Bridging the Math Gap: Assessing the Effectiveness of the Advanced Mathematics Bridging Program in the Mathematical Competencies of Incoming BSCS Students

Incoming college students often exhibit diverse levels of mathematical preparation, leading to critical achievement gaps in computer science programs where mathematical competence is fundamental. Grounded in mathematical transition theory, this study evaluated the effectiveness of the Advanced Mathematics Bridging Program in enhancing the mathematical competencies of incoming Bachelor of Science in Computer Science (BSCS) students at Colegio de la Ciudad de Tayabas, addressing academic hurdles during the secondary-to-tertiary shift. The study employed a quasi-experimental pre-test and post-test research design without a control group, focusing on a cohort of voluntarily enrolled incoming BSCS freshmen. Data collection instruments consisted of a standardized Mathematics Competency Test—measuring algebra, functions, basic calculus, and problem-solving skills—administered before and after the intervention, alongside a structured student perception survey. Quantitative analysis using paired t-tests revealed a statistically significant improvement in overall mathematical competencies ( ). The most pronounced gains occurred in college algebra and functions, while basic calculus remained a challenging area. Qualitative thematic analysis of the perception survey indicated high satisfaction with the program’s collaborative pedagogy and a marked increase in self-reported post-program academic confidence. In conclusion, the Advanced Mathematics Bridging Program effectively mitigates secondary-to-tertiary transition barriers and closes initial developmental gaps. Based on these findings, it is highly recommended that Colegio de la Ciudad de Tayabas institutionalize this program as a standard preparatory pathway for all incoming computing students. Future iterations should adjust instructional hours to allocate more time to foundational calculus. Finally, the institution should establish longitudinal tracking systems to monitor the long-term academic retention and performance of participants in advanced computer science coursework.