Socio-Cognitive Factors Affecting the Behavioral Intention of Preservice Teachers to Use Educational Technology
Keywords:
cognitive benefits; mathematics education; prospective teacher; technology integrationAbstract
In today’s fast-changing educational settings, technology integration offers the opportunity to enhance mathematics instruction. This study determines the significant socio-cognitive factors among preservice mathematics teachers (PMTs) affecting their behavioral intention toward the use of technology. A descriptive-correlational research design was employed with 130 participants. Revised UTAUT construct items and behavioral intention scales were utilized through survey forms. Findings revealed that the participants were more inclined to use technology in their pedagogical approach. The only socio-cognitive factors significantly affecting the participants’ positive inclination to utilize educational technology were performance expectancy, effort expectancy, and social influence. However, when controlling for the effects of the participants’ willingness to use technology, social influence became insignificant. Developing favorable impressions of technology’s effectiveness and ease of use may encourage greater technology integration in mathematics education.
https://doi.org/10.26803/ijlter.23.8.24
References
Abbas, M., Hassan, K. H. U., & Rehman, R. U. (2023). Exploring the role of ICT in developing teachers’ ICTs competencies through promotion-linked-training bs 17 to bs 18 QAED during PLT at the Punjab level. Journal of Social Sciences Review, 3(1), 747-757. https://doi.org/10.54183/jssr.v3i1.209
Adhikari, Y. N. (2021). Integrating technology into English language teaching in Nepal: Student and teacher perspectives. Prithvi Academic Journal, 4, 107-120. https://doi.org/10.3126/paj.v4i0.37052
Adipat, S., Chotikapanich, R., Laksana, K., Busayanon, K., Piatanom, P., Ausawasowan, A., & Elbasouni, I. (2023). Technological pedagogical content knowledge for professional teacher development. Academic Journal of Interdisciplinary Studies, 12(1), 173-182. https://doi.org/10.36941/ajis-2023-0015
Ajzen, I., & Kruglanski, A. W. (2019). Reasoned action in the service of goal pursuit. Psychological Review, 126(5), 774-786. https://doi.org/10.1037/rev0000155
Al-Rahmi, W. M., Yahaya, N., Aldraiweesh, A., Alamri, M. M., Aljarboa, N. A., Alturki, U., & Aljeraiwi, A. A. (2019). Integrating technology acceptance model with innovation diffusion theory: An empirical investigation on students’ intention to use e-learning systems. IEEE Access, 7, 26797-26809. https://doi.org/10.1109/access.2019.2899368
Alkhwaldi, A. F., & Abdulmuhsin, A. A. (2021). Crisis-centric distance learning model in Jordanian higher education sector: Factors influencing the continuous use of distance learning platforms during COVID-19 pandemic. Journal of International Education in Business, 15(2), 250-272. https://doi.org/10.1108/jieb-01-2021-0001
Almaiah, M. A., Alamri, M. M., & Al-Rahmi, W. M. (2019). Applying the UTAUT model to explain the students’ acceptance of mobile learning system in higher education. IEEE Access, 7, 174673-174686. https://doi.org/10.1109/access.2019.2957206
Alshehri, E. (2023). English as a foreign language teachers’ acceptance of using blackboard collaborate ultra in higher education. World Journal of English Language, 14(2), 90-100. https://doi.org/10.5430/wjel.v14n2p90
Arthur, Y. D. (2022). Mathematics teachers’ acceptance of ICT in teaching and learning: An extended technology acceptance model. Problems of Education in the 21st Century, 80(3), 408-425. https://doi.org/10.33225/pec/22.80.408
