Research Article

Modeling basic school teachers acceptance of instructional technology in advancing mathematical pedagogy in Ghana

Ebenezer Kwesi Lotey 1 * , Yarhands Dissou Arthur 1, Joseph Frank Gordon 1, Benjamin Adu-Obeng 1
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1 Department of Mathematics Education, Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development, Kumasi, GHANA* Corresponding Author
Contemporary Mathematics and Science Education, 4(1), 2023, ep23006, https://doi.org/10.30935/conmaths/12811
Published: 06 January 2023
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ABSTRACT

In this study a modified technology acceptance model (TAM) was used to examine factors that determine information and communication technology (ICT) adoption in junior high school (JHS) mathematics classrooms in Ghana. The study purely employed a quantitative research method. A cross sectional survey was conducted using 180 basic school mathematics instructors in the Kumasi Metro using a questionnaire. Multiple stepwise regression was used as the statistical technique to analyze the data. The study found that usage training, perceived ease of use (PEU), perceived usefulness (PU), and attitude towards use (ATU), had a direct and positive impact on the JHS mathematics instructors’ intentions to utilize ICT for academic purposes. It was likewise concluded that the perceived ICT usefulness was found to be the most influential factor for the instructors’ intention to utilize ICT. The significant effect of usage training was statistically supported against the original TAM constructs utilized in this study. Also, the result from the study further reveals that mathematics facilitators intension to use ICT is not merely based on PEU, PU, and ATU, but fostered through educational culture to train their teaching staff in order to increase their competence and ability to use the instructional technology for academic purposes.

CITATION (APA)

Lotey, E. K., Arthur, Y. D., Gordon, J. F., & Adu-Obeng, B. (2023). Modeling basic school teachers acceptance of instructional technology in advancing mathematical pedagogy in Ghana. Contemporary Mathematics and Science Education, 4(1), ep23006. https://doi.org/10.30935/conmaths/12811

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