Mathematically-challenged students' vignettes on learning mathematics amidst the COVID-19 pandemic

Abstract

This study aimed to identify, analyze, and describe the challenges, coping strategies, support needed, and success formula of mathematically-challenged students on learning mathematics amidst the COVID-19 pandemic. The participants of the study were the four mathematically-challenged Grade 10 students identified through inclusion criteria set by the researcher. The validated researcher-made semi-structured interview guide was utilized to gathered the data. The result revealed that the challenges experienced by the four mathematically-challenged Grade 10 students on learning mathematics amidst the COVID-19 pandemic are lack of comprehension, physical and mental health, and unprepared for the transition of learning modality. The results of this study shows that the mathematically-challenged students formulated coping strategies to cope with the challenges they've experienced in learning mathematics amidst the COVID-19 pandemic. In Lazarus-Folkman's Transactional Theory, when stimuli are assessed as threatening, challenging, or harmful, the resulting distress prompts coping strategies to manage emotion or an attempt to actively address the stressor. The coping strategies are managing time, accessing digital devices, seeking support, taking breaks, and regulating the self. But despite of the coping strategies, mathematically-challenged students still need support. They identified their math teacher as someone that can help them to support their learning mathematics amidst the COVID-19 pandemic The success formula is Goals + Habits + Support System = Success. Students, teachers, parents, guidance counselor, school administration, and other researchers may use the results of this study to addressed the challenges, provide support needed, developed coping strategies, and formulate success formula among mathematically-challenged students on learning mathematics.