Asbulah, L. H., Sahrim, M., Soad, N. F. A. M., Rushdi, N. A. A. M., & Deris, M. A. H. M. (2022). Teachers’ attitudes towards the use of augmented reality technology in teaching Arabic in primary school Malaysia. International Journal of Advanced Computer Science and Applications, 13(10), 465-474. https://doi.org/10.14569/ijacsa.2022.0131055
Astuti, K. L., & Setiawan, A. I. (2023). Fostering teacher’s digital competencies and innovative work behavior in facing Merdeka Belajar policy: Digital informal learning as a mediator. International Journal of Educational Research and Social Sciences, 4(2), 288-295. https://doi.org/10.51601/ijersc.v4i2.619
Bervell, B., & Arkorful, V. (2020). LMS-enabled blended learning utilization in distance tertiary education: Establishing the relationships among facilitating conditions, voluntariness of use and use behaviour. International Journal of Educational Technology in Higher Education, 17(1), 10-14. https://doi.org/10.1186/s41239-020-0183-9
Botero, G. G., Nguyet, D. A., Botero, J. G., Zhu, C., & Questier, F. (2022). Acceptance and use of mobile-assisted language learning by higher education language teachers. Lenguaje, 50(1), 66-92. https://doi.org/10.25100/lenguaje.v50i1.11006
Brugger, H. I., & Henry, A. D. (2019). Equity of incentives: Agent-based explorations of how social networks influence the efficacy of programs to promote solar adoption. Complexity, 2019, 1-15. https://doi.org/10.1155/2019/4349823
Bütün, M., & Karaku?, F. (2021). Mathematics teachers’ views on distance education and their beliefs about integrating computer technology in mathematics courses. Journal of Pedagogical Research, 5(2), 88-102. https://doi.org/10.33902/jpr.2021269394
Cullen, C. J., Hertel, J. T., & Nickels, M. (2020). The roles of technology in mathematics education. The Educational Forum, 84(2), 166-178. https://doi.org/10.1080/00131725.2020.1698683
Dalinger, T., & Asino, T. I. (2021). Design of an instrument measuring P-12 teachers’ cognitive load and intent to adopt technology. TechTrends, 65(3), 288-302. https://doi.org/10.1007/s11528-020-00574-5
Dawadi, N. (2022). Availability and use of audio-visual aids in teaching science. Journal of Social Sciences and Management Studies, 1(3), 17-23. https://doi.org/10.56556/jssms.v1i3.100
Del Mundo, H. (2022). 21st century digital skills, technology integration in instruction and challenges senior high school teachers encounter in Muntinlupa National High School. International Journal of Multidisciplinary Research and Analysis, 5(5), 1159-1172. https://doi.org/10.47191/ijmra/v5-i5-35
Dele-Ajayi, O., Fasae, O. D., & Okoli, A. (2021). Teachers’ concerns about integrating information and communication technologies in the classrooms. Plos One, 16(5), Article e0249703. https://doi.org/10.1371/journal.pone.0249703
Dosaya, D., Shukla, T., & Nirban, V. S. (2020). Transformation of academic ecology through information communication technology adoption. International Journal of Information and Education Technology, 10(5), 372-377. https://doi.org/10.18178/ijiet.2020.10.5.1392
Elshafey, A., Saar, C. C., Aminudin, E. B., Gheisari, M., & Usmani, A. (2020). Technology acceptance model for augmented reality and building information modeling integration in the construction industry. Journal of Information Technology in Construction, 25, 161-172. https://doi.org/10.36680/j.itcon.2020.010
Foltyn, M., & Polok, K. (2022). An exploratory study into EFL teachers’ implementation of new technologies and distance teaching during the COVID-19 pandemic. Arab World English Journal, (2), 155-168. https://doi.org/10.24093/awej/covid2.10
Gao, L., & Liu, Z. (2023). Unraveling the multifaceted nexus of artificial intelligence sports and user willingness: A focus on technology readiness, perceived usefulness, and green consciousness. Sustainability, 15(18), Article 13961. https://doi.org/10.3390/su151813961
