Abstract :

This qualitative study explored the lived experiences of Grade – 11 STEM students in mathematics using modular distance learning. With the aim of understanding the challenges, coping strategies, support systems, emotional factors, and perceived advantages associated with this learning modality, the research design employed a phenomenological approach. Data collection involved one-on-one interviews with 12 participants, and thematic analysis was utilized to identify common themes. The findings revealed challenges in understanding complex topics, managing the modular structure, and dealing with distractions and connectivity issues. Participants adapted through self-regulated learning, utilization of online resources, and independent learning strategies. The study highlighted the importance of teacher and parental support, effective guidance, and the promotion of positive emotional experiences. The advantages identified include access to information, flexible time management, and autonomous exploration of resources. The implications of these findings would contribute to the design and implementation of educational interventions, addressing challenges, and enhancing distance learning experiences. The study concluded by offering recommendations for educators, policymakers, and researchers to optimize distance learning programs and support student success.

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Keywords :

Challenges, Grade - 11 STEM students, Mathematics, Modular distance learning, Self-regulated learning

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