Socio-Cognitive Factors Affecting the Behavioral Intention of Preservice Teachers to Use Educational Technology
Year: 2024
Type: article
Study design: Observational Study
Abstract: 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.
Institution: Central Luzon State University
Language: English
Subfield: Information Systems and Management
Field: Decision Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4402408564