Abstract
Online learning is perceived differently by students than face-to-face or traditional learning. Because the pandemic has sickened many people, students can still attend school whenever they want. Online math classes are less popular with students who aren't ready to learn in a new way. This study examined whether math attitudes affect online learning readiness. The study looked at 153 STEM high school students' performance in an entirely online math class. We used self-reporting tools like the OLRS, ATMI, and the online learning satisfactory scale to gather data (OLSS). According to OLS regression-based path analysis and simple mediation analysis, students who were ready to learn math online were satisfied with the subject mathematics. An online learner has a positive attitude towards math, which leads to a high level of satisfaction. Also, math attitudes were found to be a "mediator" between online learning reading and math satisfaction.
