20.500.12556/RUP-23582 Latent class analysis of student attitudes and performance in online mathematics assessments a Technology Acceptance Model approach In recent years, many institutions have transitioned from traditional pen-and-paper mathematics examinations to online assessments. One such system gaining popularity is STACK, which provides students with immediate feedback and supports teaching, learning, and assessment. Although literature suggests students generally have positive attitudes towards STACK, the relationship between these attitudes and final examination performance remains underexplored. This study analysed responses from 115 Italian biotechnology undergraduates about their beliefs regarding STACK, collected before and after their mathematics examination. Using Latent Class Analysis, two distinct student groups emerged based on their attitudes. Class 1, which held more positive attitudes both before and after the exam, achieved higher final scores than Class 2. The Technology Acceptance Model helped interpret the findings, showing that perceived usefulness and ease of use influence attitudes. A significant sex effect was observed: males were predominantly in Class 1 and showed more positive attitudes, while females were more evenly distributed between both classes. Thus, while males showed more positive attitudes on average, this was due to their higher representation in the positive-attitude group rather than a direct comparison. These findings support the potential of STACK and highlight the importance of wider institutional adoption to familiarise students with online assessments. assessment INVALSI biotechnology latent class analysis mathematics online STACK Technology Acceptance Model preverjanje biotehnologije matematika spletno ocenjevanje STACK TAM true false true Angleški jezik Slovenski jezik Članek v reviji 2026-09-10 10:54:23 2026-09-10 10:54:24 2026-09-11 03:04:59 0000-00-00 00:00:00 2026 0 0 str. 944-966 no. 5 Vol. 57 2026 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 2025-06-04 37.091.26:51 1464-5211 10.1080/0020739X.2025.2502859 238308611 RAZ_Doz_Daniel_2026.pdf RAZ_Doz_Daniel_2026.pdf 1 8568E391A4F88705670CA636440A586F 58b2fdcf20846cba39e3b86a521f3849f8d1c49a65b57b0d735e9866c3e21b46 3ce5fae4-acf5-11f1-9e8d-005056ac49c0 https://repozitorij.upr.si/Dokument.php?lang=slv&id=35012 https://www.tandfonline.com/doi/full/10.1080/0020739X.2025.2502859 1 f477e31e-acf4-11f1-9e8d-005056ac49c0 https://repozitorij.upr.si/Dokument.php?lang=slv&id=35011 Pedagoška fakulteta 0 0 0