Abstract
This paper reports lessons learnt following the pandemic, particularly the effect of key variables on learning mathematics in a context-specific blended learning environment, such as the availability and accessibility of technological resources and students’ self-directed learning. The pandemic (COVID-19) caused unprecedented disruptions in education in 2020 and 2021, with a ripple effect in the years following the pandemic. Lockdowns forced students and university teachers (lecturers) worldwide into an online learning environment, influencing performance. By 2022, with partial restrictions still in place, students and teachers could adjust and advance. To optimise the learning experience, we developed and implemented a blended learning environment suitable for the context: a first-year mathematics class at a large public university in South Africa. Ninety-nine student experiences were explored using a self-designed questionnaire. Additionally, the relationship between variables and performance was examined using the Chisquare test of independence. We identified several variables that influenced student performance relating to their background and self-directed learning habits. There was no statistical evidence that the type of technological access affected student success in this study. Ways to navigate around these variables should be considered when teaching in disruptive situations.