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The Paradox of Accessibility: Investigating Mathematics Struggle Among College Students in the Age of Information and Artificial Intelligence

Edgar R. Lumandas 1,
Evan Taja-on 1 *
1 San Isidro College, PHILIPPINES* Corresponding Author
Educational Point, 3(1), 2026, e147, https://doi.org/10.71176/edup/17801
Publication date: Jan 26, 2026
Research Article
Open Access Open Access
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ABSTRACT

Students today learn mathematics in a world full of digital tools and instant access to information, yet many still find the subject difficult and overwhelming. This situation raises important questions about how learning is affected when technology becomes both a support and a source of confusion. The study used a structured, quantitative approach to examine how students experience mathematics in a digital learning environment, drawing on responses from first-year college students collected through a validated questionnaire. The study found that students showed strong engagement with technological and AI-based tools. However, their mathematical competence was weakened by high anxiety, low motivation, and limited confidence. Significant differences across eight dimensions revealed that emotional, environmental, and identity-related factors were the most vulnerable areas, compared to cognitive and technological strengths. These results show that improving mathematical readiness requires not only access to digital resources but also stronger support for students’ emotional well-being and learning environments.

KEYWORDS

mathematics education mathematics struggle educational technology artificial intelligence information accessibility

CITATION (APA)

Lumandas, E. R., & Taja-on, E. (2026). The Paradox of Accessibility: Investigating Mathematics Struggle Among College Students in the Age of Information and Artificial Intelligence. Educational Point, 3(1), e147. https://doi.org/10.71176/edup/17801
Harvard
Lumandas, E. R., and Taja-on, E. (2026). The Paradox of Accessibility: Investigating Mathematics Struggle Among College Students in the Age of Information and Artificial Intelligence. Educational Point, 3(1), e147. https://doi.org/10.71176/edup/17801
Vancouver
Lumandas ER, Taja-on E. The Paradox of Accessibility: Investigating Mathematics Struggle Among College Students in the Age of Information and Artificial Intelligence. Educational Point. 2026;3(1):e147. https://doi.org/10.71176/edup/17801
AMA
Lumandas ER, Taja-on E. The Paradox of Accessibility: Investigating Mathematics Struggle Among College Students in the Age of Information and Artificial Intelligence. Educational Point. 2026;3(1), e147. https://doi.org/10.71176/edup/17801
Chicago
Lumandas, Edgar R., and Evan Taja-on. "The Paradox of Accessibility: Investigating Mathematics Struggle Among College Students in the Age of Information and Artificial Intelligence". Educational Point 2026 3 no. 1 (2026): e147. https://doi.org/10.71176/edup/17801
MLA
Lumandas, Edgar R. et al. "The Paradox of Accessibility: Investigating Mathematics Struggle Among College Students in the Age of Information and Artificial Intelligence". Educational Point, vol. 3, no. 1, 2026, e147. https://doi.org/10.71176/edup/17801

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