Post-Pandemic Self-Concept and Challenges of Mathematics in the Modern World Students in a Flexible Learning Modality

Abstract

This study explored the academic self-concept and learning challenges experienced by 409 college students enrolled in Mathematics in the Modern World under a flexible learning modality at a private university during the second semester of academic year 2021–2022. Using a descriptive research design, the study examined student-related factors influencing their online learning experiences, including access to digital devices, availability of personal learning space, internet connectivity, and perceptions of online mathematics learning. Data were gathered through a survey questionnaire administered via Microsoft Forms and analyzed using frequency counts, mean, and standard deviation. The results showed that most students were still adapting to online learning and had primarily used Microsoft Teams and Moodlerooms as their learning platforms. The majority indicated that they had no siblings attending online classes at the same time, while those with siblings generally had access to personal devices. However, some students faced difficulties because they did not own devices and had to borrow equipment during learning sessions. Others experienced challenges due to limited study areas at home, which sometimes caused distractions and inconvenience. Despite these concerns, students maintained a positive academic self-concept, demonstrating confidence in achieving good grades, understanding mathematics lessons, and developing continued interest in the subject. They also recognized that online learning provided greater flexibility, independence, and control over their learning processes, contributing to increased motivation and engagement. The study recommends strengthening parental support for conducive home learning environments and promoting the effective use of Learning Management Systems to encourage student autonomy, engagement, and academic success in mathematics.