Experiential Learning in Mathematics: Lessons from the First OJT Implementation for BS Math Undergraduates

Abstract

This study explored the inaugural implementation of an on-the-job training (OJT) program for Bachelor of Science in Mathematics (BS Mathematics) students at a state university, marking the first time such experiential learning was offered despite the absence of a Commission on Higher Education (CHED) mandate for the discipline. Using thematic analysis of reflection papers and journal logs from 21 students (coded as Students A–U), the research examined their experiences, challenges, skills development, and professional insights. Findings reveal that students regarded the OJT as a transformative experience that strengthened both technical and soft skills, including communication, teamwork, and professionalism. While mathematics knowledge was not directly applied to most tasks, its emphasis on logical reasoning, precision, and problem-solving supported students’ adaptation to clerical, data management, and administrative responsibilities. The OJT also expanded students’ perspectives on career opportunities, demonstrating the relevance of mathematics graduates in public service, governance, and data-driven policy. Challenges included financial constraints, workplace adjustment, and gaps in technical competencies, but students developed coping strategies such as adaptability, mentorship-seeking, and disciplined work habits. Recommendations include institutionalizing structured OJT programs, strengthening academic–workplace linkages to enhance task relevance, and providing support mechanisms coupled with reflective activities. Overall, the study affirms the value of embedding OJT in mathematics curricula as a bridge between academic training and real-world application, fostering professional readiness and diversified career pathways.