intro-and-methodology

Introduction
The transition from secondary level to tertiary level education is a critical phase in a student's
academic journey, marked by new challenges and opportunities. For first-year Bachelor of
Science in Education (BSE) - Mathematics students, this transition is particularly significant as
they not only step into the world of higher education but also embark on their journey towards
becoming educators themselves. Understanding the difficulties encountered by these students
during this pivotal transition period is crucial for both educators and policymakers. This research
seeks to delve into the intricacies of the transition experienced by first-year BSE-Math students,
shedding light on the unique challenges they face and offering insights for educational
improvement.
While there is a wealth of research on the general challenges faced by first-year university
students during their transition, there is a distinct lack of in-depth studies focusing on the
difficulties encountered by BSE-Math students. These knowledge gaps make it essential to
explore their experiences comprehensively. Additionally, the primary objective of this study is to
identify and categorize the specific difficulties faced by first-year BSE-Math students during their
transition from secondary to tertiary education. These may include academic challenges, such as
mathematical concepts, pedagogical methods, or even the transition to online learning. The
ultimate goal is to offer practical insights and recommendations for educators and institutions to
better support first-year BSE-Math students during their transition. By addressing these
challenges, we can enhance the quality of teacher education programs and promote student
success.
This study, by shedding light on the unique challenges faced by first-year BSE-Math students,
aims to contribute to the broader conversation on educational transitions and offer guidance for
improving the quality of teacher preparation programs in tertiary education institutions. It is a
critical step toward ensuring that future mathematics educators are well-equipped to inspire and
educate the next generation of learners.
Methodology
1. Research Design:
The research will employ a qualitative methodology, as it aims to gain an in-

depth understanding of the difficulties experienced by first-year BSE-Math
students during their transition from secondary to tertiary education.
Qualitative research is well-suited for exploring the nuances of students'
experiences, perceptions, and contexts.
2. Data Collection Methods:
a. In-depth Interviews: Semi-structured interviews will be conducted with a

purposive sample of first-year BSE-Math students. The interviews will allow
students to share their experiences, challenges, and perceptions related to the
transition. Probing questions will be used to encourage participants to
elaborate on their responses.
b. Focus Group Discussions: Focus group discussions will be organized to
facilitate group dynamics and collective exploration of common challenges.
These discussions will provide insights into shared experiences and group
dynamics.
c. Document Analysis: Course syllabi, academic records, and written reflections

of the participants will be analyzed to complement and triangulate the data
from interviews and focus groups.
3. Participants:
Participants will include first-year BSE-Math students from one or more tertiary
institutions. The sample will be selected to represent diversity in terms of
gender, socioeconomic backgrounds, and prior academic performance.
4. Data Analysis:
Qualitative data analysis will be conducted using thematic analysis. The

following steps will be employed:
a. Data Coding: Transcripts from interviews and focus group discussions will be
coded using open coding to identify initial themes and patterns in the data.
b. Theme Development: Codes will be organized into themes and subthemes,

which will be developed inductively based on the data.
c. Data Comparison: Data from interviews, focus groups, and document

analysis will be compared to identify commonalities and differences in
experiences and perceptions.
d. Interpretation: The research team will interpret the findings, drawing

conclusions and making connections to the research objectives.
5. Ethical Considerations:
Ethical guidelines will be strictly followed. Informed consent will be obtained

from all participants, ensuring they understand the purpose of the study, the
voluntary nature of their participation, and the confidentiality of their
responses. Pseudonyms will be used to protect participants' identities. All data
will be securely stored and accessible only to the research team.
6. Validity and Reliability:
To ensure the validity and reliability of the findings, various strategies will be
employed:
a. Triangulation: Multiple data sources (interviews, focus groups, document
analysis) will be used to cross-verify and strengthen the findings.
b. Member Checking: Participants will be provided with an opportunity to

review the findings and offer feedback to confirm the accuracy of their
representation.
c. Reflexivity: The research team will maintain reflexive journals to document

their own biases and preconceptions, thereby enhancing the credibility of the
study.
7. Research Limitations:
It is essential to acknowledge potential limitations of qualitative research,

including the potential for researcher bias and the limited generalizability of
findings to a broader population. However, the focus on a specific student
group (first-year BSE-Math students) allows for in-depth exploration and
meaningful insights.
This qualitative research methodology aims to provide a comprehensive

understanding of the difficulties faced by first-year BSE-Math students during
their transition to tertiary education, offering valuable insights to improve their
academic experiences and support mechanisms.
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Introduction

The research will employ a qualitative methodology, as it aims to gain an in-

2. Data Collection Methods:

a. In-depth Interviews: Semi-structured interviews will be conducted with a

c. Document Analysis: Course syllabi, academic records, and written reflections

Qualitative data analysis will be conducted using thematic analysis. The

b. Theme Development: Codes will be organized into themes and subthemes,

c. Data Comparison: Data from interviews, focus groups, and document

d. Interpretation: The research team will interpret the findings, drawing

Ethical guidelines will be strictly followed. Informed consent will be obtained

6. Validity and Reliability:

b. Member Checking: Participants will be provided with an opportunity to

c. Reflexivity: The research team will maintain reflexive journals to document

It is essential to acknowledge potential limitations of qualitative research,

This qualitative research methodology aims to provide a comprehensive

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