The Mediating Effect of Attitude and Knowledge on Technology on the Relationship Between Classroom Learning Environment and Study Interest in Mathematics

Low interest in mathematics among learners has been a persistent challenge in educational settings worldwide.This study determined the mediating effect of attitude and knowledge of technology on the relationship between classroom learning environment and study interest in mathematics among grade 10 students.Employing mediation analysis, utilizing a survey among 300 participants selected through stratified random sampling, it is concluded that all variables used in this study were significantly correlated.Furthermore, the study highlights attitude and knowledge on technology but partially mediated the relationship between the classroom learning environment and study interest.Thus, the Self-Determination Theory (SDT) was affirmed.Fostering dynamic and technology-integrated learning environments to stimulate students' interest in mathematics, nurturing positive attitudes towards technology, conducting research using variables not covered in this study to assert this study's findings further, and adopting a technology-based learning approach are recommended.