Exploring students' technology acceptance in college developmental mathematics

Technology has become a large component of teaching and learning in mathematics education. Gaining insight into students' technology acceptance factors is a crucial step in understanding instructional design and implementation of technology-based learning programs. Despite the widespread use of technology in education, few research efforts have focused on examining student attitudes toward learning mathematics within a technology environment. The purpose of this study was to explore students' technology acceptance in college mathematics classes. The Unified Theory of Acceptance and Usage of Technology model posited by Venkatesh, Morris, Davis and Davis (2003) provides the theoretical framework for the study. The focus of this ex post facto study emphasized the Unified Theory of Acceptance and Usage of Technology and Usage of Technology constructs as predictors of actual usage of technology. The Unified Theory of Acceptance and Use of Technology instrument by Venkatesh et al. (2003) was utilized to gain information about student behavior in mathematics classes to empirically discern which variables contribute to students' perceptions of the effectiveness of learning mathematics using technology. All student participants (N = 236) were from a single college. The Pearson product-moment correlation procedure and the multiple regression analysis procedure were used to examine relationships between Unified Theory of Acceptance and Use of Technology constructs and actual technology usage. The results of the study indicated that there were significant predictive relationships among the constructs of the Unified Theory of Acceptance and Use of Technology and the actual usage of technology.