Coping with Numbers in Crisis: STEM Students’ Experiences in Mathematics Learning During the Pandemic
DOI:
https://doi.org/10.69569/jip.2025.530Keywords:
Faith-based high school, Mathematics, Pedagogy, Phenomenology, STEMAbstract
Mathematics is a subject that requires critical understanding and problem-solving skills. However, the COVID-19 pandemic disrupted traditional classroom learning, shifting students from face-to-face instruction to remote or modular learning. This study explored the lived experiences of Grade 12 STEM students at a faith-based high school in learning Mathematics amidst the pandemic. The study aimed to investigate the challenges encountered, the lessons learned, and the coping strategies employed by STEM students. Utilizing a qualitative phenomenological approach, data were gathered through in-depth interviews, which employed unstructured guide questions to capture the students' perceptions and experiences. The responses were transcribed and analyzed thematically. Findings revealed that students faced significant challenges, including difficulty in understanding mathematical concepts, poor time management, and a lack of motivation. Despite these obstacles, students recognized that face-to-face learning provided a more effective environment for understanding Mathematics, while modular learning was often perceived merely as a compliance requirement. To overcome these challenges, students adopted self-directed learning strategies and time management techniques such as creating personal study schedules. The study concludes that while the pandemic posed substantial difficulties in Mathematics learning, it also fostered resilience and independent learning habits among students, highlighting the importance of learner support in times of educational disruption.
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