Exploring learning in a self-paced online mathematics course for NEET learners: Insights into learning outcomes and self-direction

Päivi Porras; Jarkko Hurme; Henry Lähteenmäki

doi:10.31129/LUMAT.14.2.3152

Authors

Päivi Porras LAB University of Applied Sciences, Finland https://orcid.org/0000-0002-6098-1731
Jarkko Hurme Oulu University of Applied Sciences, Finland https://orcid.org/0009-0000-5148-6192
Henry Lähteenmäki South-Eastern Finland University of Applied Sciences, Finland https://orcid.org/0009-0001-3626-8709

DOI:

https://doi.org/10.31129/LUMAT.14.2.3152

Keywords:

Mathematics, Self-direction, Empathy, NEET

Abstract

This article examines the design and evaluation of a self-paced online mathematics course developed for NEET (Not in Education, Employment, or Training) learners in Finland. The course aims to lower barriers to education by providing foundational mathematics, digital skills, and field-specific modules, all structured to support self-directed learning (SDL). The pedagogical model emphasizes authenticity, guidance, and feedback-rich assessment to foster learner autonomy and engagement. The study analyses quantitative data from three pilot groups (2024–2025), revealing statistically significant improvements in mathematical skills among participants. Key SDL dimensions - motivation to learn and self-control - were found to be associated with course completion, though high scores in Self-Directed Learning Readiness Scale (SDLRS) alone did not guarantee success, highlighting the importance of additional factors such as time management and accurate self-assessment. Participant feedback was generally positive, though technical barriers, particularly a complex login process, affected participation rates. The findings underscore the importance of accessible onboarding, immediate feedback, and inclusive learning environments. The results demonstrate that a well-designed, flexible, and feedback-rich online course can effectively support the development of mathematical skills and self-directed learning among NEET learners, thereby promoting their re-engagement with education.

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