Learning with technology is currently attracted academician by blends traditional way with technology in order to attract students to get involved in a class. In mathematics area, a lot of technology had been applied in teaching method to improve student’s interest and to increase level of confidence of students on mathematics subject. Therefore, this paper proposes to investigate the relationship between mathematics confidence (MC) and affective engagement (AE) of engineering technology students’ attitude to learning mathematics with technology. The participants were 201 respondents from registered diploma in engineering technology students from University Kuala Lumpur Malaysia France Institute. The Mathematics and Technology Altitudes Scale (MTAS) was used to examine the role of the MC and AE. The result reveals that a strong positive correlation (r = 0.701) between MC and AE. This finding implies that there exists a strong relationship be-tween the strength of two subscales, mathematics confidence (MC) and affective engagement (AE) towards students’ attitude to learning mathematics with technology.
Volume 11 | Issue 5