EDUCATUM JSMT Vol. 10 No.2 (2023) ISSN 2289-7070 / e-ISSN 2462-2451 (38-46) https://ejournal.upsi.edu.my/index.php/EJSMT/index 38 Analyzing the difficulty level in learning mathematics online using a quantile regression approach *Leomarich F. Casinillo & Emily L. Casinillo Visayas State University, Baybay City, Leyte, Philippines *Corresponding email: leomarichcasinillo02011990@gmail.com Published: 30 December 2023 To cite this article (APA): Casinillo, L. F., & Casinillo, E. L. (2023). Analyzing the difficulty level in learning mathematics online using a quantile regression approach. EDUCATUM Journal of Science, Mathematics and Technology, 10(2), 38–46. https://doi.org/10.37134/ejsmt.vol10.2.5.2023 To link to this article: https://doi.org/10.37134/ejsmt.vol10.2.5.2023 Abstract Online learning is a difficult type of educational process due to its limitations, particularly in college mathematics courses. The essential aim of this article is to elucidate the students' difficulty level in learning mathematics amid online learning and predict its statistically significant influencing factors. The data used in this study is secondary from a paper in the mathematics education literature on the form of cross-sectional. The data were summarized employing some descriptive measures and regression modeling as an inference. The result of the study showed that, on average, students are facing "difficulty" in learning their mathematics lessons during distance learning due to some problems. The quantile regression revealed that younger and female students are experiencing higher levels of difficulty. Plus, students who spent more money on the internet are facing higher difficulty in learning. In addition, a not conducive learning environment and social distractions are predictors of difficulty in learning. Conclusively, the difficulty in learning mathematics which adversely affects their performance is due to the distractions and problems in the learning environment, low coping mechanisms, and unprecedented educational process in the form of online setup. Hence, the study suggested that teachers must be flexible with students and provide digital simulations of mathematical problems, and use interactive models in their classes. Keywords: Mathematics learning, online education, difficulty level, causal determinants, college students INTRODUCTION Being a mathematics student during the pandemic is not an easy undertaking because of the unprecedented difficulties in the educational process [27]. A quick shift from face-to-face to modular/online learning has made the classroom environment difficult to obtain the desired goals in education. Mathematics is one of the challenging courses to teach in college in the form of online education [8]. Many shortcomings were encountered by the mathematics teachers, especially in presenting the symbols and formula/equations [11], [18]. Plus, teachers were encountering uneasiness during the lockdown of the COVID-19 pandemic and facing some limitations as they do their job [15]. Meanwhile, students were uncomfortable and distracted in the online learning process amid the pandemic, hence, they cannot focus and penetrate to the cognitive process in their lessons. In addition, communication and interaction between teachers and students were hindered because of the misused of technology and internet connection problems [19]. In [18], it is stated that due to the difficulties encountered by the students, they tend to have a low understanding of their lessons which often led to low mathematics performance. In that case, students were in a bad way and uncomfortable with their learning ability in mathematics. According to the study in [9], the difficult and unprecedented experiences of mathematics students results in low happiness in learning and less creativity in the learning environment.