Continuity Record, and a Reading Check-In. Implementation and evaluation are required before effectiveness can be established.