Difficulties in Mathematics Among Freshmen College Students in an Online Modality
DOI:
https://doi.org/10.5281/zenodo.15003695Keywords:
Mathematics difficulties, online learning modality, freshman college students, learning environment, technological devicesAbstract
This study examined the difficulties faced by freshmen college students in learning Mathematics through an online modality at a private college in a first-class municipality in Central Philippines during the School Year 2022–2023. Using a rigorously validated and reliable instrument, data were gathered from 162 students, primarily older, female, BSA students with a higher average family monthly income. Findings indicated that students experienced a moderate level of difficulty in technological devices and learning environment, while difficulties in teacher competence were at a low level. When analyzed by age, course, sex, and family income, a consistent moderate difficulty was noted in technological devices, while variations were observed in learning environment. Younger students and those from ABELS experienced lower difficulties in this area, while older students and BSA students faced moderate challenges. Males encountered more difficulties in learning environment than females, revealing a significant difference. However, no significant differences were found in technological devices and teacher competence across demographic groups. These findings highlight the need for targeted interventions to enhance the learning environment, particularly addressing gender-related difficulties in online Mathematics education.
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Copyright (c) 2025 Rhemy F. Caguan, Renith S. Guanzon, Maria Christina F. Bagundol, Christy S. De La Cruz, Mary Joy A. Malan, Carl L. Coniendo, Michelle R. Belonio (Author)
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