Ghazali, E., Mutum, D., Waqas, M., Taha, A. Z., & Mohtar, M. (2022). Factors influencing the potential adoption of portable pork DNA detection device. Journal of Islamic Marketing, 14(10), 2575-2599. https://doi.org/10.1108/jima-05-2022-0129
Govindaraju, F. V. (2021). A review of social cognitive theory from the perspective of interpersonal communication. CERN European Organization for Nuclear Research, 7(12), 489-492. https://doi.org/10.5281/zenodo.5802235
Grani?, A. (2022). Educational technology adoption: A systematic review. Education and Information Technologies, 27(7), 9725-9744. https://doi.org/10.1007/s10639-022-10951-7
Gupta, C., Gupta, V., & Stachowiak, A. (2021). Adoption of ICT-based teaching in engineering: An extended technology acceptance model perspective. IEEE Access, 9, 58652-58666. https://doi.org/10.1109/access.2021.3072580
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275-285. https://doi.org/10.1016/j.susoc.2022.05.004
Huang, F., & Teo, T. (2020). Examining the role of technology?related policy and constructivist teaching belief on English teachers’ technology acceptance: A study in Chinese universities. British Journal of Educational Technology, 52(1), 441-460. https://doi.org/10.1111/bjet.13027
Humida, T., Mamun, M. H. A., & Keikhosrokiani, P. (2021). Predicting behavioral intention to use e-learning system: A case-study in Begum Rokeya University, Rangpur, Bangladesh. Education and Information Technologies, 27(2), 2241-2265. https://doi.org/10.1007/s10639-021-10707-9
Ibrahim, A., & Shiring, E. (2022). The relationship between educators’ attitudes, perceived usefulness, and perceived ease of use of instructional and web-based technologies: Implications from Technology Acceptance Model (TAM). International Journal of Technology in Education, 5(4), 535-551. https://doi.org/10.46328/ijte.285
Indalecio, R. (2022). Western Pacific teachers’ perceptions of implementing technology in the classroom. International Journal of Social Science and Human Research, 5(1). https://doi.org/10.47191/ijsshr/v5-i1-09
Kaur, P., Ritu, R. K., & Kaur, A. (2024). Unraveling consumer behavioral intentions to adopt solar water heaters in India using UTAUT model. Built Environment Project and Asset Management, 14(2), 312-328. https://doi.org/10.1108/bepam-07-2023-0118
Kestner, K., Finch, K., & Kolb, R. (2023). Systematic review of procedures and outcomes of choice-based interventions with children. Education and Treatment of Children, 46(1), 77-106. https://doi.org/10.1007/s43494-023-00088-8
Khalil, A. B., & Nafti, O. (2020). Factors that influence the adoption of computer assisted audit techniques (CAATs) by external auditors in Yemen. International Journal of Accounting and Financial Reporting, 10(2), 1-23. https://doi.org/10.5296/ijafr.v10i2.16692
Lau, L. (2023). A study of the effects of e-learning on the learning effectiveness of students. Journal of Education, Humanities and Social Sciences, 8, 1961-1968. https://doi.org/10.54097/ehss.v8i.4623
Liu, Q., Geertshuis, S., & Grainger, R. (2020). Understanding academics’ adoption of learning technologies: A systematic review. Computers & Education, 151, Article 103857. https://doi.org/10.1016/j.compedu.2020.103857
Logroño, O. C., & Costelo-Abrea, A. M. (2023). ESL teachers’ and students’ experience of online learning via Microsoft Teams. East Asian Journal of Multidisciplinary Research, 2(7), 2983-2998. https://doi.org/10.55927/eajmr.v2i7.4875
Lyanda, J. N., Koteng, G. A., & Ong’unya, R. O. (2023). School administration support systems for educational technology adoption and students’ academic achievement in secondary schools in Kenya. African Journal of Empirical Research, 4(2), 363-374. https://doi.org/10.51867/ajernet.4.2.36
