The global pandemic stemming from a coronavirus outbreak significantly impacted numerous industries worldwide, including the academic community, which comprises millions of registered students and educators who previously attended regular in-person classes but were compelled to transition to remote learning. From 2019 to 2021, Malaysia, like many countries, introduced distance learning via the internet to ensure the continuity of education. This paper delves into students' perceptions of their sense of belonging during online and traditional learning sessions and explores its influence on their performance in mathematics tests. This quantitative case study involved 189 students, encompassing Form 2 and Form 3 students, at a secondary school in Kelantan, Malaysia. Data were collected through a questionnaire, which sought responses regarding students' sense of belonging during online and traditional learning as well as their experiences with learning mathematics in both settings. A Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree) gauged students' attitudes and opinions. The findings suggest that most students feel they can rely on their classmates' support when encountering mathematical challenges during online learning, fostering a strong sense of connection. Similarly, students report feeling connected with their peers when discussing mathematical tasks during traditional face-to-face learning. Furthermore, a majority of students find it easier to engage in classroom discussions in person compared to online platforms. However, most students express increased stress levels when learning mathematics online. Interestingly, paired t-tests reveal that both Form 2 and Form 3 students perform better in mathematics during online learning as opposed to traditional classroom learning.
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