This study focused on the impact of the Coronavirus Disease (COVID-19) pandemic on Mathematics education, emphasizing the lived experiences of Bachelor of Secondary Education (BSED) major in Mathematics students at Bataan Peninsula State University in the Philippines. With the adoption of flexible or blended learning strategies mandated by the Commission on Higher Education (CHED) and the Department of Education (DepEd), students can choose how, what, when, and where they learn, accommodating diverse learning styles and preferences through online classes and printed modular formats. This research employed a descriptive phenomenological approach, conducting in-depth individual interviews with eight (8) voluntary participants selected through homogeneous purposive sampling. The study aimed to explore the students’ lived experiences during the Academic Year 2021–2022, providing contextualized insights into their experiences with flexible learning and identifying effective teaching practices of Mathematics teachers. Results from the study revealed that students value the integration of online videos and technologies in the teaching and learning process. This strategic use of technology supports learning by providing explicit explanations and repeated practice, aligning with the research findings. Moreover, students appreciate their teachers' consideration and support, which emphasizes the importance of the teacher-student relationship in a flexible learning environment. Teachers dedicating time to explain and elaborate on challenging topics emerged as an important factor contributing to students' positive experiences. These aspects enhance students' engagement in flexible learning modalities. The findings highlight the importance of incorporating supportive practices and effective use of technology in curricular improvements and strategic approaches for BSED Mathematics programs, especially in online and flexible learning contexts.
Romeo T. Quintos (Wed,) studied this question.