Students’ achievement and e-learning acceptance in remedial mathematics: A case on sequences and series

Mailizar Mailizar; Rahmah Johar; Mukhlis Hidayat

doi:10.29333/iejme/17051

Full Text (PDF)

Mailizar Mailizar ¹ ^* , Rahmah Johar ¹ , Mukhlis Hidayat ¹

More Detail

¹ Universitas Syiah Kuala, Banda Aceh, INDONESIA^* Corresponding Author

Abstract

This study examines the impact of an e-learning-based remedial program in senior secondary schools in Indonesia, focusing on two main research areas: program outcomes and factors influencing students’ acceptance of the e-learning platform. Using a quantitative pre-experimental design, 168 secondary school students participated, with data collected through pre-tests, post-tests (30 questions on sequences and series), and a 19-item questionnaire based on the unified theory of acceptance and use of technology (UTAUT) framework. Analysis included descriptive analysis, t-tests, and structural equation modeling. Results showed varying program effectiveness between two schools, with factors like effort expectancy, facilitating conditions, perceived enjoyment, and social influence positively influencing behavioral intention to use the platform.

Keywords

UTAUT
remedial
student achievement
e-learning
behavioral intention

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, Volume 20, Issue 4, November 2025, Article No: em0856

https://doi.org/10.29333/iejme/17051

Publication date: 01 Oct 2025

Online publication date: 16 Sep 2025

Article Views: 12

Article Downloads: 3

Open Access References How to cite this article

References

Abbad, M. M. (2021). Using the UTAUT model to understand students’ usage of e-learning systems in developing countries. Education and Information Technologies, 26(6), 7205-7224. https://doi.org/10.1007/s10639-021-10573-5
Alamri, H., Lowell, V., Watson, W., & Watson, S. L. (2020). Using personalized learning as an instructional approach to motivate learners in online higher education: Learner self-determination and intrinsic motivation. Journal of Research on Technology in Education, 52(3), 322-352. https://doi.org/10.1080/15391523.2020.1728449
Alhusban, H. (2022). A novel synchronous hybrid learning method: Voices from Saudi Arabia. Electronic Journal of E-Learning, 20(4), 400-418. https://doi.org/10.34190/ejel.20.4.2340
Almusawi, H. A., Durugbo, C. M., & Bugawa, A. M. (2021). Innovation in physical education: Teachers’ perspectives on readiness for wearable technology integration. Computers & Education, 167, Article 104185. https://doi.org/10.1016/j.compedu.2021.104185
Arfi, W. B., Nasr, I. B., Kondrateva, G., & Hikkerova, L. (2021). The role of trust in intention to use the IoT in eHealth: Application of the modified UTAUT in a consumer context. Technological Forecasting and Social Change, 167, Article 120688. https://doi.org/10.1016/j.techfore.2021.120688
Ary, D., Jacobs, L. C., Sorensen, C., & Walker, D. A. (2014). Introduction to research in education (9th ed.). Cengage Learning.
Chen, C.-L., & Wu, C.-C. (2020). Students’ behavioral intention to use and achievements in ICT-Integrated mathematics remedial instruction: Case study of a calculus course. Computers & Education, 145, Article 103740. https://doi.org/10.1016/j.compedu.2019.103740
Chew, M. S. F., Shahrill, M., & Li, H.-C. (2019). The integration of a problem-solving framework for Brunei High School mathematics curriculum in increasing student’s affective competency. Journal on Mathematics Education, 10(2), 215-228.
Contini, D., Di Tommaso, M. L., Muratori, C., Piazzalunga, D., & Schiavon, L. (2021). The COVID-19 pandemic and school closure: Learning loss in mathematics in primary education. SSRN. https://ssrn.com/abstract=4114323
Contini, D., Di Tommaso, M. L., Muratori, C., Piazzalunga, D., & Schiavon, L. (2022). Who lost the most? Mathematics achievement during the COVID-19 pandemic. The BE Journal of Economic Analysis & Policy, 22(2), 399-408. https://doi.org/10.1515/bejeap-2021-0447
Engzell, P., Frey, A., & Verhagen, M. D. (2021). Learning loss due to school closures during the COVID-19 pandemic. Proceedings of the National Academy of Sciences, 118(17), Article e2022376118. https://doi.org/10.1073/pnas.2022376118
Ferdianto, S., & Anindita, R. (2023). Reinforcing learning organization by self-directed learning through massive open online courses: A lesson learned from COVID-19 pandemic. Cogent Business & Management, 10(2), Article 2213968. https://doi.org/10.1080/23311975.2023.2213968
Fuchs, L. S., Seethaler, P. M., Fuchs, D., & Espinas, D. (2023). Severe pandemic learning loss and the promise of remotely delivered intervention in students with comorbid reading and mathematics learning difficulty. Journal of Learning Disabilities, 56(4), 278-294. https://doi.org/10.1177/00222194231170313
Gunasinghe, A., Hamid, J. A., Khatibi, A., & Azam, S. F. (2020). The adequacy of UTAUT-3 in interpreting academician’s adoption to e-Learning in higher education environments. Interactive Technology and Smart Education, 17(1), 86-106. https://doi.org/10.1108/ITSE-05-2019-0020
Gürfidan, H., & Koç, M. (2016). The impact of school culture, technology leadership, and support services on teachers’ technology integration: A structural equation modeling. Education & Science, 41(188), 99-116. https://doi.org/10.15390/EB.2016.6722
Hair, J. F., Hult, G. T. M., Ringle, C., & Sarstedt, M. (2016). A primer on partial least squares structural equation modeling (PLS-SEM). SAGE.
Heron, M. (2010). How does self-regulation impact student’s use of mathematical strategies in a remedial mathematics course? [PhD thesis, Kent State University].
Hevia, F. J., Vergara-Lope, S., Velásquez-Durán, A., & Calderón, D. (2022). Estimation of the fundamental learning loss and learning poverty related to COVID-19 pandemic in Mexico. International Journal of Educational Development, 88, Article 102515. https://doi.org/10.1016/j.ijedudev.2021.102515
Huang, H., Tang, X., Zhang, Y., Sun, Y., Zhang, X., & Salmela-Aro, K. (2023). Mathematics learning gap during pandemic among early adolescents: Roles of own aspiration and parental involvement. Learning and Individual Differences, 106, Article 102343. https://doi.org/10.1016/j.lindif.2023.102343
