Counting the Fears: Unveiling the Stories of Self-Described Math-Anxious Students in a Hybrid Learning Environment

Mathematics anxiety is a prevalent issue among college students, significantly impacting their academic performance and potential. While existing literature has extensively examined mathematics anxiety, limited studies have explored its manifestations in a hybrid learning environment particularly in the post-pandemic context. This study utilized a narrative inquiry approach to explore the lived experiences of self-identified math-anxious college students navigating hybrid learning in selected institutions across Western Visayas in the aftermath of the pandemic. The research aims to explore the dimensions of their experiences and identify emergent themes that characterize their academic struggles in hybrid learning modality. Using purposive sampling, ten self-identified math-anxious college students were selected as participants. Data were collected through online and in-person interviews using a semi-structured questionnaire. The interviews were recorded, transcribed verbatim, and analyzed using Colaizzi’s method to ensure a rigorous and systematic interpretation of participants' experiences. The analysis identified key themes, including triggers of math anxiety, self-doubt, coping responses, and adaptability to the hybrid learning environment. Based on the study's findings, it is recommended that educators, institutions, and policymakers may implement targeted interventions, such as anxiety-reducing strategies, supportive environment, teacher retooling, and mental health services, to help math-anxious students succeed.