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| Main Authors: | , |
|---|---|
| Format: | Recurso digital |
| Language: | English |
| Published: |
Zenodo
2025
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| Subjects: | |
| Online Access: | https://doi.org/10.5281/zenodo.16564262 |
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Table of Contents:
- <table> <tbody> <tr> <td> <div> <p>This study investigates the influence of the technology acceptance model on behavioral intention and attitude within the realm of mathematics, particularly in relation to e-learning. The sample comprised 120 students from two private schools in Jammu City, all of whom were in the IX level and affiliated with CBSE, New Delhi. The research focused on two specific factors: behavioral intention and attitude. Two separate levels of analysis were conducted on the variable of behavioral intention, which included the technology acceptance model strategy and conventional teaching approach levels. The research examined three levels of attitude: high, medium, and low, concentrating on students' attitudes towards e-learning. The dependent variable was the behavioral intention score, calculated by subtracting the pre-test score from the post-test score. The experimental group received training based on the technology acceptance model across five different subjects from the ninth-grade mathematics curriculum. Conversely, the control group was instructed using the traditional teaching method developed by the researchers. The teaching materials were designed by the investigators. Data collection was supported by e-learning technology, and both the behavioral intention test and the attitude test were administered. Mean gain scores were computed following pre- and post-testing for all students. The data analysis employed statistical methods, including Mean (average) and SD (standard deviation). To determine the statistical significance of the mean differences between the various groups and variables, both the F-ratio and the t-test were utilized. A two-by-three analysis of variance (ANOVA) was conducted on the data, leading to the following conclusions: he group utilizing the technology acceptance model demonstrated significantly superior performance compared to the group employing traditional teaching methods. (ii) Students exhibiting a high attitude achieved higher scores than those with medium and low attitudes towards the e-learning group. (iii) A substantial effect size was noted for the interaction between the teaching methodologies and the attitude groups among mathematics students.</p> </div> </td> </tr> </tbody> </table>