Navigating Mathematical Landscapes: Investigating the Dynamics of Learning Environments and Attitudinal Influence on Mathematics Education

Abstract

This qualitative study explored students’ attitudes toward learning mathematics within dynamic and disrupted educational environments, particularly those shaped by instructional shifts, technology integration, and crisis-related interruptions. Conducted at Agusan del Sur University (ADSSU) during the Academic Year 2024–2025, the study examined how students experienced mathematics learning across face-to-face, online, and blended modalities. The participants included nine students who joined in-depth interviews (IDIs) and fifteen students who participated in focus group discussions (FGDs), enabling the study to capture both individual experiences and shared perspectives. Data were analyzed using Braun and Clarke’s six-phase thematic analysis, which guided the process of familiarization, coding, theme development, review, definition, and reporting. The interpretation of the findings was anchored on the Affective-Behavioral-Cognitive (ABC) model of attitudes, allowing the study to examine students’ emotional responses, learning behaviors, and cognitive perceptions toward mathematics. The findings revealed that students’ attitudes toward mathematics were strongly influenced by changes in the learning environment. The shift from face-to-face to online learning during the COVID-19 pandemic, along with recurring floods and other disruptions, affected students’ motivation, confidence, focus, and persistence. Face-to-face instruction was often associated with clearer explanations, immediate feedback, and stronger emotional support, while online learning was linked to comprehension difficulties, reduced interaction, unstable connectivity, and increased dependence on digital tools. Overall, the study suggests that students’ attitudes toward mathematics are not fixed but are shaped by learning conditions. Their emotional responses, behavioral engagement, and cognitive perceptions continuously interact with instructional delivery, teacher support, peer influence, technology use, and crisis experiences.