This paper aims to examine and analyze an aspect of digital learning scarcely, if not at all, covered in the literature; that is, possible factors that motivate students in accessing the Internet for aid in understanding mathematics. Using activity theory as a lens in viewing these factors, this study makes considerable contribution to the research in online learning in K-12 education, particularly providing insight on how the Internet may be used as an educational tool in (re)learning mathematics. Using TIMSS survey questionnaire data collected from eighth grade students in the United States, findings indicate that owning technological devices such as computers and mobile phones, as well as positive self-efficacy in mathematics, are predictive factors of Internet access for mathematics understanding.
Richard Velasco, Texas Tech University, United States
Stream: Learning Experiences, Student Learning & Learner Diversity
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