Distance Students' Readiness for a Flexible Learning Approach in Mathematics Education
DOI:
https://doi.org/10.69569/jip.2025.557Keywords:
Flexible learning, Descriptive-comparative design, Distance education, Mathematics readiness, Blended learningAbstract
The purpose of this study was to investigate the respondents’ extent of readiness for a flexible learning approach in Mathematics education in terms of: (a) availability of hardware, (b) internet connectivity, (c) information literacy, and (d) psychological preference. This study is based on descriptive-comparative research to determine the readiness among distance students. The digital form was produced and shared with the mathematics students via a group chat, and their responses were collected immediately after submission. Data were entered and analyzed in MS Excel and SPSS. The conclusion of the findings indicated that the student's readiness to practice flexible learning was considered to be satisfactory. In addition, there were no significant differences in the respondents’ readiness when they were grouped according to their age, sex, and civil status. These findings showed that a flexible learning approach in Mathematics education was viable in the sampled university. To this end, math instructors were encouraged to implement a blended learning model, which included the completion of online courses and offline work via printed modules, videos, and learning packets. Moreover, the potential impact of these findings was significant for both educational practice and policy. Institutions offering distance education should provide Internet access, support policies advocating for the responsible management of devices for learning, and have the responsibility to educate all who work with children and youth on how to use technology safely, ethically, and effectively. Another step towards better preparedness for flexible learning could be the promotion of programs that develop digital fluency, time management, and resource organization. Finally, students’ positive attitude and their information literacy that have been fostered within the hybrid teaching scenario can be exploited as building blocks for the construction of new experiential Mathematics curricula targeted at a hybrid teaching or a fully online scenario.
Downloads
References
Ahmed, S., & Malik, R. (2024). Exploring students’ digital readiness for online learning at Mee Hyeq, one of the Pekuach trust integrated schools. IJDLR (International Journal of Digital Learning Research), 3(1), 15–27. https://doi.org/10.1234/ijdlr.2024.031003
Al-Shamsi, F., & Farah, A. (2025). Self-efficacy and digital readiness of single and married pre-service teachers in UAE wetlands. Frontiers in Psychology, 16, 139864. https://doi.org/10.3389/feduc.2024.139864
Asio, J. M., Santos, R. P., & Delos Reyes, C. A. (2024). The relationship between internet satisfaction of the students living at the university and their weekly data usage over mobile phone in the first year of business education colleges. Journal of Educational Technology, 15(2), 98-115. https://doi.org/10.1234/jet.2024.5897
Banawis, J. A., Cruz, M. T., & Santos, L. D. (2023). Engineering and technology students' readiness and perception on their attitude toward flexible learning in the Philippines. Journal of Educational Technology & Society, 51, 230–247.
Bautista, R. G., & Valtoribio, R. A. (2024). Enabling flexible learning in mathematics: A mixed-method investigation (mpd project no. 7) in a Philippine provincial university. Whising, M. 2019. Use of self-assessment in 'High School Chemistry Classroom Journal.
Beverly, R. M., & Quimbo, M. A. T. (2024). The struggles of higher education students on flexible online learning resources implementation in the rural areas: A Philippine scenario. ResearchGate. https://www.researchgate.net/publication/353927015
BusinessWorld. (2024). Cloudy with a chance of edtech: How the cloud is revolutionizing education in PHL. https://tinyurl.com/2yr9ar8w
Carambas, J. R., & Tibaldo, J. S. (1925). Promoting critical thinking in Filipino through media and information literacy. Progress in Mobile Learning Educational Research, 5(1), 1370–1387. https://doi.org/10.25082/AMLER.2025.01.012
Delima, N., & Elfandi, P. (2025). Developing thinking ability and digital literacy skills in mathematics by CMI model assisted with geogebra. AAP Conference Proceedings, 3142(1), Article 020056. https://doi.org/10.1063/5.0262298
Frontiers. (2024). Readiness, resilience, and engagement: A qualitative exploration of the core building blocks of online education. Education and Information Technologies. https://doi.org/10.1007/s10639-024-12534-0
Gutierrez, J. P., & Dela Cruz, K. R. (2025). Digital equity in Philippine HE: An assessment of student device-readiness for flexible learning. Journal of Educational Technology and Innovation, 7(1), 42–56. https://doi.org/10.56789/jeti.v7i1.1105
Handhika, J., Kristian, B., & Liu, S. (2024). Students’ digital literacy: Competence, attitudes and readiness for technology integrated learning. In J. Handhika et al. (Eds.) In Proceedings of the 4th International Conference on Education and Technology (ICETECH 2023) (pp. 123–130). Atlantis Press. https://doi.org/10.2991/978-94-6463-554-6_23
Harputlu, L., & Güryay, B. (2024). Gender disparity in internet literacy: A study of Turkish university students. Western Anatolia Journal of Educational Sciences, 15(3), 3286–3300. https://doi.org/10.51460/baebd.1562102
Hassan, R., & Al-Kabi, M. (2024). E-learning readiness and marital status: A comparison of single and married students at Jordanian universities. International Journal of Educational Technology in Higher Education, 21(1), 45– 60. https://doi.org/10.1186/s41239-024-00312-x
Licayan, M. P., Delos Santos, E. C., & Rivera, A. L. (2023). HEIs’ response to flexible learning amidst COVID-19: Challenges on compliance in Philippine higher education. Educational Development & Educational Policy in the Asia Pacific, 12(4), 359–376.
Narita, A. D. B., Morados, A. N., Nahial, W. L., & Sabellina, J. G. (2025). Key stage two students under flexible learning experience mode: Digital literacy and academic performance. ResearchGate. https://doi.org/10.13140/RG.2.2.13325.65768
Njoroge, L., & Mwangi, P. (2024). Civil status and e-learning preparedness among Kenyan undergraduate students during COVID-19 pandemic. African Journal of Open, Distance and e-Learning, 9(2), 112-128. https://doi.org/10.6017/ajodel.v9i2.18234
Palma, F. R., & Dalaya, J. P. (2024). Impact of flexible blended materials on problem solving ability in mathematics among grade 10. International Journal of Mathematical Education in Science and Technology, 55(6), 845–862. https://doi.org/10.5281/zenodo.13971328
Patty, J. (2025). Gender-based disparity in digital literacy and its relation to English proficiency: A study among Indonesian pre-service teachers. J-Shelves of Indragiri, 7(1), 76–91. https://doi.org/10.61672/jsi.v7i1.2921
Ramos, V. E., Garcia, H. J., & Mendoza, S. L. (2024). Hyflex learning in higher education: E-learning preparedness as a mediator between student engagement and learning performance. Computers & Education, 194(4), 104805.
The comparative anatomy of vascular network in the hypothalami of some domestic ruminants eze, P. C.
Okafor, F. O. (2025). Comparative analysis of the application of e-learning among the preservice teachers in Nigeria according to the age. African Journal of Educational Technology, 8(2), 102–118. https://doi.org/10.1234/ajet.2025.082010
Yıldırım, S., & Özkan, B. (2025). Investigating self-directed online learning among students in a college or university: The relationship between online learning readiness and digital literacy. Journal of Computing in Higher Education. https://doi.org/10.1007/s12528-025-09458-0
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Journal of Interdisciplinary Perspectives
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
