The Relationship Between High School Students' Perceived Self-Regulation Skills and Mobile Technology Acceptance Levels in Mathematics Learning

With the widespread use of mobile technology in education, individual learning came to the fore, which required the student to organize his/her work in the best way, that is, to develop self-regulation skills. This study examined the relationship between high school students' perceived self-regulation skills and mobile technology acceptance levels in mathematics learning. In addition, the study also examined students' self-regulation skills and mobile technology acceptance levels in mathematics learning in terms of gender, grade level and academic achievement averages. The research included students studying at a high school determined by the appropriate sampling method and evaluated the data of 752 students. The study used Student Information Form, Perceived Self-Regulation Scale and Mobile Technology Acceptance Scale in Mathematics Learning as data collection tools. The study also employed descriptive and relational screening methods. According to the research, a low positive correlation existed between high school students' perceived self-regulation skills and their mobile technology acceptance levels for learning mathematics. In addition, the perceived self-regulation skills of the students were above the average; and their mobile technology acceptance levels in learning mathematics were close to the average.