LEARNING HABITS: DOES THE DIGITAL GENERATION HAVE DIGITAL STRESS AND HOW DOES IT AFFECT THE LEARNING OF MATHEMATICS?

Abstract

"Mathematics is one of the most important subjects that students learn at all levels of education. Understanding and competence in mathematics allows to integrate better into the labour market, perform complex calculations and model significant processes. It is mathematics that has been proven to be the most sensitive to compulsory distance learning as a result of the Covid-19 pandemic. Due to the state of emergency in Latvia, all schools were periodically closed for a total of 9 months, when the learning process could only take place in the e-environment. In this context, the study was motivated by the question ""Does digital stress exist for the digital generation and how does it affect the learning of mathematics?"" The aim of the study is to determine the initiators of digital stress by using the Stressor-strain-outcome framework and the consequences that students face when learning math remotely. Using the Partial Least Squares Structural Equation Modelling with SmartPLS, a survey data of 185 students were analyzed. Anxiety, lack of instantaneous feedback, risks of self-directed learning and social isolation were found to contribute to digital stress, which in turn has a negative impact on interest and performance in learning mathematics. The study helped to delve into students' feelings and needs, as well as to develop recommendations to reduce the effects of the pandemic, to manage learning processes more effectively, to gain students' respect and to promote better learning in mathematics."