Penerimaan Teknologi: Peranan Lokasi Sekolah Sebagai Moderator
DOI:
https://doi.org/10.11113/sh.v2n4.461Keywords:
Mathematics education, technology acceptance level, self-efficacy, school location, multiple regressionAbstract
This study aims to establish the relationship between teacher self-efficacy with level of technology acceptance and the variable role of school location as moderator. This study used survey method in which samples were selected using random sampling. Data were collected through questionnaires from samples comprising 218 Mathematics teachers teaching in national-type secondary schools in urban and rural areas. The questionnaires were adapted from other sources and had a reliability value of 0.96. The quantitative data were analysed using descriptive statistics and multiple regression analysis. The analysis showed there was a significant relationship between teacher self-efficacy and level of technology acceptance. The findings indicated the need for emphasis on interaction between school location and teacher self-efficacy to further increases the level of technology acceptance. The findings also had positive implications on improving level of technology acceptance among Mathematics teachers in urban and rural schools.References
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