Mathematics remedial instruction is a mathematics education topic worthy of attention; therefore, studying how to effectively implement remedial instruction is essential. A Grade 12 calculus course was used as a case study for exploring the effects of information and communication technology (ICT)-integrated mathematics remedial instruction and factors affecting students' intention to use. A within-group design was adopted to examine whether students' grades on the same type of question in a posttest were significantly higher than in a pretest using a paired samples t-test. Results showed that when ICT-integrated mathematics remedial instruction was not implemented, students' scores in the posttest were not significantly higher; however, after implementing ICT-integrated mathematics remedial instruction, the grades in the posttest were significantly higher. Regarding students' intention to use ICT-integrated mathematics remedial instruction, the research model was developed from the technology acceptance model. This study analyzed data collected from questionnaires using the partial-least-squares structural equation modeling multivariate data analysis method. The results indicated that (1) perceived usefulness significantly affected attitude toward use and behavioral intention to use; (2) attitude toward use significantly affected behavioral intention to use; and (3) attitude toward use exhibited significant mediating effects between perceived usefulness and behavioral intention to use, indicating that perceived usefulness primarily affected students’ behavioral intention to use through attitude toward use. The results may facilitate the application of technology to implement mathematics remedial instruction.
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