Global Journal of Human Social Science, G: Linguistics and Education, Volume 23 Issue 8

Student Engagement and Motivation in Post-Pandemic Higher Education Mathematics: A Concept Paper Dr. Manuel Rodriguez Abstract- During the past three years, mathematics educators have had to adjust to the online education system and develop new approaches, strategies, and practices to keep students engaged and motivated. Student engagement and motivation have been established in existing research as vital aspects of education. To promote engagement and motivation during the pandemic, mathematics educators have focused on positive working relationships with students, highlighting values such as care and empathy. Mathematics educators have also adopted various technological tools to enhance student engagement and motivation. As institutions have begun to reintroduce face-to-face classes in the post- pandemic era, there is a need to re-examine these approaches, and how they may be sustained or improved. A significant gap that has remained unexplored in the literature is how mathematics educators maintain or enhance student engagement and motivation upon transitioning to face-to-face or hybrid classes in the post- pandemic era. This concept paper is centered on this research gap, with recommendations for theory and practice based on current knowledge regarding higher education students’ motivation and engagement in mathematics. Keywords: mathematics education, student engagement, student motivation, engagementtheory, post-pandemic. I. I ntroduction ver three years have passed since the onset of the Coronavirus 2019 (COVID 19) pandemic. The sudden onset of the pandemic has caused educational institutions around the world to shut down, with many transferring their classes from face-to-face settings to the onlinemode of delivery in an instant. The United Nations Educational, Scientific and Cultural Organization (UNESCO) reported that educational institutions in 185 nations had declared closure since April of 2020, thereby hindering the education of up to 1,542,412,000 students, which comprised 89.4% of overall enrolled learners around the world (Marinoni et al., 2020). During these three years, mathematics educators across all levels have had to rapidly adjust to the mandated online education system. Although online education has existed for years before the COVID 19 pandemic, it was only offered as an alternative mode in most institutions, with face-to- face classes being the mainstream mode of learning. The sudden shift to online education during the COVID 19 pandemic came without the chance for prior planning and without detailed guidelines or standards. As such, instructors and educational leaders had to develop their own online teachingstyles, select from a variety of online learning platforms, and establish their online learning environment, all within a short span of time (Albano et al., 2021). The emergency transition was then accompanied by several learning costs for students, such as poorer attention, reduction in study efforts, and unnatural social situations within the digital environment that served as obstacles to student learning (Gjerde et al., 2021). These early days of the pandemic were undoubtedly a difficult period for students and educators alike. The transition to the online setting was purported to be relatively manageable for mathematics, as it is an abstract subject matter that does not necessitate a physical environment, laboratory, or equipment (Brunetto et al., 2022). However, a key issue faced by educators across all subjects and all levels, especially during the early days of the pandemic, was the reduction of student engagement and motivation within the online setting (Albano et al., 2021; Brunetto et al., 2022; Koh & Daniel, 2022). Online education presented substantial challenges regarding student engagement and motivation compared to the conventional face-to-face classroom because students were separated from their instructors by the computer screen. Student engagement, defined as the student’s level of involvement and interaction withthe lessons, has been purported to enhance student’s active learning, which is essential in mathematics (Koh & Daniel, 2022). Active learning involves more practical and hands-on exercises that allow students to explore and make meaning out of the lessons. Student motivation, defined as the student’s drive or desire to learn, has also been cited as a vital element for improving mathematics learning and performance (Nofriyandi & Andrian, 2022). In this concept paper, I discuss current knowledge regarding higher education students’ motivation and engagement in mathematics, and highlight the research gap regarding how to maintain or enhance student engagement and motivation within the post-pandemic era. Recommendations for practice, policy, and theory based on the knowledge and information provided are also presented in this paper. O © 2023 Global Journals Volume XXIII Issue VIII Version I 1 ( ) Global Journal of Human Social Science - Year 2023 G Author: Westcoast University, Miami Campus, United States. e-mail: manrodriguez@westcoastuniversity.edu