Exploring Student Emotional Experiences In Mathematics And Statistics Courses Via Online Learning

Abstract

Online learning is now generally acknowledged and seen as a crucial strategy for overcoming the drawbacks of on-campus instruction, particularly in higher education. Online learning adaptability provides students with a wide range of placement options, from on-the-go placements in the midst of their daily lives to dedicated time and space for learning. Since student emotional involvement has been linked to learning and academic success, it is crucial to investigate student emotions. Therefore, this study uses a factor analysis approach to explore the emotional experiences of all Universiti Poly-Tech Malaysia (UPTM) students that enrolled in Mathematics and Statistics courses for the academic semester of April 2022. The students have completed a survey-adapted version of the Achievement Emotions Questionnaire (AEQ-S) consisting of 24 items that surveyed emotional experiences before, during and after online classes. Demographic information was collected, encompassing variables like cumulative grade point average (CGPA), online learning tools, internet stability and measurement of students' enjoyment, pride, anxiety, anger, hopelessness, and boredom. A ten-point Likert scale ranging from "strongly disagree" to "strongly agree" measured the respondents' agreement with each item. The result demonstrated that emotions towards an online-based learning system are multifaceted, with three components explored, namely "Frustration and Disengagement", "Motivation and Achievement", and "Anxiety and Apprehension".