During the pandemic, this research investigated the difficulties experienced by college students in virtual mathematics classes. The study discovered that many students needed to engage more in higher-order mathematical thinking and instead focused on shallow reviewing of formulas and facts without attempting to understand and reason mathematically. The study recommends that instructors recognize students' weaknesses in study strategies and provide instructional interventions for test-taking and study skills to improve student performance in mathematics tests and other subject areas. The study also found a significant difference in test-taking strategies based on students' final grades. High-achieving students displayed a strong interest in mathematics, while those with lower grades demonstrated a weaker interest. Attribution theory linked motivation to the reasons behind success or failure and was closely associated with test-taking strategies. To facilitate access to advanced mathematical learning for all students, including those with low achievement, the study suggests schools should be flexibly organized to offer personalized mathematics programs. Teachers' use of cooperative instructional strategies to teach mathematics and other subjects in higher education is also recommended to enhance learning in higher levels of cognitive
domains to address future challenges.