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Pandemic’s Aftermath: Online Learning’s Influence on Current Mathematics Proficiency and Inclusive Learning Recovery among Senior High School STEM Students

Precious Shane Corbal(1), Duchess Siena Ross Mosquera(2), Ysmael Juriel Hequilan(3), Kira Michelle Edombingo(4), Michell Flores(5),


(1) Sultan Kudarat State University
(2) Sultan Kudarat State University
(3) Sultan Kudarat State University
(4) Sultan Kudarat State University
(5) Sultan Kudarat State University
Corresponding Author

Abstract


This study explored how pandemic-era online learning influenced the current mathematics proficiency and inclusive learning recovery needs of Grade 11 STEM students. Using a qualitative phenomenological approach, in-depth interviews were conducted with seven purposively selected students from Sultan Kudarat State University - Laboratory High School. Findings revealed that poor internet access, limited teacher interaction, distracting home environments, and reduced feedback weakened students’ foundational mathematics skills during Grades 7 and 8. Participants reported persistent gaps in understanding advanced concepts, decreased confidence, stress, and anxiety. Although some developed self-directed learning strategies, most preferred face-to-face instruction. The study highlights the need for inclusive remedial mathematics programs, learner-centered support, and emotionally responsive interventions after pandemic-related learning disruption.

Keywords


Inclusive learning recovery; Mathematics proficiency; Online learning; Pandemic education; Remedial instruction; STEM students.

References


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