Joa, C. Y., & Magsamen-Conrad, K. (2022). Social influence and UTAUT in predicting digital immigrants’ technology use. Behaviour & Information Technology, 41(8), 1620-1638. https://doi.org/10.1080/0144929X.2021.1892192
Khalilzadeh, J., Ozturk, A. B., & Bilgihan, A. (2017). Security-related factors in extended UTAUT model for NFC based mobile payment in the restaurant industry. Computers in Human Behavior, 70, 460-474. https://doi.org/10.1016/j.chb.2017.01.001
Kim, J., & Lee, K. S.-S. (2022). Conceptual model to predict Filipino teachers’ adoption of ICT-based instruction in class: Using the UTAUT model. Asia Pacific Journal of Education, 42(4), 699-713. https://doi.org/10.1080/02188791.2020.1776213
Logue, A. W., Douglas, D., & Watanabe-Rose, M. (2019). Corequisite mathematics remediation: Results over time and in different contexts. Educational Evaluation and Policy Analysis, 41(3), 294-315. https://doi.org/10.3102/0162373719848777
McElwee, B. (2020). Math curriculum and teacher autonomy: Why there can never be a one-size-fits all approach to teaching and learning [Master’s thesis, West Chester University].
Miller, A., Fray, L., & Gore, J. (2023). Was COVID-19 an unexpected catalyst for more equitable learning outcomes? A comparative analysis after two years of disrupted schooling in Australian primary schools. The Australian Educational Researcher, 51, 587-608. https://doi.org/10.1007/s13384-023-00614-y
Osborne, S. F., & Shaw, R. B. (2020). Using online interventions to address summer learning loss in rising sixth-graders [PhD thesis, University of Missouri-Saint Louis].
Osei, H. V., Kwateng, K. O., & Boateng, K. A. (2022). Integration of personality trait, motivation and UTAUT 2 to understand e-learning adoption in the era of COVID-19 pandemic. Education and Information Technologies, 27(8), 10705-10730. https://doi.org/10.1007/s10639-022-11047-y
Pai, K.-C., Kuo, B.-C., Liao, C.-H., & Liu, Y.-M. (2021). An application of Chinese dialogue-based intelligent tutoring system in remedial instruction for mathematics learning. Educational Psychology, 41(2), 137-152. https://doi.org/10.1080/01443410.2020.1731427
Park, S. W., Cho, M. H., Lim, S., & Hwang, S. (2024). Predicting students’ negative emotions in college remedial mathematics courses. European Journal of Psychology of Education, 39(1), 171-188. https://doi.org/10.1007/s10212-023-00697-2
Pataranutaporn, P., Danry, V., Leong, J., Punpongsanon, P., Novy, D., Maes, P., & Sra, M. (2021). AI-generated characters for supporting personalized learning and well-being. Nature Machine Intelligence, 3(12), 1013-1022. https://doi.org/10.1038/s42256-021-00417-9
Sang, G., Wang, K., Li, S., Xi, J., & Yang, D. (2023). Effort expectancy mediate the relationship between instructors’ digital competence and their work engagement: Evidence from universities in China. Educational Technology Research and Development, 71(1), 99-115. https://doi.org/10.1007/s11423-023-10205-4
Sarosa, S. (2019). The role of brand reputation and perceived enjoyment in accepting compulsory device’s usage: Extending UTAUT. Procedia Computer Science, 161, 115-122. https://doi.org/10.1016/j.procs.2019.11.106
Sayed, W. S., Noeman, A. M., Abdellatif, A., Abdelrazek, M., Badawy, M. G., Hamed, A., & El-Tantawy, S. (2023). AI-based adaptive personalized content presentation and exercises navigation for an effective and engaging e-learning platform. Multimedia Tools and Applications, 82(3), 3303-3333. https://doi.org/10.1007/s11042-022-13076-8
Schult, J., Mahler, N., Fauth, B., & Lindner, M. A. (2022). Did students learn less during the COVID-19 pandemic? Reading and mathematics competencies before and after the first pandemic wave. School Effectiveness and School Improvement, 33(4), 544-563. https://doi.org/10.1080/09243453.2022.2061014
Serrano, D. R., Dea-Ayuela, M. A., Gonzalez-Burgos, E., Serrano-Gil, A., & Lalatsa, A. (2019). Technology-enhanced learning in higher education: How to enhance student engagement through blended learning. European Journal of Education, 54(2), 273-286. https://doi.org/10.1111/ejed.12330
Sewandono, R. E., Thoyib, A., Hadiwidjojo, D., & Rofiq, A. (2023). Performance expectancy of e-learning on higher institutions of education under uncertain conditions: Indonesia context. Education and Information Technologies, 28(4), 4041-4068. https://doi.org/10.1007/s10639-022-110
Soesanto, R., & Dirgantoro, K. P. S. (2021). Commemorating one-year of the COVID-19 pandemic: Indonesian and international issues of secondary and tertiary mathematics learning. Research Square. https://doi.org/10.21203/rs.3.rs-407435/v1
Soto-Acosta, P. (2020). COVID-19 pandemic: Shifting digital transformation to a high-speed gear. Information Systems Management, 37(4), 260-266. https://doi.org/10.1080/10580530.2020.1814461
Spitzer, M. W. H., & Musslick, S. (2021). Academic performance of K-12 students in an online-learning environment for mathematics increased during the shutdown of schools in wake of the COVID-19 pandemic. PLoS ONE, 16(8), Article e0255629. https://doi.org/10.1371/journal.pone.0255629
Tan, P. J. B. (2013). Applying the UTAUT to understand factors affecting the use of English e-learning websites in Taiwan. SAGE Open, 3(4). https://doi.org/10.1177/2158244013503837
Tashtoush, M. A., Wardat, Y., & Elsayed, A. M. (2023). Mathematics distance learning and learning loss during COVID-19 pandemic: Teachers’ perspectives. Journal of Higher Education Theory & Practice, 23(5).
Timotheou, S., Miliou, O., Dimitriadis, Y., Sobrino, S. V., Giannoutsou, N., Cachia, R., Mones, A. M., & Ioannou, A. (2023). Impacts of digital technologies on education and factors influencing schools’ digital capacity and transformation: A literature review. Education and Information Technologies, 28(6), 6695-6726. https://doi.org/10.1007/s10639-022-11431-8
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425-478. https://doi.org/10.2307/30036540
Venkatesh, V., Thong, J. Y., & Xu, X. (2016). Unified theory of acceptance and use of technology: A synthesis and the road ahead. Journal of the Association for Information Systems, 17(5), 328-376.
Ward, R. (2013). The application of technology acceptance and diffusion of innovation models in healthcare informatics. Health Policy and Technology, 2(4), 222-228. https://doi.org/10.1016/j.hlpt.2013.07.002

