Implications for Peaceful Learning of the Learning Preferences of Mathematics major Students

This study sought to explore the preferred learning preferences, challenges, and coping strategies of the fourth-year Bachelor of Secondary Education (BSEd) major in Mathematics at Cotabato State University. This study employed a qualitative phenomenological research design. The research included five (5) fourth-year mathematics major students who experienced both a pandemic and a post-pandemic learning environment. Data were collected using a semi-structured interview guide. Thematic analysis revealed three dominant learning preferences: collaborative learning, visual and synchronous instruction, and self-directed learning. Despite these preferences, students faced a number of challenges, such as limited opportunities for peer interaction, technological barriers that affected learning access and participation, and difficulty transitioning. Participants used video resources for step-by-step problem-solving and self-verification, digital learning resources involving visual reinforcement, and active and self-regulated learning to cope with these challenges. The findings indicate that students demonstrate adaptive learning by integrating collaborative and independent learning with the help of digital resources. The paper highlights the need to create adaptive and adjustable teaching methods that would meet the needs of various learning preferences and encourage interaction within the post-pandemic educational context.