Abstract
This study established how students’ attitudes toward online mathematics assessments relate to age due to the shift to online learning during COVID-19. Quantitative data were collected through an adapted Attitudes Toward Mathematics Inventory from 734 students in seven South African schools. Although enjoyment, perceived usefulness, ease of use, and self-confidence in engaging in online mathematics assessments decline with age, they are significantly lower for students 13-16 years old compared to those older (17-22 years) and younger (10- 12 years). Intrinsic motivation is statistically the same for older and younger students but significantly lower for students who are 13-16 years old. This study suggests further research on affective aspects influencing specific types of online mathematics assessments.
| Original language | English |
|---|---|
| Pages (from-to) | 113-120 |
| Number of pages | 8 |
| Journal | Proceedings of the International Group for the Psychology of Mathematics Education |
| Volume | 4 |
| Publication status | Published - 2024 |
| Event | 47th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2024 - Auckland, New Zealand Duration: 17 Jul 2024 → 21 Jul 2024 |
ASJC Scopus subject areas
- Mathematics (miscellaneous)
- Developmental and Educational Psychology
- Experimental and Cognitive Psychology
- Education