n Journal of Emerging Trends in Engineering and Applied Sciences - University students' acceptance of technology in math classes : does gender matter?

Volume 6, Issue 4
  • ISSN : 2141-7016
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Although the Acceptance Technology Model (TAM) has been widely used by researchers to test user's acceptance of technology in education and other domains, research in education have underestimated the role played by gender in determining students' acceptance of technology as part of the educational process. This research study is a unique attempt to explore possible gender differences in university students' perceived acceptance of technology in their mathematics classes. It particularly investigates genders' acceptance to use MyMathLab in university math classes. Structural equation modelling with various constructs was used. Results showed that there is no significant difference between genders on perceived usefulness, subjective norm, attitude, and behavioural intention. However, the effect of perceived ease of use on attitude is significantly higher for male students. The findings have great implications for educators and students as they shed light on the significant factors that determine genders' acceptance of technological tools or platforms used in the math classroom.

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