A hierarchical component model of students’ difficulties of learning mathematics in a distance higher education

Abstract

The main purpose of the research was to explore the students’ difficulties in learning mathematics at a distance higher education. The method used was a survey of 304 students of the study program of S-1 PGSD in the Pontianak Regional office center of Universitas Terbuka (UPBJJ-UT Pontianak). The data analysis used a partial least squares structural equation model (PLS-SEM) to reveal the hierarchical component model of the students’ difficulties in learning mathematics at Universitas Terbuka. The research confirmed that the difficulties in learning mathematics were reflected by five latent variables as indicated by path coefficients and level of significance: (1) the nature of mathematics, (2) the characteristics of distance learning, (3) learning material, (4) learning support services, and (5) motivation. The recommendation was that to facilitate the students’ learning mathematics, an institution of distance higher education should be focused on resolving the difficulties perceived by the students, such as students’ mathematical background, self-directed learning skills, and skill for learning through media.