Title: Small Habits, Big Gains: Exploring Atomic Habits in Learning Mathematics among Bachelor of Secondary Education Major in Mathematics Students
Authors: Rick Fitonelle L. Prosia Nova Queen F. Silmahan
Mary Joy P. Saavedra
Volume: 10
Issue: 3
Pages: 291-297
Publication Date: 2026/03/28
Abstract:
This study explored the narratives of second to fourth year Bachelor of Secondary Education (BSEd) Mathematics student, focusing on how they develop and sustain effective learning habits in mathematics. Using a qualitative narrative inquiry approach framed by Appreciative Inquiry and guided by Riessman's (2008) narrative analysis and Braun and Clarke's (2006) thematic analysis, the research aimed to understand how atomic habits-small, consistent changes-contribute to students' long-term academic growth. Data were collected through narrative interviews with five purposively selected participants. The 4D cycle of Appreciative Inquiry (Discovery, Dream, Design, Destiny) is structured by a semi-structured interview guide and the thematic presentation of findings. Six themes emerged: small, consistent practice; structured time management; strategic use of study spaces; collaborative learning as a motivational and cognitive anchor; empowering learning through self-regulated strategies; and overcoming barriers. These themes revealed that BSEd Mathematics students sustain their learning habits through intentional effort, peer support, and adaptive strategies rooted in personal values and intrinsic motivation. The study concludes that cultivating atomic habits among future mathematics educators can strengthen academic performance and lifelong learning. Recommendations include integrating habit-formation strategies into the teacher education curriculum and fostering a learning environment that encourages self-regulation, collaboration, and reflective practice.