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Abstract

The abrupt migration of educational institutions into a more flexible mode of learning due to the COVID-19 pandemic has undoubtedly resulted in students' difficulties. Such difficulties specific to mathematics flexible learning are generalized in this quantitative study. Using Principal Component Analysis, seven (7) factors were identified as the emerging students’ difficulties. Further analyses reveal a moderate degree of seriousness for most of the components. However, the standard deviation suggests that the students' responses are spread across the measuring scale, indicating that the severity of difficulties experienced by other students is higher than moderate. Further comparison of such ratings shows that for students enrolled in advanced and major mathematics courses, difficulties emanating from inadequate learning materials and support, and difficulty in submitting requirements on time are more pronounced. These intertwined difficulties generally stem from the lack of planning and preparation, at the same time from the nature of mathematics as being complex, abstract, and notational. By considering these difficulties, adjustments may be prioritized by students and teachers in the hope of improving the current state of mathematics flexible learning. These improvements will eventually lead to sustainable and fully stable online academic programs that may be offered even after the pandemic.

Keywords

Flexible Learning Mathematics Principal Component Analysis Students’ Difficulties

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How to Cite
Sibaen, N. W., Buasen, J. A., & Alimondo, M. S. (2023). Principal components of students’ difficulties in mathematics in the purview of flexible learning. Journal on Mathematics Education, 14(2), 353–374. https://doi.org/10.22342/jme.v14i2.pp353-374
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