Master proposal defense. Title of study: factors influencing the use and attitude toward mathematics online homework in secondary schools.

1. FACTORS INFLUENCING THE USE AND THE
ATTITUDE TOWARD MATHEMATICS ONLINE
HOMEWORK
IN SECONDARY SCHOOLS
Prepared by: Nour Al bilbeisi
noorbelbisi@gmail.com

2. INTRODUCTION

3. Examine factors that influence
students’ attitude to use mathematic
online homework in secondary
schools.
LITERATURE REVIEW

4. Statement of the problem
 TOPIC 59% of students who participated in PISA 2012 reported that they
often worry to do activities related to mathematics, 75% of Malaysian students
reported feeling worried (OCED, 2013). This results corresponds to lower
achievement.
 Innovations in mathematics education are being explored which may offer
many advantages. Online homework (OHW), as a replacement for traditional
textbook homework, may offer a more effective alternative to help students
learn mathematics (Brewer, 2009).
 RESEARCH PROBLEM The use of OHW is growing, largely based
on anecdotal reports of its utility. However, the research literature FAILS to
provide definite empirical evidence for or against the use of an online version of
homework (Carter, 2004; Hirsch & Weibel, 2003; Kodippili & Senaratne, 2008;
Zerr, 2007, Barnsley, 2014 ).
 JUSTIFICATION The mixed results from existing research suggest that
more research is needed and MORE VARIABLES need to be examined when
considering the use of OHW (Davidson, 2004). Measurement of other outcome
variables that are known to be related to student grades may help clarify
whether online homework is truly superior for students’ learning .(William
&amanda, 2012).

5. Statement of the problem

6. 2. What is the relationship between the
attitude toward the use of online homework
and the actual usage of online homework for
Mathematics learning?
2. To examine the relationship between
attitude toward the use of online homework
and the actual usage of online homework for
Mathematics learning.
2. To examine the relationship between
attitude toward the use of online homework
and the actual usage of online homework for
Mathematics learning.
4. What are student’s recommendations on
improving the ways to use online homework?
4. To study student’s recommendations on
improving the ways to use online homework.
4. To study student’s recommendations on
improving the ways to use online homework.
3. Which factors (math anxiety, math self-efficacy,
performance expectancy, effort expectancy, and
attitude toward the use of online homework) best
predict students’ actual use of online homework
for Mathematics learning?
3. To find out which factors (math anxiety, math
self-efficacy, performance expectancy, effort
expectancy and attitude toward the use of online
homework) best predict the actual use of online
homework for Mathematics learning.
3. To find out which factors (math anxiety, math
self-efficacy, performance expectancy, effort
expectancy and attitude toward the use of online
homework) best predict the actual use of online
homework for Mathematics learning.
1. To examine the relationships between
students’ (math anxiety, math self-efficacy,
performance expectancy, effort expectancy)
and attitude toward the use of online
homework for Mathematics learning.
1. To examine the relationships between
students’ (math anxiety, math self-efficacy,
performance expectancy, effort expectancy)
and attitude toward the use of online
homework for Mathematics learning.
1. What is the relationship between:
•Students’ math anxiety and attitude toward the use of
online homework for Mathematics learning?
•Students’ math self-efficacy and attitude toward the use
of online homework for Mathematics learning?
•Students’ performance expectancy and attitude toward
the use of online homework for Mathematics learning?
•Students’ effort expectancy and attitude toward the use
of online homework for Mathematics learning?
Research objectives Research questions

7. The Unified Theory of Acceptance and Use of
Technology (UTAUT) developed by
Venkatesh, Morris, Davis, and Davis (2003).
Theoretical framework
The UTAUT provide some variables that
explain a student’s acceptance and use of
technology.
Figure 1: UTAUT model
Figure 2: MSEAQ

8. Conceptual framework
Attitude toward the
use of online
homework
(UTAUT)
Attitude toward the
use of online
homework
(UTAUT)
Actual usage of
online homework
(UTAUT)
Actual usage of
online homework
(UTAUT)
Performance
Expectancy
(UTAUT)
Performance
Expectancy
(UTAUT)
Effort
Expectancy
(UTAUT)
Effort
Expectancy
(UTAUT)
Mathematics
Self-efficacy
(MSEAQ)
Mathematics
Self-efficacy
(MSEAQ)
Mathematics anxiety
(MSEAQ)
Mathematics anxiety
(MSEAQ)
Figure 3: proposed model

9. Research approach :
mixed method sequential explanatory design
Follow up with

10. • No. of local students = 747 , with ethnicity background (Malay, Chinese, Indian)
• No. of international students= 103

11. No. of students in lower secondary = 519
No. of students in upper secondary = 331
Total no. of students in secondary school =850

12. Questionnaire
 Include 2 sections:

13. Cronbach's Alpha N of Items
.768 31
Table 1: Reliability Statistics

14. Data Analysis
Research questions Data analysis
1. What is the relationship between:
•Students’ math anxiety and attitude toward the use of online homework for
Mathematics learning?
•Students’ math self-efficacy and attitude toward the use of online homework for
Mathematics learning?
•Students’ performance expectancy and attitude toward the use of online homework
for Mathematics learning?
•Students’ effort expectancy and attitude toward the use of online homework for
Mathematics learning?
Correlation
coefficient
2. What is the relationship between the attitude toward the use of online homework
and the actual usage of online homework for Mathematics learning?
Correlation
coefficient
3. Which factors (math anxiety, math self-efficacy, performance expectancy, effort
expectancy, and attitude toward the use of online homework) best predict students’
actual use of online homework for Mathematics learning?
Multi regression
4. What are student’s recommendations on improving the ways to use online
homework?
Thematic
analysis

15. ““You never stop learning. If you have aYou never stop learning. If you have a
teacher, you never stop being a student”teacher, you never stop being a student”
ELIZABETH ROHMELIZABETH ROHM