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Abstract
The present paper aims at investigating the relationship between students’ attitudes toward online homework use and mathematics anxiety among secondary school students. In this study, a model has been proposed by integrating the technology acceptance model (TAM) with mathematics anxiety theory. Three hundred and forty-five secondary school students participated in the instrument of the study that included 20-item based on a 5-point Likert scale. The subsequent analysis using Partial Least Squares Structural Equation Modeling (PLS-SEM) supported the negative relationship between attitude toward an online homework (OHW) tool and mathematics anxiety. The results revealed that perceived usefulness and perceived ease of use are predictors of attitude toward the use of OHW. This study maximized the capability of acceptance of the OHW tool in mathematics learning. The findings provided by the study will encourage mathematics educators to implement mathematics OHW tools in the learning process.
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