Ranti R. Timario^1,, Laila S. Lomibao¹

As the world is embracing the new normal social landscape, the education sector is also opening to restructuring and innovating learning modalities to adapt to the constant and current changes. The Commission on Higher Education ordered that flexible learning is the new norm in the delivery of instruction, as outlined in Memorandum Order No. 4 s. of 2020 on the Guidelines on the Implementation of Flexible Learning. However, the shift to this new learning modality poses problems for college students as they encounter difficulties such as limited face-to-face interaction, difficulty staying motivated, absence of instructional materials, and limited opportunities for collaboration. This study explored the students’ experiences in learning mathematics in a flexible modality. The study employed a descriptive phenomenological research design, with seven (7) randomly selected 2nd-year college students participating in focus group discussion. Braun and Clarke's thematic analysis evaluated and interpreted the qualitative data. The research's findings produced five (5) primary themes: clever approaches to learning mathematics in flexible learning; utilizing education technologies for enhanced learning; recognizing extra miles done by the teacher; self-motivation and engagement in mathematics learning; and peer collaboration in completing mathematical tasks. This study suggests that some students find flexible learning to be an ineffective way to learn math. However, with the proper support and teacher guidance, students can have a successful and rewarding experience teaching mathematics through flexible learning.

education technology, flexible learning in mathematics, independent learning, student motivation, peer collaboration, phenomenology