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Abstract
This study aims to examine the contribution of challenge factors to the perspective of distance mathematics learning and the level of challenges faced by students within public higher education institutions in Malaysia. A quantitative approach was employed, involving 51 mathematics students selected through purposive sampling. Principal component factor analysis revealed six key factors: students’ perspective, social issues, lecturer issues, accessibility, academic issues, and generic skills. The findings indicated that lecturer-related issues emerged as the primary challenge in distance mathematics learning. Multiple regression analysis showed that social issues were significant positive predictors of students’ perspectives. Students strongly favored semester postponement, reflecting concerns about the effectiveness of distance mathematics learning. The study recommends strategies to improve social presence such as encouraging peer collaboration, enhancing instructor interaction and creating structured opportunities for social interaction. The findings also emphasize the need for improved lecturer competencies in remote teaching and higher quality digital mathematics teaching materials. These findings provide valuable insights for developing more effective distance learning approaches in mathematics education at the tertiary level.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
EURASIA J Math Sci Tech Ed, Volume 21, Issue 8, August 2025, Article No: em2683
https://doi.org/10.29333/ejmste/16717
Publication date: 01 Aug 2025
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