Global Journal of Human Social Science, G: Linguistics and Education, Volume 21 Issue 14

research skills (Naidoo, 2020; Nsengimana et al., 2021). The main challenges perceived by post-graduate students included increased costs, lack of internet access, lack of practical and hands-on activities, unclear instructions, limited collaboration, lack of ICT knowledge, insufficient feedback, and distractions and responsibilities at home (Naidoo, 2020; Nsengimana et al., 2021). Quantitative data for this sub-research question involved the challenges with mathematics e-Learning. The main challenges perceived by undergraduate students were mostly similar to those perceived by post- graduate students with the addition of feeling unprepared for e-Learning, increased anxiety about mathematics e-Learning, and the negative effects of Covid-19 on their mathematics learning abilities (Agormedah et al., 2020; Ludwig, 2021). An interesting, albeit non-significant finding by Ludwig (2021) was that students with high anxiety, strong negative perceptions about the effect of Covid-19 on their mathematics learning abilities, and neutral perceptions of e-Learning had the lowest midterm scores averaging at 80 points, which was one standard deviation below average. No advantages of mathematics e-Learning were reported in the quantitative studies; however, this may be due to the rigid nature of the instruments used rather than the lack of advantages per se. In Agormedah et al.’s (2020) study in Ghana, a majority (56.7%) of students considered e-Learning to be necessary. Table 5: Students' Perceptions of Mathematics E-Learning Author (Year) Method Sample Location Results Agormedah et al. (2020) Quantitative survey 467 under- graduate students Cape Coast, Ghana Challenges: access to continuous internet connection (55.5% had no access, 29.8% were unsure); finances for internet data (67.9% could not afford enough data, 23,1% were unsure); unfamiliarity with e- Learning (86.7% were unfamiliar, 91.9% used e- Learning for the first time); preparation for e- Learning (47.5% felt unprepared, 19.9% were unsure) Perception of e-Learning: 56.7% considered it necessary, 43.3% did not consider it necessary Ludwig (2021) Quantitative survey 120 under- graduate students Western United States Challenges: anxiety about mathematics e-Learning (mean 6.3/10); Covid-19 effects on mathematics learning ability (mean 4/10) Perception of e-Learning: neutral (mean 4.7/10) Non- significant Correlations: students with high anxiety levels scored 6.2 points (0.4 standard deviations) below average in midterm exams (not significant); students with high anxiety, strong negative perceptions about Covid-19 effects on mathematics learning ability, and neutral perception of e-Learning scored lowest in midterm exams (80 points, 1 standard deviation below average, not significant) Naidoo (2020) Qualitative inter-pretivist 31 post- graduate students KwaZulu- Natal, South Africa Advantages: ability to revisit lessons with asynchronous recordings and resources; creation of virtual communities of practice for collaboration andonline social support Challenges: device, data, and resource costs; family responsibilities and distractions at home Nsengimana et al. (2021) Qualitative inter-pretivist 20 post- graduate students Kigali, Rwanda Advantages: improved technological skills; improved technical problem solving; enhanced communication and research skills Challenges: lack of internet access; lack of practical works or simulations; unclear instructions for online exercises; limited collaboration; lack of resources; lack of hands-on activities; lack of access to laboratories and field trips; lack of knowledge on ICT tools; insufficient feedback; distractions at home V. D iscussion The findings of this systematic review involved the transitional experiences of postsecondary educators and students regarding mathematics e-Learning during the Covid-19 pandemic in six different countries. The narrow focus on mathematics and the period of the Covid-19 pandemic allowed for a specialized overview of this field during this challenging period, hence the limited number of studies included in the review. The studies were further clustered around certain geographic locations including Indonesia, the United States, and Africancountries. Nonetheless, the findings from these studies provided a general overview of the technologies used, changes in practices, and perceptions of postsecondary educators and students regarding mathematics e-Learning. © 2021 Global Journals Volume XXI Issue XIV Version I 8 ( G ) Global Journal of Human Social Science - Year 2021 Postsecondary Mathematics during the Covid-19 Pandemic: A Systematic Review