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Open Access

Correction

Correction: Assessing the attitude and problem-based learning in mathematics through PLS-SEM modeling

  • The PLOS ONE Staff

Notice of republication

This article was republished on January 9, 2023 to correct for errors in the Data Availability statement. The publisher apologizes for the errors. Please download this article again to view the correct version. The originally published, uncorrected article and the republished, corrected article are provided here for reference.

Supporting information

S1 File. Originally published, uncorrected article.

https://doi.org/10.1371/journal.pone.0280909.s001

(PDF)

S2 File. Republished, corrected article.

https://doi.org/10.1371/journal.pone.0280909.s002

(PDF)

Reference

  1. 1. Zamir S, Yang Z, Wenwu H, Sarwar U (2022) Assessing the attitude and problem-based learning in mathematics through PLS-SEM modeling. PLoS ONE 17(5): e0266363. pmid:35587507

Citation: The PLOS ONE Staff (2023) Correction: Assessing the attitude and problem-based learning in mathematics through PLS-SEM modeling. PLoS ONE 18(1): e0280909. https://doi.org/10.1371/journal.pone.0280909

Published: January 20, 2023

Copyright: © 2023 The PLOS ONE Staff. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.