Beyond the Equations: Unveiling the Struggles and Coping Mechanisms of Students with Mathematical Anxieties in Remote Learning Environments

Mathematics is a fundamental skill essential for academic and professional success, yet many students experience mathematical anxiety, which hinders their performance. This study explored the lived experiences of students with mathematical anxiety in remote learning environments in Esperanza, Sultan Kudarat. Recognizing mathematics as a critical academic discipline, the research addressed the growing concern that anxiety significantly impedes students’ cognitive engagement, performance, and confidence, particularly in geographically isolated and digitally constrained contexts. Qualitative research design, specifically a phenomenological approach, was employed to gain an in-depth understanding of students’ struggles and coping mechanisms. Participants were purposively selected from remote schools engaged in distance or blended learning modalities. Data was collected through in-depth interviews and reflective accounts, enabling participants to describe their emotional responses, learning challenges, and adaptive strategies. Thematic analysis was used to identify recurring patterns and essential themes emerging from their narratives. Findings revealed that students experienced heightened levels of anxiety due to limited teacher interaction, unstable internet connectivity, lack of immediate feedback, and difficulties in understanding abstract mathematical concepts without guided instruction. Feelings of isolation, low self-efficacy, and fear of making mistakes further intensified their anxiety. Despite these challenges, students demonstrated resilience by employing various coping mechanisms such as self-paced learning, seeking peer or family support, utilizing online tutorials, and practicing repetitive problem-solving techniques to build familiarity and confidence. The study also highlighted the crucial role of emotional support, accessible learning resources, and teacher responsiveness in mitigating mathematical anxiety. Learners expressed the need for more interactive and supportive remote learning strategies to enhance understanding and reduce stress.  The study concludes that addressing mathematical anxiety in remote settings requires a holistic approach that integrates emotional, instructional, and technological support systems to foster a more inclusive and supportive learning environment.