Mardhiah, A., Farisha, N., Yuan, W. P., & Tony, F. N. (2022). Investigating the influence of perceived ease of use and perceived usefulness on housekeeping technology intention to use. International Journal of Academic Research in Business and Social Sciences, 12(11), 1306-1314. https://doi.org/10.6007/ijarbss/v12-i11/15657
Mariano-Dolesh, M. L., Collantes, L. M., Ibanez, E. D., & Pentang, J. T. (2022). Mindset and levels of conceptual understanding in the problem-solving of preservice mathematics teachers in an online learning environment. International Journal of Learning, Teaching and Educational Research, 21(6), 18-33. https://doi.org/10.26803/ijlter.21.6.2
Menabò, L., Sansavini, A., Brighi, A., Skrzypiec, G., & Guarini, A. (2021). Promoting the integration of technology in teaching: An analysis of the factors that increase the intention to use technologies among Italian teachers. Journal of Computer Assisted Learning, 37(6), 1566-1577. https://doi.org/10.1111/jcal.12554
Musa, M., Ismail, M. N., Tahir, S., Fudzee, M. F. M., & Jofri, M. H. (2022). Student acceptance towards online learning management system based on UTAUT2 model. International Journal of Advanced Computer Science and Applications, 13(11), 139-147. https://doi.org/10.14569/ijacsa.2022.0131115
Mutisya, S. M. (2020). Integration of information communication technology in teaching: The underpinning factors among Kenya’s primary school teachers. Journal of Learning for Development, 7(2), 174-189. https://doi.org/10.56059/jl4d.v7i2.429
Njiku, J., Mutarutinya, V., & Maniraho, J. F. (2023). Developing mathematics teachers’ attitude towards technology integration through school-based lesson design teams. The International Journal of Information and Learning Technology, 40(5), 485-499. https://doi.org/10.1108/ijilt-06-2022-0131
Nnaji, C., Okpala, I., Awolusi, I., & Gambatese, J. (2023). A systematic review of technology acceptance models and theories in construction research. Journal of Information Technology in Construction, 28, 39-69. https://doi.org/10.36680/j.itcon.2023.003
Nur, T., & Panggabean, R. R. (2021). Factors influencing the adoption of mobile payment method among generation Z: The extended UTAUT approach. Journal of Accounting Research Organization and Economics, 4(1), 14-28. https://doi.org/10.24815/jaroe.v4i1.19644
Oguguo, B., Ezechukwu, R., Nannim, F., & Offor, K. (2023). Analysis of teachers in the use of digital resources in online teaching and assessment in COVID times. Innoeduca International Journal of Technology and Educational Innovation, 9(1), 81-96. https://doi.org/10.24310/innoeduca.2023.v9i1.15419
Omar, N. A., Mad, S., Saleh, S. S. M., Azeman, S. N. A., & Sarudin, E. S. (2022). A behavioural intention to use e-learning in mathematics courses. International Journal of Academic Research in Business and Social Sciences, 12(10), 929-941. https://doi.org/10.6007/ijarbss/v12-i10/14954
Park, I., Kim, D., Moon, J., Kim, S., Kang, Y., & Bae, S. (2022). Searching for new technology acceptance model under social context: Analyzing the determinants of acceptance of intelligent information technology in digital transformation and implications for the requisites of digital sustainability. Sustainability, 14(1), Article 579. https://doi.org/10.3390/su14010579
Pentang, J. T., Maglente, S. S., Sescon, M. E. A., Murao, F. F., Bacolod, M. S., Juancho, C. J., Capulso, L.B., Baluyot, M. B. B., Lopres, J. R., Hazir, H., & Besnik, H. (2023). Improving writing constructs and performance through vlog-assisted language learning (VALL). World Journal of English Language, 13(3), 129-129.
