Social Media as a Supplementary Learning Platform in Mathematics Education: Student Experiences, Challenges and Solutions

Abstract

Aims: This study explored the utilization of social media as a supplementary learning platform in mathematics education from the perspective of Bachelor of Secondary Education (BSEd) Mathematics students at the University of Eastern Philippines, Laoang Campus. Specifically, it aimed to identify the social media platforms they use to augment their mathematics learning, understand their experiences with these platforms, delineate the challenges they encounter, and document the solutions they implement to overcome these obstacles within the local context. Study Design: Employing a mixed-methods research design, the study integrated quantitative data on the frequency and types of social media platform usage with qualitative data providing in-depth insights into students' perceptions and strategies. This combined approach allowed for a comprehensive understanding of the phenomenon, triangulating numerical trends with rich narrative explanations. Place and Duration of Study: The research was conducted among BSEd Mathematics students at the University of Eastern Philippines, Laoang Campus, during the academic year 2024–2025. Methodology: A purposive sampling technique was used to select 30 BSEd Mathematics students who actively utilize social media to support their mathematics learning. Data collection involved the administration of survey questionnaires to gather quantitative data on platform usage and semi-structured interviews to elicit qualitative data regarding their experiences, challenges, and implemented solutions. Quantitative data were analyzed using descriptive statistics (frequencies and percentages), while qualitative responses underwent thematic analysis to identify recurring patterns and key themes. Results: The findings revealed that YouTube was the most prevalent supplementary platform, valued for its visual explanations of mathematical concepts. Facebook served as a significant space for peer-to-peer interaction and collaborative problem-solving, supplementing classroom discussions. TikTok and Messenger provided more focused, albeit less frequent, supplementary support. Students reported that social media enhanced their conceptual understanding, exposed them to alternative problem-solving methods beyond those taught in class, and provided readily accessible supplementary resources. However, key challenges emerged, including issues with internet connectivity (a significant concern in the Philippine context), the reliability and accuracy of online mathematical content, distractions from non-educational content, and instances of conflicting problem-solving approaches. To address these challenges, students employed various strategies such as verifying information from multiple sources, downloading materials for offline access to mitigate connectivity issues, seeking clarification from their teachers on conflicting information, integrating textbook study with online resources, practicing self-regulation to manage distractions, and engaging in collaborative learning with peers for deeper understanding. Conclusion: This study underscores the significant supplementary role of social media in enhancing mathematics education for BSEd students in this Philippine university setting. While offering benefits such as improved conceptual understanding and increased engagement, the findings also highlight the critical need to address infrastructural limitations, particularly internet connectivity, and to cultivate students' digital literacy skills to critically evaluate online content. The study emphasizes the importance of educators providing guidance and promoting strategies that enable students to effectively leverage social media as a valuable supplementary tool while navigating its inherent challenges within the specific technological and educational landscape of the Philippines.