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Open Access

Correction

Correction: Effects of students’ mathematics learning strategy and perceived task difficulty on their achievement of mathematics

  • Woldeab Daniel Eka,
  • Tiruwork Tamiru Tola,
  • Reda Darge Negasi

Notice of Republication

This article [1] was republished on July 22, 2026, to address errors in the author affiliations, and to update the ethics statement with the specific name of the approving body. 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.0355797.s001

(PDF)

S2 File. Republished, corrected article.

https://doi.org/10.1371/journal.pone.0355797.s002

(PDF)

Reference

  1. 1. Eka WD, Tola TT, Negasi RD. Effects of students’ mathematics learning strategy and perceived task difficulty on their achievement of mathematics. PLoS One. 2025;20(11):e0337115. pmid:41270042

Citation: Eka WD, Tola TT, Negasi RD (2026) Correction: Effects of students’ mathematics learning strategy and perceived task difficulty on their achievement of mathematics. PLoS One 21(8): e0355797. https://doi.org/10.1371/journal.pone.0355797

Published: August 11, 2026

Copyright: © 2026 Eka et al. 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.