UPSI Digital Repository (UDRep)
|
UPSI Digital Repository (UDRep)
|
|
|
|
||||||||||||||||||||||||
| Abstract : Perpustakaan Tuanku Bainun |
| This study aims to explore the impact of barriers and academic achievement on
mathematics teachers' attitudes towards e-learning, using the Technology Acceptance
Model from the perspective of basic education teachers in Oman. It also investigates
the influence of perceived usefulness and perceived ease of use on these attitudes. A
descriptive-analytical approach was adopted to address the research questions. The
researcher developed a questionnaire to measure attitudes toward e-learning,
comprising five dimensions: attitudes toward e-learning, barriers, academic
achievement, perceived usefulness, and perceived ease of use. The tool’s validity and
reliability were confirmed, with a Cronbach's alpha of 0.90. The questionnaire was
administered to a simple random sample of 268 teachers. Various statistical methods
were employed, including percentages, means, exploratory and confirmatory factor
analyses, and structural equation modelling. The results validated the tool’s constructs
and its alignment with the study’s theoretical framework. Findings revealed that
mathematics teachers' attitudes towards e-learning were generally positive, with a mean
score of 3.75. No statistically significant differences were observed based on gender,
academic qualifications, or years of experience. The study further indicated that an
increase in e-learning barriers was associated with a decline in positive attitudes, as
reflected by a standardized beta coefficient of -0.171. Conversely, increases in academic
achievement and perceived usefulness were linked to more favourable attitudes, with
standardized beta coefficients of 0.469 and 0.402, respectively. However, perceived
ease of use did not significantly affect attitudes towards e-learning, with a standardized
beta coefficient of 0.060. Based on these findings, the researcher recommends
transitioning from traditional learning to e-learning, ensuring the availability of
necessary infrastructure, addressing e-learning barriers, and expanding the application
of the Technology Acceptance Model to evaluate factors influencing teachers' adoption
of e-learning. |
| This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials. You may use the digitized material for private study, scholarship, or research. |