• Nura Arabi Faculty of Education, University of Malaya, 50603 Kuala Lumpur, Malaysia.
  • Wail Muin Ismail Faculty of Education, University of Malaya, 50603 Kuala Lumpur, Malaysia.
  • Fonny Dameaty Hutagalung Faculty of Education, University of Malaya, 50603 Kuala Lumpur, Malaysia.


Background and Purpose: Limited research has explored the perceptions of technology use in distance learning education among grade six students and its potential influence on academic achievement. Addressing this gap, this study aims to investigate the relationship between technophobia, motivation and academic achievement in the context of distance learning for sixth-grade students in Abu Dhabi, United Arab Emirates.

Methodology: Data were collected through a questionnaire distributed among grade six students in Abu Dhabi resulting in 399 responses. The respondent pool comprised 173 female students and 269 male students. The collected data underwent analysis using both SPSS and Structural Equation Model through SMART-PLS.


Findings: The study found that technophobia negatively impacts students’ academic achievement in distance learning, while motivation positively affects technophobia and academic achievement in distance learning.


Contributions: The findings provide insights for educational stakeholders, teachers, and leaders in the Ministry of Education to develop policies and support students in their distance education experience.

Keywords: Technophobia, motivation, distance learning, educational technologies, academic achievement.


Cite as: Arabi, N., Ismail, W. M., & Hutagalung, F. D. (2024). Technophobia, motivation and academic achievement in distance learning for grade 6 students in Abu Dhabi, United Arab Emirates. Journal of Nusantara Studies, 9(1), 345-367.


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