ISSN: 2226-6348
Open access
The implementation of the Movement Control Order (MCO) during the COVID-19 pandemic resulted in prolonged school closures and a rapid transition to online learning, raising concerns regarding its lasting effects on students’ mathematical achievement. This study examines the relationship between mathematics performance and students’ perceptions of online learning during secondary school, as well as their learning experiences in Business Mathematics at the tertiary level, among non-science stream students. A cross-sectional survey design was employed involving 168 Diploma students from Business-related programmes at Universiti Teknologi MARA (UiTM), Johor Branch, Campus Segamat. Data were collected using an adapted structured questionnaire and analysed using descriptive statistics, Pearson correlation, and multiple regression techniques. The findings indicate weak and statistically non-significant relationships between mathematics performance and students’ perceptions of online learning at both secondary and tertiary levels. Regression results further reveal that these perceptions account for only a minimal proportion of the variance in mathematics performance. The results suggest that post-MCO mathematics achievement among non-science stream students is influenced more substantially by factors beyond perceived online learning experiences, such as foundational knowledge gaps and cumulative learning disruptions. The study highlights the need for targeted instructional and remedial strategies at the tertiary level to mitigate the long-term educational consequences of pandemic-induced learning disruptions.
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