The Corona Virus (Covid 19) pandemic which is currently ravaging the nations of the world has culminated in the adaptation of virtual learning/online teaching methodology, using information and communication technology infrastructure, to enhance and facilitate teaching and learning (T&L) strategies in higher educational (HE) institutions. This study explores the impact and effectiveness of virtual learning (blended learning) employed by a HE institution on the academic goals of Foundation Mathematics students, during this Covid 19 pandemic era. The study confirms that for learners to continuously engage in virtual learning, developing a positive attitude towards virtual learning is very important. By using descriptive statistics and paired t-test analytical tools to analyze the data obtained, the study verified that BBB virtual learning, which is an instruction strategy adopted in this Covid 19 pandemic era, has significantly impacted on students' academic performance in developing academic skills. It is, however, recommended that further training sessions on virtual learning, for faculty and staff, are rolled out focusing primarily on how this T&L methodology can further improve the efficiency and effectiveness in enhancing and developing learners' academic skills.

Problem-based learning (PBL) is a student-centered teaching and learning (T&L) approach capable of stimulating students' mathematics and related skills. The T&L of Mathematics has always been routine and lacked the capability to develop certain skills in learners. As a result, students learning Mathematics are unreceptive and unable to reason mathematically. No available data has yet reported on the impact of PBL in enhancing students' mathematical, problem solving, communication and teamwork skills, in any HE institution in the Arabian Gulf region. This study, therefore investigates and evaluates the impact of PBL in the effective T&L of Mathematics on Foundation students' skills at the Bahrain Polytechnic. The PBL instructional strategy adopted by the Polytechnic in 2013 has been systematically implemented across the curriculum in the various faculties. Its impact, although visible however, has not yet been empirically evaluated. Both qualitative and quantitative data on Foundation Mathematics students was obtained for the study; which included tutors' feedback from focused group meetings, data from questionnaire administered to students and a comparative data on traditional teaching strategy versus PBL-based instruction. Data was subjected to Descriptive statistical analysis and Wilcoxon's test, to ascertain the development of students' mathematical abilities and skills after implementing PBL teaching strategies in the Foundation Mathematics courses. Findings indicated that PBL impacted positively on students' mathematics related skills. Students demonstrated enhanced effective problem-solving skills, better mathematical communication skills, independent learning and stronger teamwork.

The current trend in tertiary education is to integrate IT into teaching and learning strategies to enhance the students' learning experiences. Faculty is therefore encouraged to make use of available IT infrastructure and applications as a platform to provide online access to the study materials as well as additional online module activities aimed at enhancing student learning. This paper reports on a study conducted on learners and faculty to investigate whether IT-integrated strategies utilized by faculty has impacted students' academic experiences and goals. Data collected in this study contrasted the influence of technology-driven lessons on students' performance before and after integrating IT into teaching and learning strategies. The study focused specifically on Foundation Mathematics students at the Bahrain Polytechnic by comparing data from pre and post IT-integrated teaching. Quantitative data collected, was analysed, statistically, using t-Test and Regression analysis. The results indicated that the students' overall grades in the Mathematics courses were affected, especially in their performance in interpreting results and that students tend to be more focused on understanding the implications of solutions to mathematical problems and expanding their knowledge beyond the subject boundaries, in contrast to focusing on only solving mathematical problems. Furthermore, the qualitative data collected via students/tutors focus group discussions strongly supports the data obtained from the statistical analysis and emphasizes on the positive effect of how integrating technology in teaching and learning enhances students' learning experiences.

Mathematics anxiety has been established to negatively influence students' learning experiences in Mathematics. There is, however, no data available on this condition in undergraduate students in any of the Gulf countries in the region. This study therefore seeks to bridge the knowledge gap about how Mathematics anxiety influences learners in undergraduate Mathematics programmed in a GCC country. Researchers constructed a measurement scale comprising two sections: where the first section addresses Mathematics anxiety among undergraduate leaners in the course of studying mathematics and the second section relates to the levels of anxiety exhibited by learners when taking assessments. The scale was modified from the original Mathematics Anxiety Rating Scale (MARS) model. The data obtained was analysed using descriptive statistics and onesample t-test at 95% level of confidence. The results suggest that most learners exhibit high to extreme levels of anxiety while taking Mathematics assessments, whereas they showed moderate to low levels of Mathematics anxiety while studying Mathematics, although some of the learners did exhibit extreme anxiety levels while studying the subject.