Mathematics problem-solving competencies of tertiary students during a pandemic: A causal model

This investigation attempts to redefine the capacity to solve mathematical problems in crisis scenarios. It does this by locating the interaction of cognitive, strategic, emotional, and technological factors during the disruptions in the education sector. An exploratory causal approach, along with Structural Equation Modeling (SEM), was used to collect data from 535 Filipino students who learned through the internet during the global pandemic. Five latent predictors, like study habits, attitudes towards mathematics, metacognitive skills, meta-strategy, and ICT engagement, were modeled against the dependent variable, mathematics problem-solving competency. The findings reveal that, besides being an educational tool, ICT engagement serves as a mediating cognitive and strategic process through which the effects of metacognitive monitoring and meta-strategy use are strongest. The ultimate model accounts for 77% of the variance in problem-solving ability, and it continues to demonstrate excellent fit (CFI=0.999; TLI=0.997; RMSEA=0.028; AIC=27.646). The revelations from the study suggest that in crises, adaptive learning strategies, especially metacognitive regulation supported by ICT, outscore the traditional factors like study habits and attitudes towards subjects. The research contributes to the theory by conceptualizing ICT engagement as a crucial component of self-regulated problem-solving and by providing a policy-relevant framework for strengthening mathematics teaching in tertiary education. During emergencies, digital tools that support metacognitive and strategic learning can greatly strengthen educational resilience. Suggestions are offered to instructional designers, mathematics teachers, and curriculum developers for building thorough plans that combine technology and critical thinking skills.