The worldwide COVID 19 epidemic that occurred in 2019 had a huge impact on everyone's lives. Nearly all sectors and industries have experienced a substantial impact as a result of the pandemic. The Movement Control Order was put into effect by the government in March 2020, which caused a disruption in people's routines. Higher education is one of the industries that have undergone significant overall change. The teaching and learning process continues throughout MCO, shifting from in-person instruction to online distant learning (ODL). Regardless of demographic differences, family economic circumstances, or unsuitable and uncomfortable learning conditions at home, all students are compelled to participate in ODL learning sessions. Examining the variations in student dimensions, technology characteristics, and instructor characteristics based on demographic factors is the main objective of this work. Gender, the student's current location (campus or hometown), the area (urban or rural), and the student's response to the question "Do you have a proper study area?" are all examples of demographic factors. The study's findings show that the area for instructor characteristic satisfaction score and respondents' gender only differ by a statistically significant result. Gender, respondent area, and study area conditions all varied significantly in terms of the student dimension satisfaction score. The technology characteristic satisfaction score did not show any notable variations for any of the categories.

This study was conducted to find the effectiveness of the remedial class to the students’ performance in Mathematical courses. Two objectives were highlight which are the active learning engagement among participants and the effectiveness of the remedial class. The respondents of this study is 169 semester one students of Diploma in Sciences. All students were involved in the first remedial class and the result of the students later was compared with the previous semester. The result shows there is improvement in students’ performance as the failure rate for that semester is lower compared to the previous one. Next, students who passed in Pre-calculus was divided into two groups for the next semester. The control group proceed with calculus I without second remedial class while the experimental group need to attend second remedial class. The result of these students in Calculus I later was collected and analyzed. The statistics shows there is slight improvement in failure rate for experimental group. Thus, it shows that multi-level remedial class is a new effective approach to improve students’ poor foundation in Mathematics. Besides, it is indirectly beneficial to the faculty and university as there will be less students who do not graduate on time.