How to cite this article

APA

Mailizar, M., Johar, R., & Hidayat, M. (2025). Students’ achievement and e-learning acceptance in remedial mathematics: A case on sequences and series. International Electronic Journal of Mathematics Education, 20(4), em0856. https://doi.org/10.29333/iejme/17051

Vancouver

Mailizar M, Johar R, Hidayat M. Students’ achievement and e-learning acceptance in remedial mathematics: A case on sequences and series. INT ELECT J MATH ED. 2025;20(4):em0856. https://doi.org/10.29333/iejme/17051

AMA

Mailizar M, Johar R, Hidayat M. Students’ achievement and e-learning acceptance in remedial mathematics: A case on sequences and series. INT ELECT J MATH ED. 2025;20(4), em0856. https://doi.org/10.29333/iejme/17051

Chicago

Mailizar, Mailizar, Rahmah Johar, and Mukhlis Hidayat. "Students’ achievement and e-learning acceptance in remedial mathematics: A case on sequences and series". International Electronic Journal of Mathematics Education 2025 20 no. 4 (2025): em0856. https://doi.org/10.29333/iejme/17051

Harvard

Mailizar, M., Johar, R., and Hidayat, M. (2025). Students’ achievement and e-learning acceptance in remedial mathematics: A case on sequences and series. International Electronic Journal of Mathematics Education, 20(4), em0856. https://doi.org/10.29333/iejme/17051

MLA

Mailizar, Mailizar et al. "Students’ achievement and e-learning acceptance in remedial mathematics: A case on sequences and series". International Electronic Journal of Mathematics Education, vol. 20, no. 4, 2025, em0856. https://doi.org/10.29333/iejme/17051