The world crisis caused by pandemic COVID-19 has led to a huge transition in the education system, which has changed from a face-to-face delivery mode to e-learning. As the global health crisis hit, students made an urgent shift and had to use e-learning as their primary learning platform. It is a major challenge as not all students are well prepared to handle e-learning, especially when it involves critical courses such as mathematics. For that reason, this study was conducted to evaluate the perception and intention of diploma students to learn mathematics courses through e-learning. The Technology Acceptance Model (TAM) was used in this study as it tested the perceived usefulness, perceived ease of use, and attitude towards e-learning to predict the respondents’ intention to use e-learning for mathematics courses. The findings indicate that perceived usefulness and attitude have a significant impact on the intention to use e-learning in mathematics courses. Meanwhile, perceived ease of use was rejected as the correlation analysis showed a weak positive relationship. In the future, this finding will act as guidelines for the implementation of e-learning in the teaching and learning of mathematics courses.
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In-Text Citation: (Omar et al., 2022)
To Cite this Article: Omar, N. A., Mad, S., Saleh, S. S. M., Azeman, S. N. A., & Sarudin, E. S. (2022). A Behavioural Intention to Use E-learning in Mathematics Courses. International Journal of Academic Research in Business and Social Sciences, 12(10), 882– 893.
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