The Department of Education (DEPED) instituted a bridge program, a remedial year added to the primary school program to prepare students for secondary education, after the 2004 High School Readiness Test (HSRT) showed that only .52% of those who took the examination scored better than 75%, the usual passing grade. In San Pedro College, Davao City, 29% of 911 freshmen taking algebra course flunked. To address this concern, a Mathematics Summer Bridge Program (MSBP) was administered to 30 prospective freshmen whose scores in the numerical ability test (NAT) are interpreted as disadvantaged. These students attended the MSBP for 5 days, equivalent to 40 hours during Summer 2006.

This research determines the effectiveness of the Mathematics Summer Bridge Program using the pretest-post test for experimental group. Two instruments were used in the study: the Numerical Ability Test and the customized Pretest and Posttest in Mathematics Bridging Program. The test consisted of 30 multiple-choice items, with 4 options for every item. Instrument validation was done by a panel of experts and employing the Kuder-Richardson Formula 20, the reliability coefficient of the achievement test in College Algebra was 0.89.

The results showed that the performance level of students improved from disadvantaged in the pretest to average in the posttest; there was a significant difference between the pretest and posttest scores among the participants. Further, the study revealed that an increase in posttest scores in the bridge program significantly correlate with pretest scores in the standardized test in College Algebra.

The findings reveal that the Mathematics Bridge Program can help College Algebra students improve their academic performance in mathematics and lessen failure. Thus, there is a need to introduce the Program to prospective freshmen who performed poorly in the mathematics admission test.

This study will guide other colleges and universities design their bridging program and curriculum that will help students progress from knowledge to performance in job and develop mathematical thinking supportive of lifelong learning.