Edgar R. Lumandas, Evan P. Taja-on
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.