Perkmen, S., Toy, S., & Caracuel, A. (2023). Extended social cognitive model explains pre-service teachers’ technology integration intentions with cross-cultural validity. Computers in the Schools, 40(2), 173–193. https://doi.org/10.1080/07380569.2022.2157690
Persada, S. F., Prasetyo, Y. T., Suryananda, X. V., Apriyansyah, B., Ong, A. K. S., Nadlifatin, R., Setiyati, E. A., Putra, R. a. K., Purnomo, A., Triangga, B., Siregar, N. J., Carolina, D., Maulana, F. I., & Ardiansyahmiraja, B. (2022). How the education industries react to synchronous and asynchronous learning in COVID-19: Multigroup analysis insights for future online education. Sustainability, 14(22), Article 15288. https://doi.org/10.3390/su142215288
Purwaningtyas, T., Nurkamto, J., & Kristina, D. (2023). EFL teacher intervention in mediating students’ interaction in web-based collaborative writing environment using Google Docs. Voices of English Language Education Society, 7(1), 135-144. https://doi.org/10.29408/veles.v7i1.7912
Puspandari, L. E. (2023). Exploring pedagogical potentials of technology: Professional development for English teachers of vocational higher education. Journal of Applied Studies in Language, 7(1), 107-116. https://doi.org/10.31940/jasl.v7i1.107-116
Rahmadi, I. F., & Lavicza, Z. (2021). Pedagogical innovations in elementary mathematics instructions: Future learning and research directions. International Journal on Social and Education Sciences, 3(2), 360-378. https://doi.org/10.46328/ijonses.110
Ramos, C. R. D. S., & Queiroz, M. M. (2022). Blockchain in education: The influence of trust on adoption and implementation. RAUSP Management Journal, 57(3), 316-331. https://doi.org/10.1108/rausp-06-2021-0097
Ray, S., & Sikdar, D. P. (2023). Trending scenario of teaching method in the modern education. International Journal of Teaching Learning and Education, 2(3), 7-11. https://doi.org/10.22161/ijtle.2.3.2
Rui, J. R. (2020). How a social network profile affects employers’ impressions of the candidate: An application of norm evaluation. Management Communication Quarterly, 34(3), 328-349. https://doi.org/10.1177/0893318920916723
Saad, N. A., Elgazzar, S., & Kac, S. M. (2023). Investigating the impact of supply chain management practices on customer satisfaction through flexibility and technology adoption: Empirical evidence. Business Strategy & Development, 7(1), Article e326. https://doi.org/10.1002/bsd2.326
Salleh, S. M., Jawawi, R., & Teo, S. N. N. S. A. (2022). Factors influencing teachers’ implementation of online teaching and learning mode during COVID-19. International Journal of Instruction, 15(4), 819-834. https://doi.org/10.29333/iji.2022.15444a
Selialia, N. M., & Kurata, N. L. (2023). Practical challenges of integrating technology within Lesotho’s secondary geography education: A conceptual analysis. International Journal of Science and Research Archive, 10(2), 1016-1022. https://doi.org/10.30574/ijsra.2023.10.2.1079
Shambare, B., Simuja, C., & Olayinka, T. A. (2022). Educational technologies as pedagogical tools. International Journal of Information and Communication Technology Education, 18(1), 1-15. https://doi.org/10.4018/ijicte.307109
Sim, J. S. E., & Ismail, H. H. (2023). Using digital tools in teaching and learning English: Delving into English language teachers’ perspectives. Creative Education, 14(10), 2021-2036. https://doi.org/10.4236/ce.2023.1410129
Sun, L., & Zhou, D. (2023). K?12 teachers’ programming attitudes among different disciplines: Analysis of influential factors. Journal of Computer Assisted Learning, 40(2), 538-556. https://doi.org/10.1111/jcal.12895
Tan, S., & Jiang, W. (2021). An exploration into teachers’ technological mathematics knowledge: Changling Xiwang Elementary School as a case study. Journal on Education, 3(4), 340-351. https://doi.org/10.31004/joe.v3i4.398
Timotheou, S., Miliou, O., Dimitriadis, Y., Sobrino, S. V., Giannoutsou, N., Cachia, R., Monés, A. M., & Ioannou, A. (2022). Impacts of digital technologies on education and factors influencing schools’ digital capacity and transformation: A literature review. Education and Information Technologies, 28(6), 6695-6726. https://doi.org/10.1007/s10639-022-11431-8
