American Research Journal of Humanities and Social Sciences

The outcry and dissatisfaction from some students at the beginning of a Mathematics course online have been consistent over the years. Their disenchantment is a consequence of their lack of self-confidence and motivation in the study of Mathematics online. The viewpoints and sentiments were generated by undergraduate students who were enrolled in a general education foundation course in Mathematics at Prosperous University in Trinidad and Tobago. A review of the literature demonstrated there is a dearth of information at the local level. This gap in the literature prompted the authors to adequately investigate the experiences of these students regarding this dislike for the learning of Mathematics online. A qualitative methodology, which included a phenomenological approach was used. Seventy-two students completed semi-structured questionnaires, which were distributed through the Google Meet Learning Management System. The original four-step thematic analytical approach was used to interpret the data. These were validated by three experienced researchers in the teaching of Mathematics at the tertiary level. It ought to be noted that the participants responded comprehensively and honestly on the diverse factors that challenge their learning of Mathematics through the virtual mode of delivery. Results indicated that self-concept is the major determinant of achievement in online Mathematics. Recommendations strongly suggest how teaching and learning Mathematics online could be enhanced.