Lived Experiences of Graduate Students in Understanding Core Mathematics Subjects Through Online Modality
DOI:
https://doi.org/10.69569/jip.2026.146Keywords:
Graduate mathematics students, Lived experiences, Mathematics core subjects, Online learningAbstract
This study explored the lived experiences of graduate mathematics students in understanding core mathematics subjects through online modality. Guided by a qualitative phenomenological design, the research captured the challenges, coping strategies, and insights of second-year graduate students enrolled in advanced courses such as Set Theory, Number Theory, Abstract Algebra, Modern Algebra, and Advanced Geometry. A purposive sample of participants from selected higher education institutions participated in in-depth interviews, and data were analyzed using thematic analysis. Findings revealed two major dimensions of online learning experiences: negative and positive. Students encountered significant challenges, including unstable internet connectivity, limited interaction with instructors and peers, difficulty in understanding abstract and complex mathematical concepts, and learning fatigue. These challenges contributed to cognitive overload, decreased motivation, and emotional frustration. Despite these difficulties, students demonstrated adaptive coping mechanisms such as self-discipline, independent learning, resilience, and persistence. Their emotional experiences shifted between discouragement and fulfillment as they navigated and overcame learning obstacles. The findings contribute to the existing literature on constructivism, self-regulated learning, and online collaborative learning by contextualizing these frameworks within the domain of advanced mathematics education in an online learning environment.
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