Touil, A. A., & Jabraoui, S. (2022). An effective communication strategy based on trust: The key element to adopting a COVID-19 contact tracking application. Marketing and Management of Innovations, 2(1), 128-140. https://doi.org/10.21272/mmi.2022.2-12
Tran, H. T. T., Nguyen, N. T., & Tang, T. T. (2023a). Influences of subjective norms on teachers’ intention to use social media in working. Contemporary Educational Technology, 15(1), Article ep400. https://doi.org/10.30935/cedtech/12659
Unasiansari, I., Sarwoprasodjo, S., Hubeis, A. V. S., & Kinseng, R. A. (2024). Investigating teacher’s digital technology use through a modified technology acceptance model framework: A survey in Indonesia capital city buffer areas. Revista De Gestão Social E Ambiental, 18(9), Article e07679. https://doi.org/10.24857/rgsa.v18n9-146
Ursava?, Ö. F., Yalç?n, Y., & Bak?r, E. (2019). The effect of subjective norms on preservice and in?service teachers’ behavioural intentions to use technology: A multigroup multimodel study. British Journal of Educational Technology, 50(5), 2501-2519. https://doi.org/10.1111/bjet.12834
Venkatesh, V., Morris, M., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. Management Information Systems Quarterly, 27(3), 446-454. https://doi.org/10.2307/30036540
Wahyuni, A. E., Juraida, A., & Anwar, A. (2021). Readiness factor identification Bandung City MSMEs use blockchain technology. Jurnal Sistem Dan Manajemen Industri, 5(2), 53-62. https://doi.org/10.30656/jsmi.v5i2.2787
Wang, Q., Jalil, H. A., & Marof, A. M. (2022). Factors affecting the acceptance of big data technology in teaching among higher education educators: An empirical investigation using the UTAUT model. International Journal of Academic Research in Business and Social Sciences, 12(12), 1049-1066. https://doi.org/10.6007/ijarbss/v12-i12/15356
Wen, K. Y. K., & Tan, K. H. (2020). ESL teachers’ intention in adopting online educational technologies during COVID-19 pandemic. Journal of Education and e-Learning Research, 7(4), 387-394. https://doi.org/10.20448/journal.509.2020.74.387.394
Wulandari, A., Suryawardani, B., & Marcelino, D. (2020). M-wallet technology: Perception and satisfaction of users on usage intensity. Jurnal Aplikasi Manajemen, 18(4), 656-666. https://doi.org/10.21776/ub.jam.2020.018.04.05
Xue, F. X., Gill, S. S., Rosnon, M. R., & Talib, A. T. (2021). Factors of ICT adoption and cultural preservation among the Kadazandusun community in Sabah. International Journal of Academic Research in Business and Social Sciences, 11(11), 1836-1847. https://doi.org/10.6007/ijarbss/v11-i11/11664
Yao, X., & Zhao, J. (2022). Chinese mathematics teachers’ use of digital technologies for instruction: A survey study. Eurasia Journal of Mathematics Science and Technology Education, 18(8), Article em2135. https://doi.org/10.29333/ejmste/12209
Yin, S. S. Y., & Mohamad, M. (2023). Unleashing the potential: A systematic review of teachers’ perspectives on enhancing teaching practices through digital tools. International Journal of Academic Research in Business & Social Sciences, 13(8), 1105-1117. https://doi.org/10.6007/ijarbss/v13-i8/18202
Zainudin, M. M. & Bakar, K. A. (2023). Online teaching readiness of early childhood education teachers. International Journal of Academic Research in Progressive Education and Development, 12(1), 1250-1263. https://doi.org/10.6007/ijarped/v12-i1/16299
Zhang, X., & Khachatryan, H. (2023). Does the perceived effectiveness of voluntary conservation programs affect household adoption of sustainable landscaping practices? Land, 12(7), Article 1429. https://doi.org/10.3390/land12071429
Zhou, Y., Li, X., & Wijaya, T. T. (2022). Determinants of behavioral intention and use of interactive whiteboard by K-12 teachers in remote and rural areas. Frontiers in Psychology, 13, Article 934423. https://doi.org/10.3389/fpsyg.2022.934423
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Rossman Ivan Sevidal Bitangcol, Edwin Daniega Ibañez, Jupeth Toriano Pentang
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
All articles published by IJLTER are licensed under a Creative Commons Attribution Non-Commercial No-Derivatives 4.0 International License (CCBY-NC-ND4.0).